Lewisian Genuine Realism about possible worlds is often deemed unable to accommodate impossible worlds and reap the benefits that these bestow to rival theories. This thesis explores two alternative extensions of GR into the terrain of impossible worlds. It is divided in six chapters. Chapter I outlines Lewis’ theory, the motivations for impossible worlds, and the central problem that such worlds present for GR: How can GR even understand the notion of an impossible world, given Lewis’ reductive theoretical framework? Since (...) the desideratum is to incorporate impossible worlds into GR without compromising Lewis’ reductive analysis of modality, Chapter II defends that analysis against objections. The rest of the thesis is devoted to incorporating impossible worlds into GR. Chapter III explores GR-friendly impossible worlds in the form of set-theoretic constructions out of genuine possibilia. Then, Chapters IV-VI venture into concrete impossible worlds. Chapter IV addresses Lewis’ objection against such worlds, to the effect that contradictions true at impossible worlds amount to true contradictions tout court. I argue that even if so, the relevant contradictions are only ever about the non-actual, and that Lewis’ argument relies on a premise that cannot be nonquestion- beggingly upheld in the face of genuine impossible worlds in any case. Chapter V proposes that Lewis’ reductive analysis can be preserved, even in the face of genuine impossibilia, if we differentiate the impossible from the possible by means of accessibility relations, understood non-modally in terms of similarity. Finally, Chapter VI counters objections to the effect that there are certain impossibilities, formulated in Lewis’ theoretical language, which genuine impossibilia should, but cannot, represent. I conclude that Genuine Realism is still very much in the running when the discussion turns to impossible worlds. (shrink)

In her (1996) Kadri Vihvelin argues that autoinfanticide is nomologically impossible and so that there is no sense in which time travelers are able to commit it. In response, Theodore Sider (2002) defends the original Lewisian verdict (Lewis 1976) whereby, on a common understanding of ability, time travelers are able to kill their earlier selves and their failure to do so is merely coincidental. This paper constitutes a critical note on arguments put forward by both Sider and Vihvelin. I argue (...) that although Sider’s criticism starts out promisingly he doesn’t succeed in establishing that Vihvelin’s analysis fails, because (a) he neglects to rule out a class of counterfactuals to which Vihvelin’s sample-case may belong; and (b) (together with Lewis) he is wrong to suggest that future facts are irrelevant in the evaluation of time travelers’ abilities. I show instead that Vihvelin’s argument is viciously circular, indicating that even if there are nomological constraints on autoinfanticide these cannot be established a priori. (shrink)

A brief outline of the themes and literature around impossible worlds in philosophy.

David Lewis famously dismisses genuine impossible worlds on the basis that a contradiction bound within the scope of his modifier ‘at w’ amounts to a contradiction tout court—an unacceptable consequence. Motivated by the rising demand for impossible worlds in philosophical theorising, this paper examines whether anything coherent can be said about an extension of Lewis’ theory of genuine, concrete possible worlds into genuine, concrete impossible worlds. Lewis’ reasoning reveals two ways to carve out conceptual space for the genuinely impossible. The (...) first is to abandon Lewis’ classical translation schema for negation, on the basis that it begs the question against incomplete and inconsistent worlds. I argue that, whilst this option incurs some loss in the semantics, it preserves the core spirit of Lewis’ metaphysics. The alternative is to bite the bullet, abandon classical logic and embrace true contradictions. The key challenge with this strategy is that the resulting theory seems committed to a particularly strong kind of dialethism—one that even dialethists would be reluctant to accept. I motivate such a dialethic account of genuine impossibilia using Lewis’ own methodology and defend it against triviality objections. I close with a few comments on why impossible worlds should not be reduced to set theoretic constructs out of possible worlds. (shrink)

