In _Modal Logic for Open Minds,_ Johan van Benthem provides an up-to-date introduction to the field of modal logic, outlining its major ideas and exploring the numerous ways in which various academic fields have adopted it. Van Benthem begins with the basic theories of modal logic, semantics, bisimulation, and axiomatics, and also covers more advanced topics, such as expressive power and computational complexity. The book then moves to a wide range of applications, including new developments in information (...) flow, intelligent agency, and games. Taken together, the chapters show modal logic at the crossroads of philosophy, mathematics, linguistics, computer science, and economics. Most of the chapters are followed by exercises, making this volume ideal for undergraduate and graduate students in philosophy, computer science, symbolic systems, cognitive science, and linguistics. (shrink)

In _Modal Logic for Open Minds,_ Johan van Benthem provides an up-to-date introduction to the field of modal logic, outlining its major ideas and exploring the numerous ways in which various academic fields have adopted it. Van Benthem begins with the basic theories of modal logic, semantics, bisimulation, and axiomatics, and also covers more advanced topics, such as expressive power and computational complexity. The book then moves to a wide range of applications, including new developments in information (...) flow, intelligent agency, and games. Taken together, the chapters show modal logic at the crossroads of philosophy, mathematics, linguistics, computer science, and economics. Most of the chapters are followed by exercises, making this volume ideal for undergraduate and graduate students in philosophy, computer science, symbolic systems, cognitive science, and linguistics. (shrink)

A common reaction to Hegel’s suggestion that we collapse Kant’s distinction between form and content is that, since such a move would also deprive us of any way of distinguishing the merely logical from the real possibility of our concepts, it is incoherent and ought to be rejected. It is true that these two distinctions are intimately related in Kant, such that if one goes, the other does as well. But it is less obvious that giving them up as (...) Kant conceives them is as incoherent a proposal as many of Hegel’s critics think. It has been the point of a recent account of Hegel’s idealism to demonstrate that his critique of Kant’s dichotomy between form and content or concept and intuition does not commit him to the view that human cognition is materially creative of its content in the manner of a God-like or intuitive intellect—does not, in other words, signify a return to a pre-Critical metaphysics. This is the interpretative stance I adopt here as well, in hope of giving defenders of Kant reasons for taking Hegel more seriously. (shrink)

Kim (1998) has argued that a genuine robust physicalism does not leave any room for real, causally efficacious mental properties. Despite all of his concerns about the reality and causal efficacy of mental phenomena Kim does not eliminate all higher-level macro causation. Kim’s problem with the mental is that most current cognitive theories imply that the mind is not higher-level but higher-order. In this paper I argue that connectionism makes meaning higher-level and therefore by Kim’s own standards puts (...) meaning on the same footing as other real causally efficacious higher-level properties. The upshot is that we can side-step the current debate about mental causation by moving the mind to the shared uncontroversially real and physical common-ground. (shrink)

In New Essays on Human Understanding, book II, chapter xxi Leibniz presents an interesting picture of the human mind as not only populated by perceptions, volitions and appetitions, but also by endeavours. The endeavours in question can be divided to entelechy and effort; Leibniz calls entelechy as primitive active forces and efforts as derivative forces. The entelechy, understood as primitive active force is to be equated with a substantial form, as Leibniz says: “When an entelechy – i.e. a primary (...) or substantial endeavour – is accompanied by perception, it is a soul” (NE II, xxi, §1; RB, 170). What about efforts, then? One is certainly the will. In NE, II, xxi, §5 Leibniz argues that volition is the effort (conatus) to move towards what one finds good and away from what one finds bad and that this endeavor arises from the perceptions we are aware of. As an endeavour results in action unless it is prevented, from will (which is always directed to the good) and power together follows action. However, this is not so simple. Leibniz argues that there is also a second class of efforts: “There are other efforts, arising from insensible perceptions, which we are not aware of; I prefer to call these ‘appetitions’ rather than volitions” (NE II, xxi, §5; RB, 173). Although there are appetitions of which one can be aware, usually these appetitions arise from the insensible petite perceptions and are consequently affecting us subconsciously. Now, although all minute perceptions are confused perceptions, they are always related to pleasure and displeasure and also to perfection and imperfection. From this follows that there can be different efforts present in the soul at the same time: the will which is directed to apperceived good and several separate appetitions which lead to different goals, both to those which bring about perfection and pleasure of the mind (joy) and those which bring about displeasure and imperfection (sorrow). These efforts are not only in conflict with each other but may also be in conflict with entelechy. A typical case is perceiving a sensual pleasure. Our entelechy which is always directed to final causes (perfection) may be in conflict with several different appetitions which are related in different ways to the sensual pleasure in question. If our understanding is developed enough, our will resists the temptation posed by the pleasure (agreeing with entelechy), but if the temptation is too strong, the appetitions outweigh the will and the resulting action bring about imperfection and sorrow as it is related to imperfection. In this paper I will argue that deliberation in the human soul is a battle of different endeavors described above: the entelechy in the soul strives according to its law-of-the-series towards its telos (perfection) and the will accompanies it by being automatically directed to the good. This thrust towards the apparent good is aided or hindered by the appetitions which can be thought as derivative forces in the Leibnizian dynamics. Depending on whether the predominant appetitions are related to good or bad desires, the deliberation succeeds or fails in achieving the real good which is the goal of human deliberation. The successs can be facilitated beforehand by developing our understanding so that we are less easily swept away by the derivative forces (NE II, xxi, §19). A central role in this task is played by strong willing. As Martha Bolton has noted in her recent paper, an essential feature of the basic, standing endeavors is that they are continuous – although the power balance in the soul changes from moment to moment, something lingers from our previous volitions. That is why Leibniz argues that we pave way for the future deliberations by our previous voluntary actions (NE II, xxi, §23). In contrast, the appetitions are temporary, fliegende Gedanken as Leibniz says in NE II, xxi, §12. Therefore there is a constant, always changing power balance between two kinds of endeavors in the soul: primitive active force versus derivative forces. I will argue that the behavior of the forces in the soul can be understood with a vectorial model which is related to Leibniz’s early ideas of calculus of variations and which was anticipated by Arnauld and Nicole’s Port-Royal Logic. The central idea in the model is that the options are in tension towards each other and the ratio between them at each moment determines the consequent outcome. The proper relationship between the endeavors is not a simple balance, two options which exhaust each other, but a case where different efforts complement each other: “Since the final result is determined by how things weigh against one another, I should think it could happen that he most pressing disquiet did not prevail; for even If it prevailed over each of the contrary endeavours taken singly, it may be outweighed by all of them together.” Leibniz continues : “Everything which then impinges on us weighs in the balance and contributes to determining a resultant direction, almost as in mechanics” (NE II, xxi, §40; RB, 193). The different endeavors can be understood as vectors leading to different directions and the end result is a certain direction that deliberation takes. The dynamical tension between the different endeavors presents a situation where everything affects everything and the following direction, the resulting volition follows more or less automatically. In Theodicy, §325 Leibniz describes the deliberation as follows: “One might, instead of the balance, compare the soul with a force that puts forth an effort on various sides simultaneously, but which acts only at the spot where action is easiest or there is least resistance” (Huggard, 322) This kind of dynamical tension can be understood in terms of the calculus of variations where there are several possible variations available but where the dynamics of the situation results in the decision taking the “easiest” route which is more or less objectively good depending on the level of the deliberator’s understanding. In his comments to Bayle’s note L of “Rorarius” Leibniz says: “The soul, even though it has no parts, has within it, because of the multitude of representations of external things, or rather because of the representation of the universe lodged within it by the creator, a great number, or rather an infinite number, of variations (Woolhouse & Francks (ed.), ‘New System’ and Associated Texts, 101). This kind of deliberation is comparable to God’s choice of the best world with the difference that God’s understanding is infinite which again results in the fact that the choice is the best possible. Whereas in nature the easiest route taken is always optimal as nature is God’s creation, in men the goodness or badness of men’s actions is dependent on their state of wisdom, that is, how developed their understanding is. The more wise men are, the more metaphysical goodness or perfection follows from their actions. (shrink)

In this paper, I address a key argument in favour of logical expressivism, the view that knowing a logical principle such as Modus Ponens is not a cognitive state but a pro-attitude towards drawing certain types of conclusions from certain types of premises. The argument is that logical expressivism is the only view that can take us out of Lewis Carroll's Regress – which suggests that elementary deductive reasoning is impossible. I show that the argument does not hold scrutiny and (...) that logical cognitivism can be vindicated. In the course of the discussion, I draw substantially on a comparison with a similar argument in meta-ethics, for moral expressivism. (shrink)

Jon Kabat-Zinn's Full Catastrophe Living skilfully succeeded in translating traditional Buddhist concepts in modern everyday language so as to make them accessible to the West. It was a stroke of genius to take mindfulness training out of the Buddhist context, but the risk might be that, instead of opening a door to the Dharma (the Buddhist teaching), it might also close a door leading to the vast richness of that context full of valuable insights and practices. This article aims at (...) back translating some mindfulness concepts to basic Buddhist concepts (in a movement opposite to Jon Kabat-Zinn's first move) to make Buddhist literature more accessible to MBSR/ct teachers that are less familiar with the Buddhist traditions and to allow us reconnect with some treasures that are present in our roots. It freely walks through texts and concepts of different Buddhist traditions when they seem relevant to this enterprise, drawing from the logic of the Pali Canon, the metaphors of the Mahayana sūtras and the paradoxes of Zen koans. (shrink)

