We develop a truism of commonsense psychology that perception and action constitute the boundaries of the mind. We do so however not on the basis of commonsense psychology, but by using the notion of a Markov blanket originally employed to describe the topological properties of causal networks. We employ the Markov blanket formalism to propose precise criteria for demarcating the boundaries of the mind that unlike other rival candidates for “marks of the cognitive” avoids begging the question in the extended (...) mind debate. Our criteria imply that the boundary of the mind is nested and multiscale sometimes extending beyond the individual agent to incorporate items located in the environment. Chalmers has used commonsense psychology to develop what he sees as the most serious challenge to the view that minds sometimes extend into the world. He has argued that perception and action should be thought of as interfaces that separate minds from their surrounding environment. In a series of recent papers Hohwy has defended a similar claim using the Markov blanket formalism. We use the Markov blanket formalism to show how both of their objections to the extended mind fail. (shrink)
The International research Library of Philosophy collects in book form a wide range of important and influential essays in philosophy, drawn predominantly from English-language journals. Each volume in the library deals with a field of enquiry which has received significant attention in philosophy in the last 25 years and is edited by a philosopher noted in that field.
Michael Potter presents a comprehensive new philosophical introduction to set theory. Anyone wishing to work on the logical foundations of mathematics must understand set theory, which lies at its heart. Potter offers a thorough account of cardinal and ordinal arithmetic, and the various axiom candidates. He discusses in detail the project of set-theoretic reduction, which aims to interpret the rest of mathematics in terms of set theory. The key question here is how to deal with the paradoxes that bedevil (...) set theory. Potter offers a strikingly simple version of the most widely accepted response to the paradoxes, which classifies sets by means of a hierarchy of levels. What makes the book unique is that it interweaves a careful presentation of the technical material with a penetrating philosophical critique. Potter does not merely expound the theory dogmatically but at every stage discusses in detail the reasons that can be offered for believing it to be true. Set Theory and its Philosophy is a key text for philosophy, mathematical logic, and computer science. (shrink)
This paper examines the relationship between perceiving and imagining on the basis of predictive processing models in neuroscience. Contrary to the received view in philosophy of mind, which holds that perceiving and imagining are essentially distinct, these models depict perceiving and imagining as deeply unified and overlapping. It is argued that there are two mutually exclusive implications of taking perception and imagination to be fundamentally unified. The view defended is what I dub the ecological–enactive view given that it does not (...) succumb to internalism about the mind-world relation, and allows one to keep a version of the received view in play. (shrink)
In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...) sciences using a pre-post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. (shrink)
An axiom set is given which purports to formalize the notion of a "theory involving measurement." The abstract objects satisfying these axioms are examined, and some candidates for measures of complexity are considered. This framework allows us to discuss some forms of a degree of confirmation. Both "complexity" and "degree of confirmation" appear to be intimately bound up with geometrical aspects of these "theories" which derive from measurement considerations, suggesting that the concepts may be inapplicable to more "general theories." The (...) view is taken throughout that the well known paradoxes indicate inadequacies of the linguistic apparatus and that the axiomatization here presented is an attempt to construct an adequate language for the relevant portion of the world. This position is not defended in the paper. (shrink)
In Epistemic Injustice Miranda Fricker argues that there is a distinctively epistemic type of injustice in which someone is wronged specifically in his or her capacity as a knower. Fricker's examples of identity-prejudicial credibility deficit primarily involve gender, race, and class, in which individuals are given less credibility due to prejudicial stereotypes. We argue that children, as a class, are also subject to testimonial injustice and receive less epistemic credibility than they deserve. To illustrate the prevalence of testimonial injustice against (...) children we document examples of negative prejudicial treatment in forensic contexts where children frequently act as testifiers. These examples, along with research on the child's competence and reliability as a testifier, reveal widespread epistemic prejudice against children. Given that subjection to prejudice can have a detrimental impact on children we discuss ways to ameliorate this form of testimonial injustice. We argue that, both in formal and natural contexts, the child's testimony should be evaluated alongside the relationships that support her development as a testifier. The adult can play a central role in creating successful testimonial interactions with children by acting as a. (shrink)
Ethical decision making measures are widely applied as the principal dependent variable used in studies of research integrity. However, evidence bearing on the internal and external validity of these measures is not available. In this study, ethical decision making measures were administered to 102 graduate students in the biological, health, and social sciences, along with measures examining exposure to ethical breaches and the severity of punishments recommended. The ethical decision making measure was found to be related to exposure to ethical (...) events and the severity of punishments awarded. The implications of these findings for the application of ethical decision making measures are discussed. (shrink)
It is commonly held that early career experiences influence ethical behavior. One way early career experiences might operate is to influence the decisions people make when presented with problems that raise ethical concerns. To test this proposition, 102 first-year doctoral students were asked to complete a series of measures examining ethical decision making along with a series of measures examining environmental experiences and climate perceptions. Factoring of the environmental measure yielded five dimensions: professional leadership, poor coping, lack of rewards, limited (...) competitive pressure, and poor career direction. Factoring of the climate inventory yielded four dimensions: equity, interpersonal conflict, occupational engagement, and work commitment. When these dimensions were used to predict performance on the ethical decision-making task, it was found that the environmental dimensions were better predictors than the climate dimensions. The implications of these findings for research on ethical conduct are discussed. (shrink)
This study examined the role of key causal analysis strategies in forecasting and ethical decision-making. Undergraduate participants took on the role of the key actor in several ethical problems and were asked to identify and analyze the causes, forecast potential outcomes, and make a decision about each problem. Time pressure and analytic mindset were manipulated while participants worked through these problems. The results indicated that forecast quality was associated with decision ethicality, and the identification of the critical causes of the (...) problem was associated with both higher quality forecasts and higher ethicality of decisions. Neither time pressure nor analytic mindset impacted forecasts or ethicality of decisions. Theoretical and practical implications of these findings are discussed. (shrink)
Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...) conducting systematic program evaluation have been developed and multiple measures should be applied in program evaluation. With regard to cross-program evaluation, we argue that a meta-analytic framework should be employed where analyses are used to identify best practices in ethics education. The implications of this multilevel approach for improving responsible conduct of research educational programs are discussed. (shrink)
Recounts the works of Immanuel Velikovsky and the controversies surrounding it, discussing his influence on the counterculture and debates with such luminaries as Carl Sagan.