Kadri Vihvelin, in "What time travelers cannot do" (Philos Stud 81: 315-330, 1996), argued that "no time traveler can kill the baby who in fact is her younger self, because (V1) "if someone would fail to do something, no matter how hard or how many times she tried, then she cannot do it", and (V2) if a time traveler tried to kill her baby self, she would always fail. Theodore Sider (Philos Stud 110: 115-138, 2002) criticized Vihvelin's argument, and Ira (...) Kiourti (Philos Stud 139: 343-352, 2008) criticized both Vihvelin's argument and Sider's critique. I present a critique of Vihvelin's argument different from both Sider's and Kiourti's critiques: I argue in a novel way that both V1 and V2 are false. Since Vihvelin's argument might be understood as providing a challenge to the possibility of time travel, if my critique succeeds then time travel survives such a challenge unscathed. (shrink)

Machine generated contents note: Part I -- Doctors -- Dr. Joseph Messer -- Dr. Sharon Sandell -- ER -- Dr. John Barrett -- Marc and Noreen Levison, a paramedic and a nurse -- Lloyd (Pete) Haywood, a former gangbanger -- Claire Hellstern, a nurse -- Ed Reardon, a paramedic -- Law and Order -- Robert Soreghan, a homicide detective -- Delbert Lee Tibbs, a former death-row inmate -- War -- Dr. Frank Raila -- Haskell Wexler, a cinematographer -- Tammy Snider, (...) a Hiroshima survivor (hibakusha) -- Mothers and Sons -- V.I.M. (Victor Israel Marquez), a Vietnam vet -- Angelina Rossi, his mother -- Guadalupe Reyes, a mother -- God's Shepherds -- Rev. Willie T. Barrow -- Father Leonard Dubi -- Rabbi Robert Marx -- Pastor Tom Kok -- Rev. Ed Townley -- The Stranger -- Rick Rundle, a city sanitation worker -- Part II -- Seeing Things -- Randy Buescher, an associate architect -- Chaz Ebert, a lawyer -- Antoinette Korotko-Hatch, a church worker -- Karen Thompson, a student -- Dimitri Mihalas, an astronomer and physicist -- A View from the Bridge -- Hank Oettinger, a retired printer -- Ira Glass, a radio journalist -- Kid Pharaoh, a retired "collector" -- Quinn Brisben, a retired teacher -- Kurt Vonnegut, a writer -- The Boomer -- Bruce Bendinger, an advertising executive and writer -- Part III -- Fathers and Sons -- Doc Watson, a folksinger -- Vernon Jarrett, a journalist -- Country Women -- Peggy Terry, a retired mountain woman -- Bessie Jones, a Georgia Sea Island Singer (1972) -- Rosalie Sorrels, a traveling folksinger -- The Plague I -- Tico Valle, a young man -- Lori Cannon, "curator" of the Open Hand Society -- Brian Matthews, an ex-bartender, writer for a gay weekly -- Jewell Jenkins, a hospital aide -- Justin Hayford, a journalist, musician -- Matta Kelly, a case manager -- The Old Guy -- Jim Hapgood -- The Plague II -- Nancy Lanoue -- Out There -- Dr. Gary Slutkin -- Day of the Dead -- Carlos Cortez, a painter and poet -- Vine Deloria, a writer and teacher -- Helen Sclair, a cemetery familiar -- The Other Son -- Steve Young, a father -- Maurine Young, a mother -- The Job -- William Herdegen, an undertaker -- Rory Moina, a hospice nurse -- The End and the Beginning -- Mamie Mobley, a mother -- Dr. Marvin Jackson, a son -- Epilogue -- Kathy Fagan and Linda Gagnon, mothers. (shrink)

This book offers a fresh analysis of the account of Peripatetic ethics in Cicero's On Ends 5, which goes back to the first-century BCE philosopher Antiochus of Ascalon. Georgia Tsouni challenges previous characterisations of Antiochus' philosophical project as 'eclectic' and shows how his reconstruction of the ethics of the 'Old Academy' demonstrates a careful attempt to update the ancient heritage, and predominantly the views of Aristotle and the Peripatos, in the light of contemporary Stoic-led debates. This results in both (...) a hermeneutically complex and a philosophically exciting reading of the old tradition. A case in point is the way Antiochus grounds the 'Old Academic' conception of the happy life in natural appropriation, thus offering a naturalistic version of Aristotelian ethics. (shrink)

In this major intellectual history, Ira Katznelson examines the works of Hannah Arendt, Robert Dahl, Richard Hofstadter, Harold Lasswell, Charles Lindblom, Karl Polanyi, and David Truman, detailing their engagement with the larger project of reclaiming the West's moral bearing.