A new direction in philosophy Between 1920 and 1940 logical empiricism reset the direction of philosophy of science and much of the rest of Anglo-American philosophy. It began as a relatively organized movement centered on the Vienna Circle, and like-minded philosophers elsewhere, especially in Berlin. As Europe drifted into the Nazi era, several important figures, especially Carnap and Neurath, also found common ground in their liberal politics and radical social agenda. Together, the logical empiricists set out to reform traditional philosophy (...) with a new set of doctrines more firmly grounded in logic and science. Criticism and decline Because of Nazi persecution, most of the European adherents of logical empiricism moved to the United States in the late 1930s. During the 1940s, many of their most cherished tenets became targets of criticism from outsiders as well as from within their own ranks. Philosophers of science in the late 1950s and 1960s rejected logical empiricism and, starting in the 1970s, presented such alternative programs such as scientific realism with evolutionary epistemology. A resurgence of interest During the early 1980s, philosophers and historians of philosophy began to study logical empiricism as an important movement. Unlike their predecessors in the 1960s-for whom the debate over logical empiricism now seems to have been largely motivated by professional politics-these philosopher no longer have to take positions for or against logical empiricism. The result has been a more balanced view of that movement, its achievements, its failures, and its influence. Hard-to-find core writings now available This collection makes available a selection of the most influential and representative writings of the logical empiricists, important contemporary criticisms of their doctrines, their responses, as well as the recent reappraisals. Introductions to each volume examine the articles in historical context and provide importantbackground information that is vital to a full understanding of the issues discussed. They outline prevalent trends, identifying leading figures and summarize their positions and reasoning, as well as those of opposing thinkers. (shrink)

A new direction in philosophy Between 1920 and 1940 logical empiricism reset the direction of philosophy of science and much of the rest of Anglo-American philosophy. It began as a relatively organized movement centered on the Vienna Circle, and like-minded philosophers elsewhere, especially in Berlin. As Europe drifted into the Nazi era, several important figures, especially Carnap and Neurath, also found common ground in their liberal politics and radical social agenda. Together, the logical empiricists set out to reform traditional philosophy (...) with a new set of doctrines more firmly grounded in logic and science. Criticism and decline Because of Nazi persecution, most of the European adherents of logical empiricism moved to the United States in the late 1930s. During the 1940s, many of their most cherished tenets became targets of criticism from outsiders as well as from within their own ranks. Philosophers of science in the late 1950s and 1960s rejected logical empiricism and, starting in the 1970s, presented such alternative programs such as scientific realism with evolutionary epistemology. A resurgence of interest During the early 1980s, philosophers and historians of philosophy began to study logical empiricism as an important movement. Unlike their predecessors in the 1960s-for whom the debate over logical empiricism now seems to have been largely motivated by professional politics-these philosopher no longer have to take positions for or against logical empiricism. The result has been a more balanced view of that movement, its achievements, its failures, and its influence. Hard-to-find core writings now available This collection makes available a selection of the most influential and representative writings of the logical empiricists, important contemporary criticisms of their doctrines, their responses, as well as the recent reappraisals. Introductions to each volume examine the articles in historical context and provide importantbackground information that is vital to a full understanding of the issues discussed. They outline prevalent trends, identifying leading figures and summarize their positions and reasoning, as well as those of opposing thinkers. (shrink)

A new direction in philosophy Between 1920 and 1940 logical empiricism reset the direction of philosophy of science and much of the rest of Anglo-American philosophy. It began as a relatively organized movement centered on the Vienna Circle, and like-minded philosophers elsewhere, especially in Berlin. As Europe drifted into the Nazi era, several important figures, especially Carnap and Neurath, also found common ground in their liberal politics and radical social agenda. Together, the logical empiricists set out to reform traditional philosophy (...) with a new set of doctrines more firmly grounded in logic and science. Criticism and decline Because of Nazi persecution, most of the European adherents of logical empiricism moved to the United States in the late 1930s. During the 1940s, many of their most cherished tenets became targets of criticism from outsiders as well as from within their own ranks. Philosophers of science in the late 1950s and 1960s rejected logical empiricism and, starting in the 1970s, presented such alternative programs such as scientific realism with evolutionary epistemology. A resurgence of interest During the early 1980s, philosophers and historians of philosophy began to study logical empiricism as an important movement. Unlike their predecessors in the 1960s-for whom the debate over logical empiricism now seems to have been largely motivated by professional politics-these philosopher no longer have to take positions for or against logical empiricism. The result has been a more balanced view of that movement, its achievements, its failures, and its influence. Hard-to-find core writings now available This collection makes available a selection of the most influential and representative writings of the logical empiricists, important contemporary criticisms of their doctrines, their responses, as well as the recent reappraisals. Introductions to each volume examine the articles in historical context and provide importantbackground information that is vital to a full understanding of the issues discussed. They outline prevalent trends, identifying leading figures and summarize their positions and reasoning, as well as those of opposing thinkers. (shrink)

Reason is often thought of as a fixed entity, as a definitive body of facts that do not change over time. But during the Enlightenment reason was also seen as a process, as a set of skills enacted on a daily basis. How, why, and where were these skills learned? Concentrating on the notebooks created by Scottish students over the course of the long eighteenth century, Matthew Eddy argues that notekeeping was a mode of writing and rewriting reason. He reveals (...) it as a capability-building exercise that enabled students to mobilize everyday forms of material culture in a way that empowered them to judge and enact the enlightened principles they encountered in the classroom. The cognitive skills required to make and use notebooks were not simply aids to reason-they were part of reason itself. The book begins by problematizing John Locke's comparison of the mind to a blank piece of paper, the tabula rasa. Although it is one of the most recognizable metaphors of the British Enlightenment, scholars seldom consider why it was so successful for those who used it. Eddy makes a case for using the material culture of early modern manuscripts to expand the meaning of the metaphor in a way that offers a clearer understanding of the direct relationship that notekeepers learned to draw between reasoning and notekeeping. Starting in the home, moving to schools, and then ending with universities, the rest of the book explores this argument by reconstructing the relationship from the bottom up. Media and the Mind will prove useful to those interested in book history, manuscript culture, history of education, history of childhood, Scottish Enlightenment philosophy, and the Enlightenment broadly understood. (shrink)

The most important work by one of America's greatest twentieth-century philosophers, Empiricism and the Philosophy of Mind is both the epitome of Wilfrid Sellars' entire philosophical system and a key document in the history of philosophy. First published in essay form in 1956, it helped bring about a sea change in analytic philosophy. It broke the link, which had bound Russell and Ayer to Locke and Hume--the doctrine of "knowledge by acquaintance." Sellars' attack on the Myth of the Given (...) in Empiricism and the Philosophy of Mind was a decisive move in turning analytic philosophy away from the foundationalist motives of the logical empiricists and raised doubts about the very idea of "epistemology." With an introduction by Richard Rorty to situate the work within the history of recent philosophy, and with a study guide by Robert Brandom, this publication of Empiricism and the Philosophy of Mind makes a difficult but indisputably significant figure in the development of analytic philosophy clear and comprehensible to anyone who would understand that philosophy or its history. (shrink)

Does the most common response given by participants presented with Tversky and Kahneman’s famous taxi cab problem amount to a violation of Bayes’ theorem? In other words, do they fall victim to so-called base-rate fallacy? In the present paper, following an earlier suggestion by Crupi and Girotto, we will identify the logical arguments underlying both the original diagnosis of irrationality in this reasoning task under uncertainty and a number of objections that have been raised against such a diagnosis. This will (...) enable us to show firstly that, contrary to the dismissive arguments recently put forward by Elqayam and Evans, empirical evidence turns out to be quite useful in addressing questions of this kind. Therefore, it can make a significant contribution to moving the base-rate fallacy controversy forward. Secondly, the available empirical evidence (though limited and sometimes inconclusive) seems to support the charge of irrationality levelled against the majority of participants presented with the taxi cab problem, and hence suggests that base-rate neglect is a real fallacy − that is the conclusion of our analysis. (shrink)

ABSTRACTHegel's Phenomenology of Spirit provides a fascinating picture of individual minds caught up in “recognitive” relations so as to constitute a realm—“spirit”—which, while necessarily embedded in nature, is not reducible to it. In this essay I suggest a contemporary path for developing Hegel's suggestive ideas in a way that broadly conforms to the demands of his own system, such that one moves from logic to a philosophy of mind. Hence I draw on Hegel's “subjective logic”, understood in (...) the light of modern modal logic, in an attempt to model the way minds might be thought as connected by way of shared intentional contents. Here, we should not be surprised at some of the parallels that emerge between the approaches of Hegel and the modal logician Arthur Prior, as Prior had testified to the influence of his teacher, John N. Findlay, who himself had strong Hegelian leanings. In the final section, Robert Stalnaker's version of possible-world semantics is suggested as a framework within which Hegel's recognitive account of the mind might be understood. (shrink)

