Science is undergoing an identity crisis! A renown psychologist and biologist diagnoses our age of wishful, magical thinking and blasts out a clarion call for a return to reason and the search for objective knowledge and truth. Fans of Matt Ridley and Nicholas Wade will adore this trenchant meditation and call to action. Science is in trouble. Real questions in desperate need of answers—especially those surrounding ethnicity, gender, climate change, and almost anything related to ‘health and safety’—are swiftly buckling to (...) the fiery societal demands of what ought to be rather than what is. These foregone conclusions may be comforting, but each capitulation to modernity’s whims threatens the integrity of scientific inquiry. Can true, fact-based discovery be redeemed? In Science in the Age of Unreason, legendary professor of psychology and biology, John Staddon, unveils the identity crisis afflicting today’s scientific community, and provides an actionable path to recovery. With intellectual depth and literary flair, Staddon answers pressing questions, including: Is science, especially the science of evolution, a religion? Can ethics be derived from science at all? How sound is social science, particularly surrounding today’s most controversial topics? How can passions be separated from facts? Informed by decades of expertise, Science in the Age of Unreason is a clarion call to rebirth academia as a beacon of reason and truth in a society demanding its unconditional submission. (shrink)

Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...) support improving the student experience, we then consider ways in which this might be achieved that foreground the relation of university teachers with their subject matter and students' engagement in this. A higher education, we argue, should expose its students to disciplines whose standards are rightly contested and to a form of learning that intensifies or unsettles desires rather than simply aspiring to satisfy them. (shrink)

Basic science -- Experiment -- Null hypothesis statistical testing -- Social science: psychology -- Social science: economics -- Behavioral economics -- "Efficient" markets -- Summing up.

Limits to Action: The Allocation of Individual Behavior presents the ideas and methods in the study of how individual organisms allocate their limited time and energy and the consequences of such allocation. The book is a survey of individual resource allocation, emphasizing the relationships of the concepts of utility, reinforcement, and Darwinian fitness. The chapters are arranged beginning with plants and general evolutionary considerations, through animal behavior in nature and laboratory, and ending with human behavior in suburb and institution. Topics (...) discussed include operant conditioning; the principle of diminishing returns; and issues in relation to mating strategies. Biologists, sociologists, economists, and psychologists will find the book interesting. (shrink)

COVID‐19 caused an imbalance between medical resources and the number of patients in Türkiye like in many countries. There was not pandemic‐triage system, and this situation led to decision making based on experience, intuition, and judgment of allocation of scarce resources. The research explains the guiding criteria that healthcare professionals used to prioritize the distribution of scarce medical resources during the COVID‐19 pandemic. The criteria preferred by 928 healthcare professionals were evaluated when preventive measures for COVID‐19 were reduced and so (...) the number of cases increased rapidly. The results indicate that Turkish healthcare professionals largely support the utilitarian approach, which focuses on medical benefit in pandemic. The main problem was that some criteria not approved in COVID‐19 triage guidelines were considered important by healthcare professionals. These criteria, which cause discrimination by preventing the provision of fair and equal medical care to patients, are a prominent issue in the study. (shrink)

According to the received view the later Wittgenstein subscribed to the thesis that speaking a language requires being guided by rules (thesis RG). In this paper we question the received view. On its most intuitive reading, we argue, (RG) is very much at odds with central tenets of the later Wittgenstein. Giving up on this reading, however, threatens to deprive the notion of rule-following of any real substance. Consequently, the rule-following considerations cannot charitably be read as a deep and subtle (...) defense of (RG) against the threat of paradox, as proponents of the received view are wont to do. Instead, we argue, the rule-following considerations provide Wittgenstein's deep and subtle reasons for rejecting the very idea that speaking a language involves rule-guidance. Although Wittgenstein subscribed to (RG) during his middle period writings, his later remarks on rules, far from being a clarification and elaboration of his earlier views, are directed against the claim of the middle period that speaking a language is an essentially rule-guided activity. (shrink)

Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...) support improving the student experience, we then consider ways in which this might be achieved that foreground the relation of university teachers with their subject matter and students’ engagement in this. A higher education, we argue, should expose its students to disciplines whose standards are rightly contested and to a form of learning that intensifies or unsettles desires rather than simply aspiring to satisfy them. (shrink)

Donald Davidson denied convention any interesting role in the philosophical theory of meaning: Conventions are neither necessary nor sufficient to account for communication by language. This anticonventionalism is part of Davidson's more general individualism about meaning. According to Davidson, notions such as that of a shared language, shared practices of use, and the attendant notions of standard meaning and linguistic mistake, are as uninteresting to the philosophical theory of meaning as that of convention. The chapter starts with a sketch of (...) the meaning theoretical background for Davidson's anticonventionalism, arguing that Davidson ultimately motivates both anti‐conventionalism and individualism by the social or public nature of language. After quickly taking up Davidson's arguments against attempts to conventionally link semantics to nonsemantic purposes, the chapter then focuses on his attack on the idea that literal meaning is conventional meaning and the surrounding discussion. (shrink)

Donald Davidson famously held that only beliefs provide reasons for belief. Perceptual experiences, he held, are not even propositional attitudes, and thus doubly disqualified from being reason providers. John McDowell and others have tried to restore the intuitive reason-providing role of experience by suggesting that experiences do have contents. However, on McDowell’s account, experiences provide ‘reasons’ in a sense very different from the Davidsonian. In this paper, I argue that there is a better way of rescuing the reason-providing role of (...) experience: Construed as a (special) kind of belief, experience provides reasons for belief in precisely the Davidsonian sense. Moreover, the doxastic account of experience I suggest integrates naturally both with the Davidsonian picture of content determination and, consequently, with Davidsonian anti-skepticism. (shrink)

We show that it is relatively consistent with ZFC to have PCF structures of heightδ, for all ordinalsδ<ω3.

Respon'sible, liable to be called to account or render satisfaction: answerable: capable of discharging duty: able to pay. The old Chambers's dictionary gives a behavioristic view of responsibility: in terms of action, not thought or belief. “Lust in the heart” is not equated to lust in flagrante. It is this view I shall explore in this essay, rather than the more subjective notion of moral responsibility, as in, “I feel moral responsibility for not doing anything to save the Tutsis [Hutus, (...) ethnic Albanians, etc.].” My presumption is that responsibility implies capability: you cannot be held responsible for something over which you have no control. There is obviously uncertainty in some cases—where control is less than total, where the degree of potential control depends on our own efforts, where we cannot know if we have control until we try to exert it, etc. The relation between responsibility and degree of control is a separate topic which I shall not treat here. (shrink)

The “A-not-B” error is consistent with an old memory principle, Jost's Law. Quantitative properties of the effect can be explained by a dynamic model for habituation that is also consistent with Jost. Piaget was well aware of the resemblance between adult memory errors and the “A-not-B” effect and, contrary to their assertions, Thelen et al.'s analysis of the object concept is much the same as his, though couched in different language.

The temporal pattern of the terminal response on periodic schedules depends on when responding begins. Pigeons pecking on fixed-interval and fixed-time schedules of food reinforcement responded, or accelerated, faster the later in an interval they began responding.