Teachers can’t add more minutes to a school day, but with mindfulness they can add depth to the moments they do have with students in their classroom. Compassionate Critical Thinking demonstrates how to use mindfulness with instructional effectiveness to increase student participation and decrease classroom stress, and it turns the act of teaching into a transformational practice. Many books teach mindfulness, but few provide a model for teaching critical thinking and integrating it across the curriculum. The purpose of this book (...) is to show teachers how to create a classroom culture of compassionate critical thinking. When students feel a lack of meaning and purpose in their school lives, they resist learning. Using a Socratic style of inquiry, Rabois changes the classroom dynamic to encourage self-reflection, insight, and empathy. Vignettes capture dialogue between teacher and students to illustrate how mindfulness practices elicit essential questions which stimulate inquiry and direct discovery. What bigger mystery is there, what more interesting and relevant story, than the story of one’s own mind and heart and how they relate us to the world? (shrink)

A conversational implicature is an inference that consists in attributing to a speaker an implicit meaning that goes beyond the explicit linguistic meaning of an utterance. This paper experimentallyinvestigates scalar implicature, a paradigmatic case of implicature in which a speaker's use of a term like Some indicates that the speaker had reasons not to use a more informative one from the samescale, e.g. All; thus, Some implicates Not all. Pragmatic theorists like Grice would predict that a pragmatic interpretation is determined (...) only after its explicit, logical meaning is incorporated (e.g. whereSome means at least one). The present work aims to developmentally unpack this prediction by showing how younger, albeit competent, reasoners initially treat a relatively weak term logically beforebecoming aware of its pragmatic potential. Three experiments are presented. Experiment 1 presents a modal reasoning scenario offering an exhaustive set of conclusions; critical among these isparticipants' evaluation of a statement expressing Might be x when the context indicates that the stronger Must be x is true. The conversationally-infelicitous Might be x can be understood logically(e.g. as compatible with Must) or pragmatically (as exclusive to must). Results from five-, seven-, and nine-year-olds as well as adults revealed that a) seven-year-olds are the youngest to demonstratemodal competence overall and that; b) seven- and nine-year-olds treat the infelicitous Might logically significantly more often than adults do. Experiment 2 showed how training with the modal taskcan suspend the implicatures for adults. Experiment 3 provides converging evidence of the developmental pragmatic effect with the French existential quantifier Certains (Some). Whilelinguistically-sophisticated children (eight- and ten-year-olds olds) typically treat Certains as compatible with Tous (All), adults are equivocal. These results, which are consistent with unanticipatedfindings in classic developmental papers, reveal a consistent ordering in which representations of weak scalar terms tend to be treated logically by young competent participants and morepragmatically by older ones. This work is also relevant to the treatment of scalar implicatures in the reasoning literature. (shrink)

We describe an experiment that investigated levels-of-processing effects in recognition memory for famous faces. The degree of conscious control over the recognition decisions was manipulated by using a response deadline procedure, and memory awareness associated with those decisions was assessed using a standard remember-know paradigm. Levels-of-processing effects were found at both short and long response deadlines, and at both deadlines those effects occurred only in remembering. Moreover, knowing, as well as remembering, increased with the greater opportunity for conscious control over (...) recognition decisions at the long deadline. These results have implications for dual-process theories that distinguish between a slower, more controlled recollection process, reflected in remembering, and a faster, more automatic familiarity process, reflected in knowing. (shrink)