A new direction in philosophy Between 1920 and 1940 logical empiricism reset the direction of philosophy of science and much of the rest of Anglo-American philosophy. It began as a relatively organized movement centered on the Vienna Circle, and like-minded philosophers elsewhere, especially in Berlin. As Europe drifted into the Nazi era, several important figures, especially Carnap and Neurath, also found common ground in their liberal politics and radical social agenda. Together, the logical empiricists set out to reform traditional philosophy (...) with a new set of doctrines more firmly grounded in logic and science. Criticism and decline Because of Nazi persecution, most of the European adherents of logical empiricism moved to the United States in the late 1930s. During the 1940s, many of their most cherished tenets became targets of criticism from outsiders as well as from within their own ranks. Philosophers of science in the late 1950s and 1960s rejected logical empiricism and, starting in the 1970s, presented such alternative programs such as scientific realism with evolutionary epistemology. A resurgence of interest During the early 1980s, philosophers and historians of philosophy began to study logical empiricism as an important movement. Unlike their predecessors in the 1960s-for whom the debate over logical empiricism now seems to have been largely motivated by professional politics-these philosopher no longer have to take positions for or against logical empiricism. The result has been a more balanced view of that movement, its achievements, its failures, and its influence. Hard-to-find core writings now available This collection makes available a selection of the most influential and representative writings of the logical empiricists, important contemporary criticisms of their doctrines, their responses, as well as the recent reappraisals. Introductions to each volume examine the articles in historical context and provide importantbackground information that is vital to a full understanding of the issues discussed. They outline prevalent trends, identifying leading figures and summarize their positions and reasoning, as well as those of opposing thinkers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:VIOLENT MEMES AND SUSPICIOUS MINDS: GIRARD'S SCAPEGOAT MECHANISM IN THE LIGHT OF EVOLUTION AND MEMETICS Guömundur Ingi Markússon Reykjavik, Iceland The present article is an attempt to bring mimetic theory into dialogue with certain evolutionary approaches to human culture, i.e., evolutionarypsychology and memetics. That which immediately suggests a consonance between these approaches is a shared concern for the fundamental aspects ofhuman culture, or "fundamental anthropology." My discussion aims at (...) reconsidering Girard's startling insight concerning the significance of scapegoating in the formation of human culture, ritual and myth—or, in short, his concept of the scapegoat mechanism. Two alternative approaches will be explored: (1) On the basis of evolutionary psychology, scapegoating is considered as a cognitive side-effect; (2) with reference to memetics, it is suggested that the scapegoat mechanism is a memetic parasite. The former account is an interpretation ofPascal Boyer's ideas about group mentality and fundamentalist violence in his recent book ReligionExplained(2001). The latter consideration is inspired byTerrence W. Deacon's concept of language evolution and symbolic reference in his book The Symbolic Species (1997). It should be emphasized at the outset that neither Boyer nor Deacon are concerned with scapegoating and, needless to say, the application and interpretation oftheir ideas is entirely my own. 1. The Scapegoat Mechanism as a Cognitive Side Effect The following is an attempt to formulate a cognitive account of scapegoating based on Pascal Boyer's ideas about fundamentalism (2001, 292ff). Guömundur Ingi Markússon89 1.1. The Coalitional Reasoning ofthe Social Mind Boyer's theory of religion is firmly rooted in evolutionary psychology (2001, 118, passim)} A key concept in evolutionary psychology is the environment ofevolutionary adapteäness (EEA) which is centered around the claim that our cognitive apparatus evolved in response to ecological problems faced by our ancestors in the Pleistocene period (which lasted from ca. 2 million-10,000 years ago). In other words, the cognition of modern humans is geared to the ancestral environments of our huntergatherer past. The key issue in evolutionary psychology is to gain insight into the adaptive problems faced by our ancestors, and figure out the necessary cognitive capabilities needed to solve them. The resulting models of how the mind works can then be tested experimentally. Evolutionary psychologists also emphasize the áomain specificity of our psychological mechanisms, i.e., in simple terms, that our mind is a collection of specialized mechanisms wrought by natural selection to deal with specific features of our environment, such as detecting predators, keeping track of social relations, etc. In Boyer's account, the mixed stock of our evolutionary heritage includes a complex array of psychological mechanisms for keeping track ofa wide spectrum ofsocial relations, the social mina (2001, 122). An essential aspect of our social intelligence is "intuitive psychology" or a "theory of mind," i.e., seeing others as intentional agents, realizing what they are up to, what their beliefs and desires are, being able to predict their behavior, etc. According to evolutionary psychologists we are adapted for social exchange. We easily calculate the costs and benefits of our interactions with others. Experiments have shown that logical problems are much more transparent to people when presented as social exchange problems. In such cases, the logical rule in question is restated as a "check for cheaters" rule, i.e., the problem is to figure out whether people respect social conventions or not. Evolutionary psychologists interpretthese results to the effect that our cognition is geared to evaluate social exchange, and we have evolved a disposition to check for cheaters in social exchange situations (2001, 124f; Cosmides 1989; Cosmides & Tooby 1992).2 1 On evolutionary psychology, see Barkow et al. and Laland and Brown (ch. 5). 2 Cosmides, one of the pioneers of evolutionary psychology, characterizes "check for cheaters" thus: "cheating can be defined as the violation of a rule established, explicitly or implicitly, by acceptance ofa social contract. A social contract relatesperceived benefits to 90Violent Mêmes and Suspicious Minds Evaluation oftrust is essential to human interaction: "That humans depend on cooperation creates strategic problems, where the value (the expected benefit) of a particular move depends on whether someone else makes a particular move...." (2001, 125... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Deleuze, Bergson, Merleau-Ponty: The Logics and Pragmatics of Creation, Affective Life, and Perception by Dorothea E. OlkowskiElodie BoublilOLKOWSKI, Dorothea E. Deleuze, Bergson, Merleau-Ponty: The Logics and Pragmatics of Creation, Affective Life, and Perception. Bloomington: Indiana University Press, 2021. 180 pp. Cloth, $63.00; paper, $28.00[End Page 152]Dorothea E. Olkowski's latest book carefully examines "the relationship between the creation of ideas and their actualization in relation to semiology, logic (...) and the cosmos in the philosophies of Deleuze, Bergson, and Merleau-Ponty." However, this work is neither an extensive or historical account of Deleuze's, Bergson's, and Merleau-Ponty's philosophies, nor an attempt to homogenize their views on space, time, or perception. Instead, it subtly compares their differences and similarities to move beyond metaphysical dualism, and fruitfully rethinks the relations between formal logic and ontology. Indeed, the author aims to draw a "theory of form," based on the logic of sensation, ultimately designed "to take the place of a theory of the real, of material physical forces."Chapter 1 retraces the history of postmodernist claims and their philosophical legacy. Olkowski explains that postmodernism is not first and foremost a political worldview or a debunking of objectivity in natural sciences. Instead, "it begins as a formal system or series of formal systems." Olkowski explores how Deleuze draws on the knowledge of modern science and logic (Bolzano, Cavaillès) and on Bergson's critical analysis of it to elaborate his logic of sensation. Bergson's conception of affectivity impacted Deleuze's and Merleau-Ponty's theories of corporeality and sensation, and their understanding of perception. Bergson's concept of "body image" specifically influenced Deleuze's elaboration of the concept of "movement-image," through which he tried to overcome the dichotomy set up by mind–body dualism.Chapter 2 focuses on Deleuze and Guattari's critique of logic as an attempt to find a third way between idealism and materialism and to overcome the disconnection between formal logic and lived experience. It reviews their critique of Euclidean geometry, their objections to formal logic as set out by Frege and Russell, and their assessment of phenomenology in order to eventually show Deleuze's affinity with Peirce's pragmatist approach. Then, the author aims to determine if Deleuze's attempt could be compatible with the phenomenology of Merleau-Ponty and Bergson's understanding of quality and multiplicity.Chapter 3 focuses on Bergson. Recalling the controversy with Russell, Einstein, and Langevin, Olkowski refers to Merleau-Ponty's defense of Bergson's concept of intuition to prove the accuracy of his reflection on creative forces and pure duration. As she explains, "[T]he intent here is to clarify the relations between these different aspects of Bergson's thought and draw out how Deleuze makes use of these structures derived from Bergson's philosophy." This leads her to explore, more specifically, how Deleuze reworks the concept of "multiplicity" along the lines of Bergson's analysis of the élan vital.In chapter 4 the author focuses on Deleuze's work on cinema to deepen the philosophical correlation between Bergson's concepts, Deleuze's analysis, and the influences of Merleau-Ponty and Pierce. It aims to rethink the relation between movement and time, notably through the notions of time-image and movement-image. Olkowski notably showcases Deleuze's concept of destiny, "which is the pure power of time that [End Page 153] overflows all possible reaction. It defeats, immobilizes, and petrifies figures in their own affectivity; it sends them to their fate, destroying conventions along the way. For Merleau-Ponty, as for Bergson, acts are still possible in a network of temporal relations so that motion and time are destiny but differently than for Deleuze."Chapter 5 addresses the Phenomenology of Perception and how Merleau-Ponty provides an opportunity to rethink perception. In this book and his Courses on Nature, Merleau-Ponty "does not dismiss either position—that of objective science or that of the natural attitude—but argues that although each contains an element of truth, it is perception and only perception that allows us to bridge the gap between physical reality and behavior/comportment." Deleuze will depart from... (shrink)

