Three experiments examined whether the mere priming of potential action effects enhances people’s feeling of causing these effects when they occur. In a computer task, participants and the computer independently moved a rapidly moving square on a display. Participants had to press a key, thereby stopping the movement. However, the participant or the computer could have caused the square to stop on the observed position, and accordingly, the stopped position of the square could be conceived of as the potential effect (...) resulting from participants’ action of pressing the stop key. The location of this position was primed or not just before participants had to stop the movement. Results showed that priming of the position enhanced experienced authorship of stopping the square. Additional experimentation demonstrated that this priming of agency was not mediated by the goal or intention to produce the effect. (shrink)
A reconstruction is presented of van der Sandt's theory of presupposition in the framework of update semantics and extended to belief sentences. The resulting view is confronted with earlier approaches to presupposition (especially Heim's) in update semantics, concentrating on the approach to accommodation. It is shown in some detail that the anaphoric view of presupposition can be maintained for only a subclass of presuppositional triggers and must be given up for another class. The paper shows that the treatment of presuppositional (...) anaphora and presuppositional accommodation is compositional with respect to stacks of information states. The brief development of the approach in section 7 shows, however, that, contrary to what one would expect, an approach in terms of stacks of information states is a powerful method in the study of DRT and other dynamic systems. (shrink)
Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. (...) The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole. (shrink)
Achieving understanding of nature is one of the aims of science. In this paper we offer an analysis of the nature of scientific understanding that accords with actual scientific practice and accommodates the historical diversity of conceptions of understanding. Its core idea is a general criterion for the intelligibility of scientific theories that is essentially contextual: which theories conform to this criterion depends on contextual factors, and can change in the course of time. Our analysis provides a general account of (...) how understanding is provided by scientific explanations of diverse types. In this way, it reconciles conflicting views of explanatory understanding, such as the causal-mechanical and the unificationist conceptions. (shrink)
To know the nature of any phenomenon or practice, it is often a good idea to learn about how it might have emerged or might have been constructed. The Birth of Ethics offers an account of how morality might have emerged, without any planning, in a society with language but without any properly ethical concepts or practices. The conjectural history that it documents serves a philosophical purpose, for it directs us the role that morality plays in human life and the (...) nature of morality that enables it to play that role. (shrink)
As even its defenders admit, reflection in education suffers from a lack of conceptual clarity. In this essay, Henk Procee provides a philosophical analysis of the central concepts in this domain. In the current literature, these concepts are usually taken from the pragmatic school of John Dewey and from critical social theory associated with Jürgen Habermas. In contrast, Procee argues that Kant’s philosophy incorporates ideas better suited to understanding reflection in education — particularly through his distinction between understanding and (...) judgment , a distinction that supports an epistemology that accepts the special nature of reflection as judgment as opposed to formal learning . In addition, Procee discusses some consequences for the aims and methods of reflection in education. (shrink)
In this paper we have two aims: first, to draw attention to the close connexion between interpretation and scientific understanding; second, to give a detailed account of how theories without a spacetime can be interpreted, and so of how they can be understood. In order to do so, we of course need an account of what is meant by a theory ‘without a spacetime’: which we also provide in this paper. We describe three tools, used by physicists, aimed at constructing (...) interpretations which are adequate for the goal of understanding. We analyse examples from high-energy physics illustrating how physicists use these tools to construct interpretations and thereby attain understanding. The examples are: the ’t Hooft approximation of gauge theories, random matrix models, causal sets, loop quantum gravity, and group field theory. (shrink)
Answere not a foole according to his folly, lest thou also be like unto him.Answere a foole according to his folly, lest hee be wise in his owne conceit.Proverbs 26:4-5.