Commentators have compared Hans-Georg Gadamer’s focus on tradition in Truth and Method to his focus on solidarity in his later work in order to suggest that the latter signals a move away from ontological toward ethical and political concerns. This paper, however, is guided by Gadamer’s own view that his work, both early, late, and in Truth and Method, was always concerned with ethical and political issues. I therefore want to challenge the idea that his so-called politics of solidarity marks (...) a new direction in his work. His politics of solidarity does mark a new direction in discussions of solidarity insofar as he disconnects it from any necessary grounding in preexisting affinities such as religion and nationality. Gadamer’s later work may also be more explicitly concerned with the question of differences and the other than is Truth and Method. Nevertheless, I want to argue that rather than signaling a new direction for Gadamer, both his politics of solidarity and his concern with otherness highlight important features already present in his earlier account of tradition. Indeed, I think attention to this earlier account discloses a political dimension to Gadamer’s thought that is more sophisticated than his remarks on solidarity. Attention to this dimension of his earlier account allows us to challenge the now standard objection that it undermines possibilities for critical reflection. (shrink)

Emotions can be understood as a coherent, integrated system of general-purpose coping strategies, guided by appraisal, for responding to situations of crisis and opportunity (when specific-purpose motivational systems may be less effective). This perspective offers functional explanations for the presence of particular emotions in the emotion repertoire, and their elicitation by particular appraisal combinations. Implications of the Emotion System model for debated issues, such as the dimensional vs. discrete nature of appraisals and emotions, are also discussed.

With the same sense of historical responsibility and veracity he has exemplified in his studies on Voltaire, Ira O. Wade turns now to Voltaire's milieu and begins an account of the French Enlightenment which will explain its genesis, its nature and coherence, and its diffusion in the modern world. To understand the movement of ideas that produced the spirit of the Enlightenment, Mr. Wade identifies and examines the people, events, and rich development of philosophy in the Renaissance and seventeenth century. (...) He considers, in turn, the challenges of the Renaissance and the responses of its leading writers (Rabelais, Bacon, and Montaigne); Baroque thought (Descartes, Hobbes, Pascal, the Freethinkers); and Classicism (Moliere, Spinoza, Locke, Leibniz, Newton). Mr. Wade begins his discussion by examining the critical literature on the Enlightenment and concludes with a theoretical chapter, "The Making of a Spirit." As the history of an intellectual culture, his study makes vivid the power of thought in the making of a civilization. Originally published in 1971. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dewey, Implementation, and Creating a Democratic Civic UniversityIra HarkavyThinking begins in... a forked-road situation, a situation that is ambiguous, that presents a dilemma, that poses alternatives.—John Dewey (How We Think 122)The social philosopher, dwelling in the region of his concepts, “solves” problems by showing the relationship of ideas, instead of helping men solve problems in the concrete by supplying them hypotheses to be used and tested in projects of (...) reform.—John Dewey (Reconstruction in Philosophy 192)Democracy must begin at home, and its home is the neighborly community.—John Dewey (The Public and Its Problems 213)democracy, as we all know, is seriously threatened throughout the world (Fisher). In the United States, the chasm-like inequities laid bare by COVID-19, the ongoing killing of black Americans, the violent insurrection at the Capitol, and the continuing attempt to subvert the electoral process are powerful indicators of a system under severe strain (Guardian Staff; Rubin). These developments are also a sign of deep and chronic problems, including the following:1. Increasing economic, political, social, educational, and health inequalities2. Increasing racism, anti-Semitism, and xenophobia3. Increasing attacks on science, knowledge, and democracy itself4. Declining trust in nearly all major institutionsMany things, obviously, contribute to the present situation. Among them is the failure of universities to successfully do what they are supposed to do: educate students to be ethical, empathetic, engaged, democratic citizens, and [End Page 49] advance knowledge for the continuous betterment of the human condition (Benson et al., Knowledge). To use a Marxian framework, but to reject its economic determinism, universities, in my judgment, are not a part of society’s superstructure. They are, to the contrary, a core component of its base (Marx, “Preface”). What they do matters enormously, significantly determining the kind of society we have now and will have in the future.Universities, as former Harvard president Derek Bok and others have emphasized, have become the central societal institutions in the world (Bok, Universities and the Future 3). Research universities, in my judgment, are the most central. They develop new ideas and technologies, incubate businesses, serve as cultural and artistic centers, and are engines of local, national, and global economies. As anchor institutions, they often engage in partnerships with government, the private sector, and community-based organizations to revitalize local neighborhoods and schools (“Anchor Institutions Task Force”). It is the university’s role as an educational institution, however, that is most important.The schooling system increasingly functions as the core subsystem—the strategic subsystem—of modern information societies. Schooling, more than any other subsystem, as John Dewey claimed, influences the functioning of the societal system as a whole. Viewed systemically, it has on balance the greatest “multiplier” effects, direct and indirect, short-term and long-term. Restating these points somewhat differently, I strongly agree with the Chilean sociologist Eugenio Tironi that the answer to the question “What kind of education do we need?” is to be found in the answer to the question “What kind of society do we want?” (Tironi). Education and society are dynamically interactive and interdependent. If human beings hope to maintain and develop a particular type of society, they must develop and maintain the particular type of education system conducive to it. As Dewey in effect argued: No effective democratic schooling system, no democratic society.1For William Rainey Harper, who, as the first president of the University of Chicago, brought Dewey to Chicago, universities are the primary shapers of the American schooling system. In an 1899 speech at the University of California, he perceptively observed that “[t]he school system, the character of which, in spite of itself, the university determines and in a large measure controls.... [T]hrough the school system every family in this entire broad land of ours is brought into touch with the university; for from it proceed the teachers or the teachers’ teachers” (Harper 25). Agreeing with Harper, I contend that higher education institutions powerfully shape the learning, values, and aspirations of students from kindergarten through graduate school. [End Page 50]Given the university’s societal role and influence, creating and sustaining an inclusive, just democratic society requires a... (shrink)

