The primary quantum mechanical equation of motion entails that measurements typically do not have determinate outcomes, but result in superpositions of all possible outcomes. Dynamical collapse theories (e.g. GRW) supplement this equation with a stochastic Gaussian collapse function, intended to collapse the superposition of outcomes into one outcome. But the Gaussian collapses are imperfect in a way that leaves the superpositions intact. This is the tails problem. There are several ways of making this problem more precise. But many authors dismiss (...) the problem without considering the more severe formulations. Here I distinguish four distinct tails problems. The first (bare tails problem) and second (structured tails problem) exist in the literature. I argue that while the first is a pseudo-problem, the second has not been adequately addressed. The third (multiverse tails problem) reformulates the second to account for recently discovered dynamical consequences of collapse. Finally the fourth (tails problem dilemma) shows that solving the third by replacing the Gaussian with a non-Gaussian collapse function introduces new conflict with relativity theory. (shrink)

We defend the many-worlds interpretation of quantum mechanics against the objection that it cannot explain why measurement outcomes are predicted by the Born probability rule. We understand quantum probabilities in terms of an observer's self-location probabilities. We formulate a probability postulate for the MWI: the probability of self-location in a world with a given set of outcomes is the absolute square of that world's amplitude. We provide a proof of this postulate, which assumes the quantum formalism and two principles concerning (...) symmetry and locality. We also show how a structurally similar proof of the Born rule is available for collapse theories. We conclude by comparing our account to the recent account offered by Sebens and Carroll. (shrink)

In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on “Criteria (...) of Education” are well known. In the chapter on “Education as Initiation,” however, Peters offered a synthetic sketch of education that, Beckett argues, points us toward a more comprehensive definition of education, one which, he maintains, can be accepted by all philosophers, regardless of the tradition they work in. (shrink)

Aristotle is the most influential philosopher of practice, and Knight's new book explores the continuing importance of Aristotelian philosophy. First, it examines the theoretical bases of what Aristotle said about ethical, political and productive activity. It then traces ideas of practice through such figures as St Paul, Luther, Hegel, Heidegger and recent Aristotelian philosophers, and evaluates Alasdair MacIntyre's contribution. Knight argues that, whereas Aristotle's own thought legitimated oppression, MacIntyre's revision of Aristotelianism separates ethical excellence from social elitism and justifies resistance. (...) With MacIntyre, Aristotelianism becomes revolutionary. MacIntyre's case for the Thomistic Aristotelian tradition originates in his attempt to elaborate a Marxist ethics informed by analytic philosophy. He analyses social practices in teleological terms, opposing them to capitalist institutions and arguing for the cooperative defence of our moral agency. In condensing these ideas, Knight advances a theoretical argument for the reformation of Aristotelianism and an ethical argument for social change. (shrink)

Integrated information theory is a theory of consciousness that was originally formulated, and is standardly still expressed, in terms of controversial interpretations of its own ontological and epistemological basis. These form the orthodox interpretation of IIT. The orthodox epistemological interpretation is the axiomatic method, whereby IIT is ultimately derived from, justified by, and beholden to a set of phenomenological axioms. The orthodox ontological interpretation is panpsychism, according to which consciousness is fundamental, intrinsic, and pervasive. In this paper it is argued (...) that both components of the orthodox interpretation should be rejected. But IIT should not be rejected since an interpretation-neutral formulation is available. After explaining the neutral formulation, more plausible non-axiomatic epistemologies are defended. The neutral formulation is then shown to be consistent with various contemporary physicalist ontologies of consciousness, including the phenomenal concept strategy, representationalism, and even illusionism. Along the way, instructive connections between interpretations of IIT and interpretations of quantum mechanics are noted. (shrink)

Social practices are widely regarded as the bedrock that turns one’s spade, beneath which no further justifications for action can be found. Followers of the later Wittgenstein might therefore be right to agree with Heideggerians and neo-pragmatists that philosophy’s traditional search for first principles should be abandoned. However, the concept of practices has played a very different role in the philosophy of Alasdair MacIntyre. Having once helped lead the assault on foundationalism in both moral and social philosophy, his elaboration of (...) an Aristotelian’ concept of practices in After Virtue has since led him to embrace a metaphysical teleology. This paper attempts to outline MacIntyre’s Aristotelian concept, and to identify its ethical, political and philosophical significance. (shrink)