In the first part of the paper, factual information is given about developments in European business ethics since it started on a more or less institutionalized basis, five or six years ago. In the second part some comments are presented on the meaning of the developments and the possible causes. Attention is given to resemblances and differences between American and European business ethics. In the short last part some suggestions are proposed about tasks business ethics will face in the next (...) decade. (shrink)
The network approach to psychopathology posits that mental disorders can be conceptualized and studied as causal systems of mutually reinforcing symptoms. This approach, first posited in 2008, has grown substantially over the past decade and is now a full-fledged area of psychiatric research. In this article, we provide an overview and critical analysis of 363 articles produced in the first decade of this research program, with a focus on key theoretical, methodological, and empirical contributions. In addition, we turn our attention (...) to the next decade of the network approach and propose critical avenues for future research in each of these domains. We argue that this program of research will be best served by working toward two overarching aims: (a) the identification of robust empirical phenomena and (b) the development of formal theories that can explain those phenomena. We recommend specific steps forward within this broad framework and argue that these steps are necessary if the network approach is to develop into a progressive program of research capable of producing a cumulative body of knowledge about how specific mental disorders operate as causal systems. (shrink)
One of the career options Ede Christian University for higher professional education offers is nursing. As a Christian professional school, the ECU provides learning environments for nursing students to become professionals who are to exhibit a Christian life style, values and professional ethics. Nursing graduates of our school in general may have a Christian disposition regarding major issues in health care like displaying respect for patients, having a correct attitude, practising informed consent, displaying confidentiality, and avoiding euthanasia etc. A worrying (...) development for educators, though, is that often within a year after their graduation these young nursing professionals may adopt the secularized behaviour predominant in their workplace, even when that behaviour in some respects contrasts with the values they internalized during their nursing education. . Apparently, the shaping force of the social context of a professional practice can be stronger than the personal beliefs young professionals adopt before their graduation. (shrink)
There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate (...) why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility; (2) Examine the existing literature regarding the possible contribution of Science, Technology and Society (STS) scholarship in addressing the inadequacies of the individualistic approach; and (3) Assess this possible contribution of STS in order to realise desired learning outcomes regarding the preparation of students for ethical and social responsibility. (shrink)
This study is an archeological investigation into the historically changing relationship between words and images. The result is an encyclopedia of interpretative techniques in which language functions as a model of thought. Three periods come to the fore. In the classical one, grammatical structures are responsible for the dominance of describing and identifying activities. Thought about art departs from the idea, that classificatory systems represent images. _Art criticism_ is the form of interpretation in this period. In the modern period time (...) moves to the foreground. Now attention is focused on changes in grammatical forms instead of changes in constant structures. A hermeneutic form of interpretation comes into being: _Art History_. In the postmodern period one realizes that words fail to establish a consistent relationship with visuality. New, semiological theories of interpretation now explain what images can signify. This volume is of interest for philosophers of art and art theoreticians, as well as for students and professionals in both fields. (shrink)
Understanding is a central aim of science and highly important in present-day society. But what precisely is scientific understanding and how can it be achieved? This book answers these questions, through philosophical analysis and historical case studies, and presents a philosophical theory of scientific understanding that highlights its contextual nature.
Disarming the Prophets - ABSTRACT: Kinch Hoekstra takes up another question related to supposed revelatory experience, namely, the claim to prophesy, and, more particularly, why Hobbes’s concern with it grows during the decade after 1640, what varieties of it preoccupy him and what his responses are to them. Of central importance for Hobbes was his contemporaries’ concern with biblical prophecy, both radical and royalist. Trying to pluck its political sting, Hobbes argues that apocalyptic prophecy is a form of madness (...) but more broadly seeks to place the interpretation of scripture solidly within the purview of the sovereign. By blunting the belief in prophecy, Hobbes disarms the prophet. (shrink)
From the nineteen sixties onwards a branch of philosophy of science has come to development, called history-oriented philosophy of science. This development constitutes a reaction on the then prevailing logical empiricist conception of scientific knowledge. The latter was increasingly seen as suffering from insurmountable internal problems, like e. g. the problems with the particular "observational-theoretical distinction" on which it drew. In addition the logical empiricists' general approach was increasingly criticized for two external shortcomings. Firstly, the examples of scientific knowledge that (...) the logical empiricists were focusing on were con sidered as too simplistic to be informative on the nature of real life science. Secondly, it was felt that the attention of these philosophers of science was restricted to the static aspects of scientific knowledge, while neglecting its developmental aspects. History-oriented philosophy of science has taken up the challenge implicit in the latter two criticisms, i. e. to develop accounts of science that would be more adequate for understanding the development 1 of real life science. One of the more successful products of this branch of philosophy of science is Lakatos's theory of scientific development, sometimes called the "methodology of scientific research programmes". This theory conceives science as consisting of so called research program mes developing in time, and competing with each other over the issue which one generates the best explan~tions of the phenomena that they address. (shrink)
In the first three sections, I argue that Hobbes has a distinctive conception of philosophy, the highest value of which is not truth, but human benefit; and that his philosophical utterances are constrained by this value (both insofar as they are philosophical in particular, and insofar as they are public utterances of any kind). I address an evidentiary problem for this view in the penultimate section, and then turn to the question of how such a conception of philosophy requires different (...) interpretations of particular philosophical positions. The whole is intended as a case study of the need for an interpreter to understand how the interpreted philosopher conceives of the nature and aim of his undertaking. (shrink)
In the context of his theory of numberings, Ershov showed that Kleene's recursion theorem holds for any precomplete numbering. We discuss various generalizations of this result. Among other things, we show that Arslanov's completeness criterion also holds for every precomplete numbering, and we discuss the relation with Visser's ADN theorem, as well as the uniformity or nonuniformity of the various fixed point theorems. Finally, we base numberings on partial combinatory algebras and prove a generalization of Ershov's theorem in this context.