This paper explores two aspects of Hume's skeptical crisis in the conclusion to _Treatise<D> Book I: his involved personal experience of the crisis, and his detached naturalistic reflection on it. I discuss several distinct states of mind reported in the text, ranging from extreme skepticism that rejects all belief, to natural dogmatism that rejects all reflection, to mitigated skepticism that tries to reconcile reflection and belief. I argue against interpretations according to which Hume's skepticism supports his naturalism, and I suggest (...) that Hume's extreme skepticism ultimately depends on a predisposition to think of the crucial elements of human cognition as "trivial", as epistemically disabling rather than enabling. (shrink)

The fifth volume in the Fundamentals of Philosophy Series, Debating Sex and Gender by Georgia Warnke is a concise yet in-depth introduction to contemporary feminist thought on sex and gender.

_This untraditional text is a series of parables, allegories, and prose poems that reflect on the problem of the fragment. Studying the fragment lays the theoretical ground for the basic question of where a text begins and ends._.

In this book, one of Italy's most important and original contemporary philosophers considers the status of art in the modern era. He takes seriously Hegel's claim that art has exhausted its spiritual vocation, that it is no longer through art that Spirit principally comes to knowledge of itself. He argues, however, that Hegel by no means proclaimed the "death of art" but proclaimed rather the indefinite continuation of art in what Hegel called a "self-annulling" mode. With astonishing breadth and originality, (...) the author probes the meaning, aesthetics, and historical consequences of that self-annulment. In essence, he argues that the birth of modern aesthetics is the result of a series of schisms—between artist and spectator, genius and taste, and form and matter, for example—that are manifestations of the deeper, self-negating yet self-perpetuating movement of irony. Through this concept of self-annulment, the author offers an imaginative reinterpretation of the history of aesthetic theory from Kant to Heidegger, and he opens up original perspectives on such phenomena as the rise of the modern museum, the link between art and terror, the natural affinity between "good taste" and its perversion, and kitsch as the inevitable destiny of art in the modern era. The final chapter offers a dazzling interpretation of Dürer's _Melancholia_ in the terms that the book has articulated as its own. _The Man Without Content_ will naturally interest those who already prize Agamben's work, but it will also make his name relevant to a whole new audience—those involved with art, art history, the history of aesthetics, and popular culture. (shrink)