Belief is the affirmation of reality, but not all affirmations of reality are beliefs, for if we have, or have had, perceptual experience of a reality, we do not say, “I believe,” but “I see, hear, perceive, or remember.” Similarly, of the realities involved in our inner experience, we say, “What I had in mind, desired, hoped, or felt was…” or else say, more simply, “I was much moved, was in pain, felt affection or hatred, longed for, was thinking (...) about, knew.” On the other hand, there are realities of the perceptual order in which we may express belief, as when we say, “I believe that New Zealand exists, that nitrogen is a gas, that the earth is round, that William the Conqueror crossed the Channel in 1066, that Jesus Christ suffered under Pontius Pilate, was crucified, died, was buried, and rose again.” The realities in which we thus express belief are not realities which we ourselves have observed, but are such that they could have been observed by a person appropriately situated in time and in place. Hence in this case it is not the nature of the realities affirmed that differentiates belief from experience of either the perceptual or the inner type. The difference lies elsewhere. When we affirm a reality of which we ourselves have, or have had, perceptual experience, it is the reality itself, present to our perceiving mind, which alike determines the content of our affirmation and justifies us in making it. (shrink)

A new direction in philosophy Between 1920 and 1940 logical empiricism reset the direction of philosophy of science and much of the rest of Anglo-American philosophy. It began as a relatively organized movement centered on the Vienna Circle, and like-minded philosophers elsewhere, especially in Berlin. As Europe drifted into the Nazi era, several important figures, especially Carnap and Neurath, also found common ground in their liberal politics and radical social agenda. Together, the logical empiricists set out to reform traditional philosophy (...) with a new set of doctrines more firmly grounded in logic and science. Criticism and decline Because of Nazi persecution, most of the European adherents of logical empiricism moved to the United States in the late 1930s. During the 1940s, many of their most cherished tenets became targets of criticism from outsiders as well as from within their own ranks. Philosophers of science in the late 1950s and 1960s rejected logical empiricism and, starting in the 1970s, presented such alternative programs such as scientific realism with evolutionary epistemology. A resurgence of interest During the early 1980s, philosophers and historians of philosophy began to study logical empiricism as an important movement. Unlike their predecessors in the 1960s-for whom the debate over logical empiricism now seems to have been largely motivated by professional politics-these philosopher no longer have to take positions for or against logical empiricism. The result has been a more balanced view of that movement, its achievements, its failures, and its influence. Hard-to-find core writings now available This collection makes available a selection of the most influential and representative writings of the logical empiricists, important contemporary criticisms of their doctrines, their responses, as well as the recent reappraisals. Introductions to each volume examine the articles in historical context and provide importantbackground information that is vital to a full understanding of the issues discussed. They outline prevalent trends, identifying leading figures and summarize their positions and reasoning, as well as those of opposing thinkers. (shrink)

This paper attempts to take a new look at the famous Lewis Carroll paradox about Achilles and the Tortoise. It examines in particular the connections between Lewis Carroll's regress argument for logical inferences and a similar regress for practical inferences. The Tortoise's point of view is espoused: no norm of reasoning or of conduct can in itself “make the mind move,” only the brute force of belief can. This conclusion is a Humean one. But it does not imply (...) that we renounce altogether the normative force of such principles of reasoning as modus ponens. Connexions with the Wittgensteinian rule-following problem are indicated. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the members (...) of the doctoral seminar at Arizona State University. I am grateful for your contributions to the life of my mind and the words of this morning. For the record, I also want to say that Bennett Reimer is both antecedent and co-conspirator for everyone in this room, and we are indebted to him."The first task of philosophy involves learning to ask a good question," says Walter Feinberg in his essay on the philosophical scholar.2 Reimer asks us, "Who is philosophy of music education for?"—a provocative question indeed. He also gives us an answer: K-12 students.I agree, but not really. How can that be? Imagine this. A music teacher I know, Stephanie, was engaged with some first-grade children in singing songs and moving and reading rhythms. She turned to write on the white board. When she turned back to the children, one boy, Alex, was standing, perfectly still, on his head. What happened next? I will tell you in few minutes. Reimer says, "Philosophical issues are not disconnected to or incidental to musical experience. [End Page 135] They are foundational for musical experience, because one's values, beliefs, desires, preferences, and so forth, directly affect how one engages with music and what one gets from doing it." Abridging those two sentences at my own peril, Reimer appears to be saying that philosophical issues are foundational to musical experience.That idea works for me only if I am standing, figuratively and metaphorically, not literally, on my head. It seems to me that experience is the foundation of philosophy or, put another way, that one's philosophy derives from one's experiences; the richer the experiences, the richer the philosophy. A philosophy based on limited or weak experience is a limited or weak philosophy. This, however, is only surface-level logic for a deeper epistemological question—where does one's philosophy come from? If I take the Deweyan perspective that philosophy derives from experience, then surely I am obligated, in this forum, to define my terms—particularly "experience." It would be easy to say that experience means making music and listening to music, and surely it does. By experience, however, I mean not only these actions—the doing of music—but also thinking, or what Ellen Langer calls mindfulness.3 Langer describes mindful learning as having three characteristics: "the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective."4 I like how Robert Duke articulates the same idea: "Teach things that are intellectually interesting and functionally valuable."5 Engage students not just in doing, but also in thinking—in mindful learning. Rich experience makes for rich philosophy. If we are talking about music education at all levels that is not only participatory, but also mindful, then I am all for it.Reimer asks a second question: how are we to accomplish the teaching of philosophy to K-12 students? I want to know what we are trying to accomplish. Are we trying to teach the content of philosophy or are we trying to help students develop their own abilities to think about their experiences as musicians, whether as listeners or as music makers, in whatever contexts they find themselves? The former seems to be a reification of philosophy in which I am not eager to engage most K-12 students. I hope we are aiming for the latter. If so, then our task is to provide rich and mindful experiences in every music setting. Our task is to model the disposition of a philosopher—one who asks questions, is curious, and is engaged in the life of the mind.This seems so obvious. Why aren't we doing it already? There... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.2 (2002) 131-136 [Access article in PDF] Language, Logic, and Recovery:A Commentary on van Staden Paul Falzer and Larry Davidson Keywords: analytic philosophy, experience, Frege, ordinary language, psychosis, psychotherapy. VAN STADEN'S PAPER, "Linguistic Markers of Recovery," takes on a formidable task. As he explains it, findings from a previously conducted empirical study suggest that recovery from a psychiatric condition can be predicted by certain (...) patterns of first person pronoun usage. His current paper explains how these patterns follow the mathematical logic of Gottlob Frege. van Staden's attempt to systematize the link between language and treatment outcome shows promise. We want to support his effort by raising a few caveats about the application of foundational systems in psychiatry and psychology, particularly the advisability of employing a logical system to explain recovery from mental illness. Along the way, we will be identifying related issues that the author may elect to take up in his future work.van Staden's proposal is inspired by Frege's logical system, but the paper is, at the very least, an innovative adaptation. There are various points where we are left to wonder just how much of this proposal is really Frege's. Nevertheless, the genesis of van Staden's ideas is so dependent that one would expect a fuller account of Frege's pivotal role in the development of modern logic, how his work precipitated what is known commonly as the linguistic turn, and why a logical system that was so well received when first articulated was eclipsed so quickly by Russell's Principia (1963) and Wittgenstein's Tractatus. (1981) These issues can be addressed separately and perhaps they should, because lacking an account of how Frege's philosophy developed and evolved makes the presentation appear somewhat sketchy and incomplete.Frege is portrayed in philosophical lore as the founder of modern logic and a pioneer of the movement that later became known as analytic philosophy. Dummett (1991) regards Frege's Foundations of Arithmetic (1968) as analytical philosophy's first work (p. 111). According to Quine (1955), "All modern logic owes an incalculable debt to Frege. If anyone can be singled out as the founder of mathematical logic, it is by all odds he" (p. 158). Rorty (1967) notes that analytic philosophy's tack of construing philosophical questions as turning on language use and construction challenges the entire tradition, from Parmenides forward. However, the challenge reaches fruition not in Frege, but in works of Moore, Wittgenstein, and Austin. Rather than [End Page 131] sharing the limelight with the great analytic philosophers, Frege has become somewhat of a peripheral figure, whose contribution is usually portrayed as transitional. In some respects, analytic philosophy was moving against Frege's, and later, Russell's logical systems as it was concomitantly countering the various strands of idealism expounded principally by Bradley and McTaggart (see Hacker 1996, 5-12). Almost from the outset, Fregean logic was caught in a cross fire, and the author is obligated to tell us why we should be attending to the pristine version and not the more fully developed approaches that came soon after.Such a justification undoubtedly would begin with the dictum most central to Frege's philosophical thought, that propositions are primary. For Kemp (1998), this declaration carries two interrelated implications: Logical propositions are the real bearers of truth and falsity, and reasoning is a movement from one judgment to another (see p. 218). Frege posits that propositions are independent of mind, grammar, and language use. Knowledge and cognition are embodied in, but do not predicate, judgment. Frege adamantly rejects the notion that philosophical concepts are grounded in psychological phenomena, such as perception, sense impression, and some traditional accounts of meaning. This is the doctrine known as psychologism, and Frege abjures the suggestion that psychology can contain the sciences or adjudicate their findings (Frege 1956; for a discussion of this doctrine, see Notturno 1989; Davidson 1988; Davidson and Cosgrove 1991). The dictum that propositions are primary dispels the commonly held idea that reasoning begins with perception and proceeds... (shrink)