Amsterdam 2009 Henk W. De Regt ... Alan C. Love 16.1 When Philosophers of Science Disagree According to John Norton there are no universal rules of inductive inference (Norton 2003). Every formal theory put forward thus far (e.g., ...
This paper discusses two possible formal approaches to the semantic/pragmatic characterisation of a subclass of the modal particles. It may well be that the approaches can be applied to other particles or that they can be applied to certain intonational patterns (e.g. contrastive stress), to morphemes (past tense, agreement) or to words (pronouns), constructions (some uses of definite descriptions, clefts), but I will not try to to show that here. The first approach is based on the optimality theoretic reconstruction of (...) Blutner & J¨ ager (2000) of the theory of presupposition that has become fairly standard, the Heim (1983) and van der Sandt (1992) view of presuppositions as anaphora (see Zeevat (1992) for an introduction and comparison). The first half of the paper critically reviews my earlier views on the treatment of particles in this setting, the second part introduces a novel view, again based on optimality theory, which takes as a starting point the marking constraints that are a necessary ingredient of my earlier treatment. (shrink)
One of the most important contributions of A. Church to logic is his invention of the lambda calculus. We present the genesis of this theory and its two major areas of application: the representation of computations and the resulting functional programming languages on the one hand and the representation of reasoning and the resulting systems of computer mathematics on the other hand.
The paper provides an OWL ontology for legal cases with an instantiation of the legal case Popov v. Hayashi. The ontology makes explicit the conceptual knowledge of the legal case domain, supports reasoning about the domain, and can be used to annotate the text of cases, which in turn can be used to populate the ontology. A populated ontology is a case base which can be used for information retrieval, information extraction, and case based reasoning. The ontology contains not only (...) elements for indexing the case (e.g. the parties, jurisdiction, and date), but as well elements used to reason to a decision such as argument schemes and the components input to the schemes. We use the Protégé ontology editor and knowledge acquisition system, current guidelines for ontology development, and tools for visual and linguistic presentation of the ontology. (shrink)
The Oxford Handbook of Hobbes collects twenty-six newly commissioned, original chapters on the philosophy of the English thinker Thomas Hobbes. Best known today for his important influence on political philosophy, Hobbes was in fact a wide and deep thinker on a diverse range of issues. The chapters included in this Oxford Handbook cover the full range of Hobbes's thought--his philosophy of logic and language; his view of physics and scientific method; his ethics, political philosophy, and philosophy of law; and his (...) views of religion, history, and literature. Several of the chapters overlap in fruitful ways, so that the reader can see the richness and depth of Hobbes's thought from a variety of perspectives. The contributors are experts on Hobbes from many countries, whose home disciplines include philosophy, political science, history, and literature. A substantial introduction places Hobbes's work, and contemporary scholarship on Hobbes, in a broad context. (shrink)
In _Aspects of Scientific Explanation_ (New York, 1965), Carl Hempel argued that the philosophy of science should focus on objectivist explanation and should not incorporate an account of pragmatic or subjective understanding. The stated aim of this collection of essays is to argue against Hempel's objectivist view by arguing for incorporating accounts of understanding into the philosophy of science and by giving a substantive account of the role of understanding in modeling and in scientific practice. The volume is ambitious and (...) wide ranging, including essays on economics, biology, psychology, and history, among other matters. The essays make a substantive contribution, not only to accounts of scientific understanding, but to debates about methodology in science and about methods in history and philosophy of science. The ambitious reach of the project raises inevitable questions, including a pressing one about the relationship between the subjective and the objective in science - how to distinguish substantive understanding from explanation. (shrink)
The study of evolutionary developmental biology (“evo‐devo”) has recently experienced a dramatic surge in popularity among researchers and theorists concerned with evolution. However, some biologists and philosophers remain skeptical of the claims of evo‐devo. This paper discusses and responds to the recent high profile criticisms of evo‐devo presented by biologists Hopi E. Hoekstra and Jerry A. Coyne. I argue that their objections are unconvincing. Indeed, empirical research supports the main tenets of evo‐devo, including the claim that morphological evolution is (...) the result of cis ‐regulatory change and the distinction that evo‐devo draws between morphological and physiological traits. *Received January 2008; revised March 2009. †To contact the author, please write to: Department of Philosophy, University of Cincinnati, Cincinnati, OH 45221; e‐mail: [email protected] (shrink)