The pressure to obey : what would you do? -- Obedience and disobedience : when is which right? -- Breaking the habit : it takes more than you think -- Finding your voice : saying "no" so you are heard -- Understanding the true risks of saying "yes" -- The dynamics of authority and obedience -- Changing the dynamics -- The crucial lessons from guide dog training -- The price of teaching obedience too well -- Teaching intelligent disobedience : where (...) do the lessons begin? -- Doing right at work : saving lives and accomplishing missions. (shrink)

Social and political theorists have traced in detail how individuals come to possess gender, sex and racial identities. This book examines the nature of these identities. Georgia Warnke argues that identities, in general, are interpretations and, as such, have more in common with textual understanding than we commonly acknowledge. A racial, sexed or gendered understanding of who we and others are is neither exhaustive of the 'meanings' we can be said to have nor uniquely correct. We are neither always, (...) or only, black or white, men or women or males or females. Rather, all identities have a restricted scope and can lead to injustices and contradictions when they are employed beyond that scope. In concluding her argument, Warnke considers the legal and policy implications that follow for affirmative action, childbearing leave, the position of gays in the military and marriage between same-sex partners. (shrink)

_The Bus Kids_ offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. Ira Lit focuses on the day-to-day school life of a group of minority children bussed from their poor-performing home school district to an affluent neighboring district with high-performing schools. Through these kindergarteners’ experiences, the book sensitively illuminates the processes of school transition, socialization, and adaptation, and addresses an array of important issues relating to American education. (...) Lit acutely observes these “bus kids” and the quality of their social, emotional, cultural, and academic experiences. He presents a moving picture of the complexity of challenges, often unrecognized by teachers and parents, each young student confronted every day. (shrink)

RESUMO A série Black Mirror, transmitida entre 2011 e 2023 pela Netflix, tornou-se um fenômeno de mídia e seus episódios mostraram formas de interação homem-máquina (terminologia também referida como humano-computador). O nome da série se refere ao fato de que, quando uma tela é desligada, ela se torna um espelho negro que reflete a imagem do usuário. Este artigo1 tem como objetivo analisar os efeitos da interação homem-máquina nas organizações produtivas apresentadas em Black Mirror. Esta pesquisa utilizou a análise do (...) discurso, principalmente a partir das contribuições de Mikhail Bakhtin. O método consistiu em três etapas que contaram com a colaboração de estudantes de graduação e pós-graduação em Engenharia de Produção, integrando ensino e pesquisa e desenvolvendo o senso crítico dos pesquisadores-iniciantes. Os resultados indicam que, nas organizações apresentadas na série Black Mirror, há uma transição do conceito de fatores humanos para fatores ciborgues, bem como o uso da interação homem-máquina para promover o controle social. (shrink)

Hans-Georg Gadamer is one of the leading philosophers in the world today. His philosophical hermeneutics has had a major impact in a wide range of disciplines, including the social sciences, literary criticism, theology and jurisprudence. Truth and Method, his major work, is widely recognised to be one of the great classics of twentieth-century thought. In this book Georgia Warnke provides a clear and systematic exposition of Gadamer's work, as well as a balanced and thoughtful assessment of his views. Warnke (...) gives particular attention to the ways in which Gadamer's work has been taken up and criticised by literary critics, social theorists and philosophers, such as Hirsch, Habermas and Rorty. She thus provides an introduction to Gadamer which demonstrates the relevance of his work to current debates in a variety of disciplines. This book will be invaluable to students and specialists throughout the humanities and social sciences, as well as to anyone who is interested in the most important developments in contemporary thought. (shrink)