The first part of this article makes the case that human cognition is an intergenerational project enabled by the inheritance and bequeathal of cognitive technology (Sects. 2–4). The final two sections of the article (Sects. 5 and 6) explore the normative significance of this claim. My case for the intergenerational claim draws results from multiple disciplines: philosophy (Sect. 2), cultural evolutionary approaches in cognitive science (Sect. 3), and developmental psychology and neuroscience (Sect. 4). In Sect. 5, I propose that (...) cognitive technology should be given to future generations in accordance with principles of pluralism and transparency. In the final main section of the article, Sect. 6, I apply these principles to topics such as the preservation of information, environmental offloading of cognition, and thinking itself. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the members (...) of the doctoral seminar at Arizona State University. I am grateful for your contributions to the life of my mind and the words of this morning. For the record, I also want to say that Bennett Reimer is both antecedent and co-conspirator for everyone in this room, and we are indebted to him."The first task of philosophy involves learning to ask a good question," says Walter Feinberg in his essay on the philosophical scholar.2 Reimer asks us, "Who is philosophy of music education for?"—a provocative question indeed. He also gives us an answer: K-12 students.I agree, but not really. How can that be? Imagine this. A music teacher I know, Stephanie, was engaged with some first-grade children in singing songs and moving and reading rhythms. She turned to write on the white board. When she turned back to the children, one boy, Alex, was standing, perfectly still, on his head. What happened next? I will tell you in few minutes. Reimer says, "Philosophical issues are not disconnected to or incidental to musical experience. [End Page 135] They are foundational for musical experience, because one's values, beliefs, desires, preferences, and so forth, directly affect how one engages with music and what one gets from doing it." Abridging those two sentences at my own peril, Reimer appears to be saying that philosophical issues are foundational to musical experience.That idea works for me only if I am standing, figuratively and metaphorically, not literally, on my head. It seems to me that experience is the foundation of philosophy or, put another way, that one's philosophy derives from one's experiences; the richer the experiences, the richer the philosophy. A philosophy based on limited or weak experience is a limited or weak philosophy. This, however, is only surface-level logic for a deeper epistemological question—where does one's philosophy come from? If I take the Deweyan perspective that philosophy derives from experience, then surely I am obligated, in this forum, to define my terms—particularly "experience." It would be easy to say that experience means making music and listening to music, and surely it does. By experience, however, I mean not only these actions—the doing of music—but also thinking, or what Ellen Langer calls mindfulness.3 Langer describes mindful learning as having three characteristics: "the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective."4 I like how Robert Duke articulates the same idea: "Teach things that are intellectually interesting and functionally valuable."5 Engage students not just in doing, but also in thinking—in mindful learning. Rich experience makes for rich philosophy. If we are talking about music education at all levels that is not only participatory, but also mindful, then I am all for it.Reimer asks a second question: how are we to accomplish the teaching of philosophy to K-12 students? I want to know what we are trying to accomplish. Are we trying to teach the content of philosophy or are we trying to help students develop their own abilities to think about their experiences as musicians, whether as listeners or as music makers, in whatever contexts they find themselves? The former seems to be a reification of philosophy in which I am not eager to engage most K-12 students. I hope we are aiming for the latter. If so, then our task is to provide rich and mindful experiences in every music setting. Our task is to model the disposition of a philosopher—one who asks questions, is curious, and is engaged in the life of the mind.This seems so obvious. Why aren't we doing it already? There... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the members (...) of the doctoral seminar at Arizona State University. I am grateful for your contributions to the life of my mind and the words of this morning. For the record, I also want to say that Bennett Reimer is both antecedent and co-conspirator for everyone in this room, and we are indebted to him."The first task of philosophy involves learning to ask a good question," says Walter Feinberg in his essay on the philosophical scholar.2 Reimer asks us, "Who is philosophy of music education for?"—a provocative question indeed. He also gives us an answer: K-12 students.I agree, but not really. How can that be? Imagine this. A music teacher I know, Stephanie, was engaged with some first-grade children in singing songs and moving and reading rhythms. She turned to write on the white board. When she turned back to the children, one boy, Alex, was standing, perfectly still, on his head. What happened next? I will tell you in few minutes. Reimer says, "Philosophical issues are not disconnected to or incidental to musical experience. [End Page 135] They are foundational for musical experience, because one's values, beliefs, desires, preferences, and so forth, directly affect how one engages with music and what one gets from doing it." Abridging those two sentences at my own peril, Reimer appears to be saying that philosophical issues are foundational to musical experience.That idea works for me only if I am standing, figuratively and metaphorically, not literally, on my head. It seems to me that experience is the foundation of philosophy or, put another way, that one's philosophy derives from one's experiences; the richer the experiences, the richer the philosophy. A philosophy based on limited or weak experience is a limited or weak philosophy. This, however, is only surface-level logic for a deeper epistemological question—where does one's philosophy come from? If I take the Deweyan perspective that philosophy derives from experience, then surely I am obligated, in this forum, to define my terms—particularly "experience." It would be easy to say that experience means making music and listening to music, and surely it does. By experience, however, I mean not only these actions—the doing of music—but also thinking, or what Ellen Langer calls mindfulness.3 Langer describes mindful learning as having three characteristics: "the continuous creation of new categories; openness to new information; and an implicit awareness of more than one perspective."4 I like how Robert Duke articulates the same idea: "Teach things that are intellectually interesting and functionally valuable."5 Engage students not just in doing, but also in thinking—in mindful learning. Rich experience makes for rich philosophy. If we are talking about music education at all levels that is not only participatory, but also mindful, then I am all for it.Reimer asks a second question: how are we to accomplish the teaching of philosophy to K-12 students? I want to know what we are trying to accomplish. Are we trying to teach the content of philosophy or are we trying to help students develop their own abilities to think about their experiences as musicians, whether as listeners or as music makers, in whatever contexts they find themselves? The former seems to be a reification of philosophy in which I am not eager to engage most K-12 students. I hope we are aiming for the latter. If so, then our task is to provide rich and mindful experiences in every music setting. Our task is to model the disposition of a philosopher—one who asks questions, is curious, and is engaged in the life of the mind.This seems so obvious. Why aren't we doing it already? There... (shrink)

A newly revised edition of the International Best-Seller, Making the Brain/Body Connection hit the book stores in June. This book has people raving about its user friendly approach and its solid research based information. Explore and experience how your brain, body and senses interrelate. Sharon Promislow's approach makes the brain research almost fun. Learn about your body's defence mechanism for stress and how you can adapt them to defuse stress instead of allowing it to accumulate into a full blown (...) stress attack. In her lively and entertaining book, Sharon blends cutting edge stress and brain research with practical exercises and techniques that have you moving beyond your current limitations and into a life you only imagined you could have. Her Quick Six stress buster techniques can be used on the street, in the board room, wherever you are when stress hits.Follow along with this step-by-step guide as she leads you through a model for change that unlocks hidden "stress circuits." Clear away mental, emotional and physical blocks to success with simple movements from the 10 Step Change Process, that make change fun. Illustrated with humorus new cartoon characters by Cathrine Levan. (shrink)

Positivists identify science and certainty and in the name of the utter rationality of science deny that it rests on speculative presuppositions. The Logical Positivists took a step further and tried to show such presuppositions really no presuppositions at all but rather poorly worded sentences. Rules of sentence formation, however, rest on the presuppositions about the nature of language. This makes us unable to determine the status of mathematics, which is these days particularly irksome since this question is now-since (...) Abraham Robinson-one that mathematicians cannot ignore. Since mathematics is the paradigm of a logical discourse, logic must offer a system adequate enough to serve mathematics. This fact makes it difficult to avoid making question-begging moves in both mathematics and logic. We must therefore view the rationality of logic as partial and hope it is stepwise improvable. The theory of rationality thus turns to be the major presupposition of logic, and one which has ample metaphysical background to it. The very supposition, basic to all logic, that language is divisible into form andcontent is under suspicion-mathematics perhaps belongs to neither. (shrink)

The ability to take others’ perspectives on the self has important psychological implications. Yet the logically and developmentally prior question is how children develop the capacity to take others’ perspectives. We discuss the development of joint attention in infancy as a rudimentary form of perspective taking and critique examples of biological and individualistic approaches to the development of joint attention. As an alternative, we present an activity-based relational perspective according to which infants develop the capacity to coordinate attention with others (...) by differentiating the perspectives of self and other from shared activity. Joint attention is then closely related to language development, which makes further social development possible. We argue that the ability to take the perspective of others on the self gives rise to the possibility of language, rationality and culture. (shrink)

The ability to take others’ perspectives on the self has important psychological implications. Yet the logically and developmentally prior question is how children develop the capacity to take others’ perspectives. We discuss the development of joint attention in infancy as a rudimentary form of perspective taking and critique examples of biological and individualistic approaches to the development of joint attention. As an alternative, we present an activity-based relational perspective according to which infants develop the capacity to coordinate attention with others (...) by differentiating the perspectives of self and other from shared activity. Joint attention is then closely related to language development, which makes further social development possible. We argue that the ability to take the perspective of others on the self gives rise to the possibility of language, rationality and culture. (shrink)