John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...) explore Dewey’s new conception of education and compare it with the apparently opposed views of R. S. Peters and Paulo Freire. In doing so, I show that, despite their criticisms of Dewey, whether explicit or implicit, these influential philosophers, representing quite different traditions in philosophy of education were in substantial agreement with him. I also show that, despite our own differences, as important as they are, seeing teachers and learners at work in a rapidly changing society, now on a global scale, in classrooms which are also changing, driven largely by new technologies, the conception of education Dewey, Peters, and Freire developed can provide us with the foundation we need to understand the changing teacher–learner relationship and the purposes their shared activities serve. (shrink)

Parts 1 to 3 of this paper explore the theoretical rationale and ethical significance of Alasdair MacIntyre’s twin distinctions between goods internal and external to practices and between goods of excellence and of effectiveness. Parts 4 and 5 then relate this analysis to his critique of contemporary institutions, compartmentalisation and management. My argument is that these concepts express a teleological theory of why and how goods should be ordered which, in refusing to identify practical rationality with institutional actuality and instead (...) differentiating between rival traditions, progresses beyond the theories of Aristotle and of other, past and present anglophone Aristotelians. (shrink)

This paper deploys Alasdair MacIntyre’s Aristotelian virtue ethics, in which meaningfulness is understood to supervene on human functioning, to bring empirical and ethical accounts of meaningful work into dialogue. Whereas empirical accounts have presented the experience of meaningful work either in terms of agents’ orientation to work or as intrinsic to certain types of work, ethical accounts have largely assumed the latter formulation and subjected it to considerations of distributive justice. This paper critiques both the empirical and ethical literatures from (...) the standpoint of MacIntyre’s account of the relationship between the development of virtuous dispositions and participation in work that is productive of goods internal to practices. This reframing suggests new directions for empirical and ethical enquiries. (shrink)

Various tests have been proposed as helps to identify intrinsic properties. This paper compares three prominent tests and shows that they fail to pass adequate verdicts on a set of three properties. The paper examines whether improved versions of the tests can reduce or remove these negative outcomes. We reach the sceptical conclusion that whereas some of the tests must be discarded as inadequate because they don’t yield definite results, the remaining tests depend for their application on the details of (...) fundamental particle physics so much so that they cannot be relied upon. (shrink)

The principle of mass additivity states that the mass of a composite object is the sum of the masses of its elementary components. Mass additivity is true in Newtonian mechanics but false in special relativity. Physicists have explained why mass additivity is true in Newtonian mechanics by reducing it to Newton’s microphysical laws. This reductive explanation does not fit well with deducibility theories of reductive explanation such as the modern Nagelian theory of reduction, and the a priori entailment theory of (...) reduction that is prominent in the philosophy of mind. Nonetheless, I argue that a reconstruction of the explanation that incorporates distinctively philosophical concepts in fact fits both theories. I discuss the implications of this result for both theories and for the reductive explanation of consciousness. (shrink)

Philosophical tradition has been challenged by those who would have us look to our own practice, and to nothing beyond. In this, the philosophy of Martin Heidegger is followed by the politics of Hannah Arendt, for whom the tradition of political philosophy terminated with Karl Marx’s theorization of labour. This challenge has been met by Alasdair MacIntyre, for whom the young Marx’s reconceptualization of production as a social activity can inform an Aristotelianism that addresses our shared practices in traditional, teleological (...) terms. Looking to the social nature of our practices orientates us to common goods, to the place of those goods in our own lives, and to their place within political communities. MacIntyre’s Thomistic Aristotelian tradition has Heideggerian and other philosophical rivals, but he argues that it represents our best way of theorizing practice. (shrink)

Alasdair MacIntyre has recently had published two books of selected essays, a study of the phenomenologist Edith Stein, a third edition of After Virtue, and an extensive collection of his early Marxist writings. These are reviewed, along with two recently published commentaries upon his work. The recent reinterpretation and revival of interest in that work receives much support from most of these publications. Central to this reinterpretation is the concept of practices, which MacIntyre first elaborated in After Virtue. His recent (...) work indicates how that concept may be further developed in the direction of a politically radical moral realism. (shrink)

In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.