Gendlin proposes experiential concepts as bridges between phenomenology and logical formulation. His method moves back and forth, aiming to increase both natural understanding and logical formulation. On thesubjective side, the concepts requiredirect reference tofelt orimplicit meaning. There is no equivalence between this and the logical side. Rather, in logical explication, the implicit iscarried forward, a relation shown by many functions. The subjective is no inner parallel. It performsspecific functions in language. Once these are located, they also lead to developments on (...) the formulated side.To show some of this, Gendlin modifies Lakoff and Johnson ''s theory of metaphor, and expands it into a theory of all language use. He denies that a metaphor consists of a pattern or image, shared by two situations. There is only one situation — the metaphoric one. The original situation is actually a family of many uses. As in all speech, a word makes sense only as its use-family crosses with an actual situation in the actual spot in a sentence. Subjectively, a metaphor means this crossing. From it, long chains of new similarities and differences can be generated. Ways to study the functions and features of thiscrossing are proposed. (shrink)

By logic I mean the subject Aristotle started in Prior Analytics. Logic studies demonstration and everything necessary for demonstration, and also many things that come to mind in the course of such studies—including axiomatic method as described in my short “Axiomatic method”. By young I mean less than about 40 years old. By logicians I mean people who have dedicated their lives to advancing and criticizing logic: to discovering and establishing new additions and also to clarifying (...) and correcting what has or had been accepted. More specifically, my advice is for people who have already embarked on their careers: from fresh PhDs, instructors, and assistant professors to young professors looking forward to reaping the fruits of their long years of study and research. My advice is for people who have mastered logic and who want to improve their mastery. I would write something very different for students, something along the lines of my “Logic teaching in the 21st century”. Some of the things I recommend you have already done. Please do not think that my recommending something suggests that I think you have not already done it. Moreover, I am fully aware that other retired logicians are as qualified as I to give advice that will help you make the most of your remaining years as an active logician. I hope you seek their advice. I can tell you with certainty that some of their advice will conflict with mine and that some of their advice will serve you better. Temperaments vary; this advice will not be suitable for all temperaments. Be careful whose advice you accept. The lessons of my paper “Critical thinking and pedagogical license” apply here. I recommend that you consider its implications for career decisions. (shrink)

on ). Advice about how to move forward on the mindreading debate, particularly when it comes to overcoming the logical problem, is much needed in comparative psychology. In chapter 4 of his book Ockham’s Razors, Elliott Sober takes on the task by suggesting how we might uncover the mechanism that mediates between the environmental stimuli that is visible to all, and chimpanzee social behavior. I argue that Sober's proposed method for deciding between the behaivor-reading and mindreading hypotheses fails given (...) the nature of each of those hypotheses. I argue that the behavior-reading hypothesis that Povinelli and colleagues propose is so rich and robust that it is going to make predictions that are behaviorally indiscernible from the mindreading hypothesis. Further, I argue that the logical problem artificially separates one’s knowledge of behavior and one’s knowledge of mind. If we reject this form of dualism, the logical problem doesn’t arise. (shrink)

Gladstone's ideas are far more accessible for analysis now that, following the publication of his diaries, a record of his reading is available. This book traces the evolution of what the diaries reveal as the statesman's central intellectual preoccupations, theology and classical scholarship, as well as the groundwork of his early Conservatism and his mature Liberalism. In particular it examines the ideological sources of Gladstone's youthful opposition to reform before scrutinizing his convictions in theology. These are shown to have passed (...) through more stages than has previously been supposed: he moved from Evangelicalism to Orthodox High Churchmanship, on to Tractarianism and then further to a broader stance that eventually crystallized as a liberal Catholicism. His classical studies, focused primarily on Homer, also changed over time, from a version that was designed to defend a traditional worldview to an approach that exalted the depiction of human endeavour in the ancient Greek poet. An enduring principle of his thought about religion and antiquity was the importance of community, but a fresh axiom that arose from the modifications of his views was the centrality of all that was human. The twin values of community and humanity are shown to have conditioned Gladstone's rhetoric as Liberal leader, so making him, in terms of recent political thought, a communitarian rather than a liberal, but one with a distinctive humanitarian message. As a result of a thorough scrutiny of Gladstone's private papers, the Victorian statesman is shown to have derived a distinctive standpoint from the Christian and classical sources of his thinking and so to have left an enduring intellectual legacy. It becomes apparent that his religion, Homeric studies and political thought were interwoven in unexpected ways.The evolution of Gladstone's central intellectual preoccupations, with religion and Homer, is the theme of this book. It shows how the statesman developed from Evangelism to Orthodox High Churchmanship, on to Tractarianism and then further to a broader stance that eventually crystallized as a liberal Catholicism. It demonstrates also that his Homeric studies developed over time. Neither aspect of his thinking was kept apart from his politics. Gladstone's early conservatism emerged from a blend of classical and Christian themes focusing on the idea of community. While that motif persisted in his speeches as Liberal leader, the category of the human emerged from his religious and Homeric ideas to condition the presentation of his Liberalism. In Gladstone's mind there was an intertwining of theology, Homeric studies and political thought. (shrink)

When I first open a new document on my computer, as I have just done, the relationship between my key presses and what happens on the screen is rather loose. I press Enter a few times to move the cursor down the page a bit , and sometimes nothing happens for a while; or the cursor disappears for a few seconds before reappearing in its new position. After a minute or so, the machine seems to settle down, and then (...) the correlation between taps on the keyboard and movements on the screen becomes much tighter and more consistent. Then, because taps and movements are tightly and predictably coupled, it hardly seems an inference at all to see the taps as the causes of the changes on the screen. While the computer is still 'waking up', I imagine that the taps are still the causes of the screen changes, but that the temporal relationship is lengthened and muddied by the fact that there is a lot else going on inside the machine while it is, so to speak, finishing dressing and cleaning its teeth. If, however, the machine was not just sleepy and preoccupied but seriously ill, then the relationship between taps and screen changes might become so bizarre and inconsistent that I would assume that causality had broken down. There may be causal connections inside still — the machine may still be operating in a completely deterministic fashion — but as I can no longer make sense of the relationship between input and output, I withdraw the imputation of causality. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Thomas Reid on Logic, Rhetoric and the Fine Arts: Papers on the Culture of the MindRyan NicholsAlexander Broadie, editor. Thomas Reid on Logic, Rhetoric and the Fine Arts: Papers on the Culture of the Mind. The Edinburgh Edition of Thomas Reid, Vol. 5. University Park, PA: Pennsylvania State University Press, 2005. Pp. xlix + 350. Cloth, $85.00.Following an enlightening introduction by Alexander Broadie, this volume (...) collects Reid's manuscripts into three parts of about 100 pages each: the first about the culture of the mind, the second about Aristotle's logic, and the third about eloquence and the fine arts.The first part reproduces Reid's manuscripts on the cultivation or improvement of the mind—originally lecture notes delivered to one of his classes at the University of Glasgow. Reid describes how one is to improve one's faculties of the mind, including reason, memory, perception, and imagination. His motivation lies in his conviction that the faculties are like "the Earth itself" which was "left by the Almighty in a Rude and uncultivated state but capable of a high degree of Cultivation by human Labour Industry [and] Art" (13).This material will be most useful to those interested in Reid's philosophy of education, or the philosophy of education in eighteenth-century Scotland. Nonetheless, Reid makes several interesting points in these lectures that students of his metaphysics, ethics, and epistemology will find interesting. For example, he considers the nature of acquired perception here because our ability to form acquired perceptions depends on the cultivation of our senses. He recognizes that "the far greater part of the perceptions we have by [the senses] are acquired and therefore must be learned by practice and Habit" (18). This would confirm the interpretation of acquired perceptions according to which they are not as non-inferential and non-cognitive as Reid's "original perceptions."Perhaps Reid's most intriguing observations concern the social nature of our faculties. In his analysis of testimony, scholars have seen in Reid a concern with social aspects of knowledge unparalleled in the history of philosophy. But Reid goes a step further by arguing that the faculties themselves are social in origin. Comparing a cultured man with a feral man, he argues that culture is necessary for the development of our intellectual and active powers, including reasoning, language-use, the conception of abstract ideas, and moral perception (40–42). This prompts Reid to attack Rousseau's thesis that man is most happy as a solitary individual in a state of nature, lacking these powers. Reid's case against Rousseau includes some unjustifiable ad hominem attacks, but is on the whole persuasive.Reid also applies philosophical reasoning to his religious beliefs in these lectures, warning readers that some facts are beyond the human mind: "the first origin both of the human Soul and of the human Body is unknown to us" (25). This discussion should influence the question of whether Reid believes the substance of the mind is fundamentally beyond human comprehension. Second, in a conceptual argument that eludes me, he contends that it is "probable" that God "must" have created human beings as fully-formed adults (49).The second part is entitled 'A Brief Account of Aristotle's Logic. With Remarks.' Amidst his excoriation of Aristotle and syllogistic reasoning, Reid's emphasis on the use of induction is impressive and important. Readers of this part will get glimpses of Reid's views on first principles and the nature of truth. Reid sees his philosophical reasoning—about the [End Page 165] mind and now about logic—as having immediate practical benefit to those wishing to learn about the world. Though he praises Aristotle on several occasions for establishing the foundations of logic, he sees little of value in Aristotle's own logic. Of Aristotle's Topics, Reid asks, "Why should I throw away so much time and painful attention upon a thing of so little real use?" (115).The final part of the volume is about the fine arts, principally eloquence, which is noblest because it combines the virtues of all the others (197). Reid mentions several conditions for a flourishing art of eloquence, including a number... (shrink)

How do people reason about their opponent in turn-taking games? Often, people do not make the decisions that game theory would prescribe. We present a logic that can play a key role in understanding how people make their decisions, by delineating all plausible reasoning strategies in a systematic manner. This in turn makes it possible to construct a corresponding set of computational models in a cognitive architecture. These models can be run and fitted to the participants’ data in (...) terms of decisions, response times, and answers to questions. We validate these claims on the basis of an earlier game-theoretic experiment about the turn-taking game “Marble Drop with Surprising Opponent”, in which the opponent often starts with a seemingly irrational move. We explore two ways of segregating the participants into reasonable “player types”. The first way is based on latent class analysis, which divides the players into three classes according to their first decisions in the game: Random players, Learners, and Expected players, who make decisions consistent with forward induction. The second way is based on participants’ answers to a question about their opponent, classified according to levels of theory of mind: zero-order, first-order and second-order. It turns out that increasing levels of decisions and theory of mind both correspond to increasing success as measured by monetary awards and increasing decision times. Next, we use the logical language to express different kinds of strategies that people apply when reasoning about their opponent and making decisions in turn-taking games, as well as the ‘reasoning types’ reflected in their behavior. Then, we translate the logical formulas into computational cognitive models in the PRIMs architecture. Finally, we run two of the resulting models, corresponding to the strategy of only being interested in one’s own payoff and to the myopic strategy, in which one can only look ahead to a limited number of nodes. It turns out that the participant data fit to the own-payoff strategy, not the myopic one. The article closes the circle from experiments via logic and cognitive modelling back to predictions about new experiments. (shrink)

In God Emperor of Dune, Leto II explains to Moneo why people destroyed thinking machines in the Butlerian Jihad: "Humans had set those machines to usurp our sense of beauty, our necessary selfdom out of which we make living judgments." The Orange Catholic Bible (OCB), the key religious text in the Dune universe, forbids the creation of machines that imitate human thinking: "Thou shalt not make a machine in the likeness of a man's mind." The OCB focuses on human (...) mental abilities – especially computation, reason, and logic – that have a status that machines should not emulate. In Frank Herbert's universe, divine imitation and creation are presented in conflicting ways: on the one hand, they are strictly prohibited, on the other, they are aspirations for key characters. Mentats replace machines by use of hard, cold, logical thinking and reasoning with machine‐like efficiency. (shrink)

I read Stefan Collini’s What are Universities For? last week with very mixed feelings. In the past, I’ve much admired his polemical essays on the REF, “impact”, the Browne Report, etc. in the London Review of Books and elsewhere: they speak to my heart. If you don’t know those essays, you can get some of their flavour from his latest article in the Guardian yesterday. But I found the book a disappointment. Perhaps the trouble is that Collini is too decent, (...) too high-minded, has too unrealistically exalted a view about what actually happens in universities which is too coloured by attitudes appropriate to the traditional humanities. And he is optimistic to the point of fantasy if he thinks that people are so susceptible to “the romance of ideas and the power of beauty” that they will want, or can be brought to want, lots and lots of universities in order to promote the ideas (as if they would suppose that the task of “conserving, understanding, extending and handing on to subsequent generations the intellectual, scientific, and artistic heritage of mankind” was clearly ill-served when there were only forty universities in England, as opposed to a hundred and whatever). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Parmenides: The Road to Reality A New Verse Translation RICHARD MCKIM introduction i. In the history of Presocratic Greek philosophy, the poetry of Parmenides seems to loom up suddenly out of the blue like a spectral mountain peak. Depicting a vision of ultimate reality that transcends the sensory world, his towering verse manifesto revolutionized both how philosophers thought and what they thought about, with profound repercussions that still reverberate (...) today. Parmenides has not, however, been well served by his English translators. He wrote poetry and yet is almost always translated into prose. His poem describes a divinely inspired revelation and yet is persistently translated as if it were an exercise in deductive logic. His Greek can be strange and difficult but is never unintelligible, which is more than can be said for the Anglo-gibberish his translators too often force him to speak. Too many subscribe to the misguided notion that a “literal” translation, as close as possible to word-forword, best represents the original. In fact, the painful English that results, so far from being faithful to the Greek, actually betrays it, creating the obscurities it purports to reflect. Parmenides ’ reputation for being hard to understand is largely his translators’ fault, not his. I’ve undertaken to make amends by translating his poem as a poem, in a loose English approximation of the same meter. My goal is to capture some of what gets lost in prose—to mirror, however dimly, the vital role of poetic form in shaping Parmenides’ vision. The demands of meter make literal translation impossible—not at all a bad thing— while paradoxically freeing the translator to be more faitharion 27.2 fall 2019 ful. I’ve tried to use this freedom to demonstrate that Parmenides is not the obscurantist would-be logician of so many other translations but a philosopher who thinks in poetry, and whose thought is as clear and accessible as it is astonishing. ii. parmenides was a citizen of Elea, a Greek colonial town on the west coast of the ankle of Italy’s boot. Born around 515 BCE, he was an older contemporary of Socrates, who was born in 470 (according to Plato, the two men met when Parmenides was sixty-five). Several other so-called Presocratics were active even later—Democritus for one was Socrates’ junior by a decade. But the label is still useful: while Socrates reoriented philosophy toward moral values and politics, the later Presocratics maintained their predecessors’ focus on physics and cosmology. Their project was to account for the physical workings of the universe—its origins, its elements, and the forces or laws that govern its behavior— without falling back on the gods of traditional myth. But Parmenides splits their story in two. Before him, Presocratics took the reality of the sensory world for granted— a world of multiplicity and variety, motion and change, becoming and passing away. Parmenides radically rejected this assumption. The sensory world, he declared, is an illusion. What really exists is what he calls “being,” whose true nature can be perceived only by the mind. And by clearly perceiving what being must be like, the mind perceives that it can’t be anything like the world as our senses perceive it. Being is the exact opposite of the sensory world in every respect. It is timeless, motionless, changeless and imperishable, an eternal and indivisible One. After Parmenides, the reality of the sensory world needed defending. Subsequent Presocratics had to explain, at a minimum, how it could circumvent his ban on multiplicity and motion. Most notably, he provoked Leucippus and Democri106 parmenides: the road to reality tus into developing their theory of atomism—that the universe consists entirely of atoms in a void. Atoms are microscopic Parmenidean beings insofar as they’re indivisible, indestructible and immutable, but they can be infinite in number, they can move, collide and combine, thanks to the roominess of the infinite void, defined as the absence of being. Never mind that Parmenides ruled out the existence of such an absence—by inspiring atomism, he became, in his otherworldly way, the unwitting godfather of modern physics. As for metaphysics, it may be debatable whether he arrived at the idea... (shrink)

Although written in Japanese, this book becomes a landmark of my works so far: that on Zangwill (Kaneko, 2011), that on Utilitarianism (2013), and so on. The novelty shown in it is a formalization of traditional philosophy including Kant (its practical philosophy), Utilitarianism (Hume, Bentham, and Mill), and furthermore, Descartes. I try to locate these traditional thoughts within modern forms which I make in the name of "practical syllogism." This attempt would open up a new approach to ethical motivation.

Philosophers have often adopted a dismissive attitude toward metaphor. Hobbes (1651, ch. 8) advocated excluding metaphors from rational discourse because they “openly profess deceit,” while Locke (1690, Bk. 3, ch. 10) claimed that figurative uses of language serve only “to insinuate wrong ideas, move the passions, and thereby mislead the judgment; and so indeed are perfect cheats.” Later, logical positivists like Ayer and Carnap assumed that because metaphors like..

A new direction in philosophy Between 1920 and 1940 logical empiricism reset the direction of philosophy of science and much of the rest of Anglo-American philosophy. It began as a relatively organized movement centered on the Vienna Circle, and like-minded philosophers elsewhere, especially in Berlin. As Europe drifted into the Nazi era, several important figures, especially Carnap and Neurath, also found common ground in their liberal politics and radical social agenda. Together, the logical empiricists set out to reform traditional philosophy (...) with a new set of doctrines more firmly grounded in logic and science. Criticism and decline Because of Nazi persecution, most of the European adherents of logical empiricism moved to the United States in the late 1930s. During the 1940s, many of their most cherished tenets became targets of criticism from outsiders as well as from within their own ranks. Philosophers of science in the late 1950s and 1960s rejected logical empiricism and, starting in the 1970s, presented such alternative programs such as scientific realism with evolutionary epistemology. A resurgence of interest During the early 1980s, philosophers and historians of philosophy began to study logical empiricism as an important movement. Unlike their predecessors in the 1960s-for whom the debate over logical empiricism now seems to have been largely motivated by professional politics-these philosopher no longer have to take positions for or against logical empiricism. The result has been a more balanced view of that movement, its achievements, its failures, and its influence. Hard-to-find core writings now available This collection makes available a selection of the most influential and representative writings of the logical empiricists, important contemporary criticisms of their doctrines, their responses, as well as the recent reappraisals. Introductions to each volume examine the articles in historical context and provide importantbackground information that is vital to a full understanding of the issues discussed. They outline prevalent trends, identifying leading figures and summarize their positions and reasoning, as well as those of opposing thinkers. Available individually by volume. 1. The Emergence of Logical Empiricism (0-8153-2262-3) 432 pages 2. Logical Empiricism at its Peak (0-8153-2263-1) 4243 pages 3. Logic, Probability, and Epistemology (0-8153-2264-X) 424 pages 4. Logical Empiricism and the Special Sciences (0-8153-2265-8) 376 pages 5. Decline and Obsolescence of Logical Empiricsm (0-8153-2266-6) 440 pages 6. The Legacy of the Vienna Circle (0-8153-2267-4) 400 pages. (shrink)