Analytic philosophy began in G.E. Moore's critique of idealist accounts of reality, implicating as dilemmatic F.H. Bradley's identification of the good with self-realization. Neither the tradition of British idealism nor the successor tradition of analytic metaethics was able to sustain the salience previously enjoyed by the concept of good. The essay's second part analyzes Alasdair MacIntyre's account of that longer tradition, and his argument that Aristotelianism's conceptual scheme provides the best solution to modern moral philosophy's dilemma about the human good.

According to Epistemic Two-Dimensional Semantics (E2D), expressions have a counterfactual intension and an epistemic intension. Epistemic intensions reflect cognitive significance such that sentences with necessary epistemic intensions are a priori. We defend E2D against an influential line of criticism: arguments from epistemic misclassification. We focus in particular on the arguments of Speaks [2010] and Schroeter [2005]. Such arguments conclude that E2D is mistaken from (i) the claim that E2D is committed to classifying certain sentences as a priori, and (ii) the (...) claim that such sentences are a posteriori. We aim to show that these arguments are unsuccessful as (i) and (ii) undercut each other. One must distinguish the general framework of E2D from a specific implementation of it. The framework is flexible enough to avoid commitment to the apriority of any particular sentence; only specific implementations are so committed. Arguments from epistemic misclassification are therefore better understood as arguments for favouring one implementation of E2D over another, rather than as refutations of E2D. (shrink)

Alasdair MacIntyre is an Aristotelian critic of communitarianism, which he understands to be committed to the politics of the capitalist and bureaucratic nation state. The politics he proposes instead is based in the resistance to managerial institutions of what he calls 'practices', because these are schools of virtue. This shares little with the communitarianism of a Taylor or the Aristotelianism of a Gadamer. Although practices require formal institutions. MacIntyre opposes such conservative politics. Conventional accounts of a 'liberal-communitarian debate' in political (...) philosophy face the dilemma that Alasdair MacIntyre, often identified as a paradigmatic communitarian, has consistently and emphatically repudiated this characterization. Although neo-Aristotelianism is sometimes seen as a philosophical warrant for communitarian politics, MacIntyre's Aristotelianism is opposed to communitarianism. This paper explores the rationale of that opposition. (shrink)

Thomson, Kelvin You might be surprised to learn that China, home of the much derided one-child policy, has a higher birth rate than Italy, home of the Vatican. This suggests Chinese families are quietly defying their political leaders and Italian families are quietly defying their religious ones. But the overall global picture is one of rapid population growth.

Various tests have been proposed as helps to identify intrinsic properties. This paper compares three prominent tests and shows that they fail to pass adequate verdicts on a set of three properties. The paper examines whether improved versions of the tests can reduce or remove these negative outcomes. We reach the sceptical conclusion that whereas some of the tests must be discarded as inadequate because they don’t yield definite results, the remaining tests depend for their application on the details of (...) fundamental particle physics so much so that they cannot be relied upon. (shrink)

We prove the existence of a generalization of Kelvin's circulation theorem in general relativity which is applicable to perfect isentropic magnetohydrodynamic flow. The argument is based on a new version of the Lagrangian for perfect magnetohydrodynamics. We illustrate the new conserved circulation with the example of a relativistic magnetohydrodynamic flow possessing three symmetries.

Bioregionalism can strengthen environmental pragmatism by making it more critical of the status quo and even more environmental, without abandoning pragmatism's democratic aims. It thus answers important objections to pragmatism raised by Robyn Eckersley. Despite some apparent differences, bioregionalism is a form of environmental pragmatism, as it incorporates practical ethics and is committed to pluralism and democratic community. Bryan Norton's environmental pragmatism is already close to a bioregional view. After answering Eckersley, the paper concludes by raising the question of whether (...) environmental pragmatists should be bioregionalists. (shrink)