Music is at the centre of what it means to be human – it is the sounds of human bodies and minds moving in creative, story-making ways. We argue that music comes from the way in which knowing bodies (Merleau-Ponty) prospectively explore the environment using habitual 'patterns of action' which we have identified as our innate ‘communicative musicality’. To support our argument, we present short case studies of infant interactions using micro analyses of video and audio recordings to show the (...) timings and shapes of intersubjective vocalisations and body movements of adult and child while they improvise shared narratives of meaning. Following a survey of the history of discoveries of infant abilities, we propose that the gestural narrative structures of voice and body seen as infants communicate with loving caregivers are the building blocks of what become particular cultural instances of the art of music, and of dance, theatre and other temporal arts. Children enter into a musical culture where their innate communicative musicality can be encouraged and strengthened through sensitive, respectful, playful, culturally informed teaching in companionship. The central importance of our abilities for music as part of what sustains our well-being is supported by evidence that communicative musicality strengthens emotions of social resilience to aid recovery from mental stress and illness. Drawing on the experience of the first author as a counsellor, we argue that the strength of one person’s communicative musicality can support the vitality of another’s through the application of skilful techniques that encourage an intimate, supportive, therapeutic, spirited companionship. Turning to brain science, we focus on hemispheric differences and the affective neuroscience of Jaak Panksepp. We emphasise that the psychobiological purpose of our innate musicality grows from the integrated rhythms of energy in the brain for prospective, sensation-seeking affective guidance of vitality of movement. We conclude with a Coda that recalls the philosophy of the Scottish Enlightenment, which built on the work of Heraclitus and Spinoza. This view places the shared experience of sensations of living – our communicative musicality – as inspiration for rules of logic formulated in symbols of language. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Representation and the Mind-Body Problem in Spinoza by Michael Della RoccaWilliam SackstederMichael Della Rocca. Representation and the Mind-Body Problem in Spinoza. New York: Oxford University Press, 1996. Pp xiv + 223. Cloth, $39.95.A first virtue in elucidating any great philosopher is stating exactly the project the commentator undertakes, showing what is to be concluded, and how, and what of necessity must be omitted. Here, Della Rocca’s (...) success is exemplary.I cannot do better than to paraphrase, with running quotations, his remarkably succinct preliminaries. He undertakes two problems “crucial to Spinoza’s philosophy of mind,” first, “the requirement for having a thought about a particular object,” and second, “the traditional problem of whether or not the mind is identical with the body.” These inquiries are to be interconnected systematically by showing their dependence on Spinoza’s “denial of causal or explanatory or conceptual relations between the mental and the physical.”With exceptions I note later, the nine chapters of this book follow precisely. Chapter 1 prepares basic concepts and claims, along with formulation of the principle indicated, now called “the barrier between thought and extension.” Chapters 2 through 5 present and question Spinoza’s “theory of representation” (the first problem, as in the title) with its consequences respecting the announced principle. Chapters 7 and 8 turn to insights on “the mind-body problem” (the second problem), as illuminated by these investigations and secured by the governing principle. Della Rocca tidily exemplifies ruling expository virtues, but I question whether this very exactitude does not inhibit a needed species of escapement. Any commentator is obliged to acknowledge and detach himself from his own assumptions, from mannerisms and jargon current in the profession, from his present status or mannered tics, and from accidental skewing subsequent to current practices of language and translation. For such commitments also govern his treatment and they may often occlude his or our understanding. Let me be picky in initial illustration. [End Page 136]On pages 25f., the author correctly warns about pitfalls occasioned by lack of articles, definite or indefinite, in Latin. Thus, as he is aware, both interpretation and translation are queasy and infected with responses and glosses insinuated by demands from our own language, especially our prevailing fondness for definite articles, for solidity, univocal designation, and instantiation. So far, so good. But I invite my readers here to reflect whether Della Rocca’s own pervasive use of the definite article in the quotations I indulged in surveying his task does not distort his whole conception of that project. Momentum from the word the converts issues and verbalisms entertained into furniture of the world.Perhaps even more insidiously, Della Rocca invokes a peculiar itemization whereby recent formulations impose “at least one” and “for any x” on all quantified inferential usages. Moderns need rather liberation from membership suggestions in set theory and its associated logic. His remarks about “extension” and “intension” help, but they do not remedy modernist ineptness regarding Spinoza’s use of ipse, per se, and in se. Further, like precision obscures care about subordinate and causal differentiations. A sort of subsumed merging under a unit whole simple in nature is dear to Spinoza, though such moves are uncongenial to us.My earlier account scanted chapters 6 and 9, which also follow from the basic project, though not as tidily. Chapter 6, “Falsity,” “solves certain thorny problems” in the account of that and its opposite; Chapter 9 gathers ruling materials to shed light on “substantive monism.” Their arrangement ought to assist our perplexities about involvement and simple grasp, whereas 6 is noticeably brief and 9 sketchy. Together, they scant (rather than illuminate) subtlety in Spinoza’s investigations of intellect and its involvment in the nature of things.Expository clarity also shows in current fashions for multiple cross-references between indented and numbered claims, paraphrases, inferential premisses, and glosses by others. But beyond hiding preference for propositional reductions, and beyond hindering smooth reflection, such dismemberment prejudices against modes of reasoning tracing “some certain sort of eternity” or “what is common to all and equally in part and whole.”Efforts to work rigorously with made-up words or adapted phrases only... (shrink)

The multiple-realizability argument has been the mainstay ofanti-reductionist consensus in philosophy of mind for the past thirty years. Reductionist opposition to it has sometimes taken the form of the Disjunctive Move: If mental types are multiply-realizable, they are not coextensive with physical types; they might nevertheless be coextensive with disjunctionsof physical types, and those disjunctions could still underwrite psychophysical reduction. Among anti-reductionists, confidence is high that the Disjunctive Move fails; arguments to this effect, however, often leave something (...) to be desired. I raise difficulties for one anti-reductionist response to the DisjunctiveMove, the Explanatory Response. (shrink)

This paper attempts to make intelligible the logic contained in the Diamond Sutra. This 'logic' is called the 'logic of not'. It is stated in a propositional form: 'A is not A, therefore it is A'. Since this formulation is contradictory or paradoxical when it is read in light of Aristotelean logic, one might dismiss it as nonsensical. In order to show that it is neither nonsensical nor meaningless, the paper will articulate the philosophical reasons why (...) the Sutra makes its position in this contradictory form. The thesis to be presented is that as long as one understands the 'logic of not' from a dualistic, either-or egological standpoint, it remains contradictory, but in order to properly understand it, one must effect a perspectival shift from the dualistic, egological stance to a non-dualistic, non-egological stance. This thesis is advanced with a broader concern in mind: to reexamine how the self understands itself, how it understands others, and how it understands its intra-ecological relationship with nature. (shrink)

© Mind Association 2017In Between Logic and the World, Bernhard Nickel distinguishes two tasks in understanding generics. The first task is to give a compositional semantics—ideally, one that coheres with independent theories of semantic phenomena like plurality and conjunction. Between Logic and the World undoubtedly makes a substantial contribution to this task. Nickel argues that his proposed semantics allows us to understand logically complex generics as well as generics containing gradable terms. The second task is to (...) give a theory of metaphysical genericity. Nickel explains this with an analogy. Just as there is a metaphysical phenomenon underlying the meaning of modals—modality—there is one underlying the meaning of generics—genericity. Just as a semantic theory of modals and a metaphysical theory of modality will constrain and illuminate each other, so too will a semantic theory of generics and a metaphysical theory of genericity.Nickel’s ability to thoughtfully connect issues... (shrink)

In an attempt to be rational and objective, and, possibly, to avoid the charge of moral relativism, ethicists seek to categorise and characterise ethical dilemmas. This approach is intended to minimise the effect of the confusing individuality of the context within which ethically challenging problems exist. Despite and I argue partly as a result of this attempt to be rational and objective, even when the logic of the argument is accepted—for example, by healthcare professionals—those same professionals might well respond (...) by stating that the conclusions are unacceptable to them. In this paper, I argue that an interpretative approach to ethical analysis, involving an examination of the ways in which ethical arguments are constructed and shared, can help ethicists to understand the origins of this gap between logic and intuition. I suggest that an argument will be persuasive either if the values underpinning the proposed argument accord with the reader’s values and worldview, or if the argument succeeds in persuading the reader to alter these. A failure either to appreciate or to acknowledge those things that give meaning to the lives of all the interested parties will make this objective far harder, if not impossible, to achieve. If, as a consequence, the narratives ethicists use to make their arguments seem to be about people living in different circumstances, and faced with different choices and challenges, from those the readers or listeners consider important or have to face in their own lives, then the argument is unlikely to seem either relevant or applicable to those people. The conclusion offered by the ethicist will be, for that individual, counterintuitive. Abortion, euthanasia and cadaveric organ donation are used as examples to support my argument. (shrink)