At some point in America in the 1940s, T. D. Lysenko's neo-Lamarckian hereditary theories transformed from a set of disputed doctrines into a prime exemplar of "pseudoscience." This paper explores the context in which this theory acquired this pejorative status by examining American efforts to refute Lysenkoism both before and after the famous August 1948 endorsement of Lysenko's doctrines by the Stalinist state, with particular attention to the translation efforts of Theodosius Dobzhansky. After enumerating numerous tactics for combating perceived pseudoscience, (...) the Lysenko case is then juxtaposed with another American case of alleged pseudoscience: the notorious 1950 scandal surrounding Immanuel Velikovsky's Worlds in Collision (1950, Worlds in Collision. New York: Macmillan). On several levels, the characterization of Lysenkoism as pseudoscientific served as a template for casting other rejected theories, including Velikovsky's, in the same light. (shrink)
Although Responsible Conduct of Research training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: educational efforts should be tied to day-to-day practices in the field, educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and educational efforts should be embedded in a broader program of on-going career development efforts. (...) This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)
Gave 42 19-26 yr. old insomniac Ss placebo pills to take a few min. before going to bed. Some Ss were told that the pills would cause arousal, and others were told that the pills would reduce arousal. As predicted, arousal Ss got to sleep more quickly than they had on nights without the pills, presumably because they attributed their arousal to the pills rather than to their emotions, and as a consequence were less emotional. Also as predicted, relaxation Ss (...) got to sleep less quickly than usual, presumably because they assumed that their emotions were unusually intense since their arousal level was high even after taking an arousal-reducing agent. Results have relevance for S. Schachter's theory of emotions and H. Kelley's attribution theory. Pragmatically, findings suggest the feasibility of a therapy based on reattribution of symptoms, and indicate that traditional suggestion effect practices should be modified. (shrink)
Several philosophers have argued that the factivity of knowledge poses a problem for epistemic contextualism (EC), which they have construed as a knowability problem. On a proposed minimalistic reading of EC’s commitments, Wolfgang Freitag argues that factivity yields no knowability problem for EC. I begin by explaining how factivity is thought to generate a contradiction out of paradigmatic contextualist cases on a certain reading of EC’s commitments. This reductio results in some kind of reflexivity problem for the contextualist when it (...) comes to knowing her theory: either a knowability problem or a statability problem. Next, I set forth Freitag’s minimalistic reading of EC and explain how it avoids the reductio, the knowability problem and the statability problem. I argue that despite successfully evading these problems, Freitag’s minimalistic reading saddles EC with several other serious problems and should be rejected. I conclude by offering my own resolution to the problems. (shrink)
Virtue ethics has a rich history; yet, its application in health ethics has been minimal compared to other major ethical frameworks. Even more, its application to health policy and population-level questions has been almost nonexistent. A new concept in moral theology, structures of virtue, provides impetus for ethicists to consider how virtue ethics can be a valuable addition to existing frameworks in public health ethics. This article offers a basic overview of virtue ethics and its value for analysis of social (...) structures in public health. It does so by explaining how virtue can be seen not only in the process of public health—the promotion of habituated behavior—but also in the content of public health—values such as temperance, fortitude and prudence. It concludes with two extended applications of virtue ethics: vaccination policy and healthy eating. (shrink)
Child moral agency is dismissed in many historical and contemporary accounts based on children's supposed lack or marginal possession of agency-bearing capacities, including reason, deliberation, and judgment, amongst others. Given its prominence in the philosophical canon, I call this the traditional view of child agency. Recent advancements in moral developmental psychology challenge the traditional view, pointing toward the possession of relevant capacities and competencies for moral and responsible agency in early and middle childhood. I argue that both views—traditional and developmental—underdetermine (...) our practices of holding children responsible in our common interactions. For one, we face significant epistemic barriers in accurately assessing children’s agential status qua possession of responsibility-bearing capacities and competencies. Second, overreliance on assessments of individualistic capacities emphasizes an atomistic view of agency at the expense of relational views that are of particular relevance for children as uniquely developing persons. Our practices of holding children responsible and the values that guide these practices in the context of supportive relationships are central to both supporting current and drawing out future responsible agency in childhood and, importantly, provide us with a path to regard children as participants in our moral communities, as opposed to mere agents-in-waiting. (shrink)
Individuals of some animal species have been taught simple versions of human language despite their natural communication systems failing to rise to the level of a simple language. How is it, then, that some animals can master a version of language, yet none of them deploy this capacity in their own communication system? I first examine the key design features that are often used to evaluate language-like properties of natural animal communication systems. I then consider one candidate animal system, bird (...) song, because it has several of the key design features or their precursors, including social learning and cultural transmission of their vocal signals. I conclude that although bird song communication is nuanced and complex, and has the acoustic potential for productivity, it is not productive – it cannot be used to say many different things. Finally, I discuss the debate over whether animal communication should be viewed as a cooperative information transmission process, as we typically view human language, or as a competitive process where signaler and receiver vie for control. The debate points to a necessary condition for the evolution of a simple language that has generally been overlooked: the degree of to which the interests of the signaler and receiver align. While strong cognitive and signal production mechanisms are necessary pre-adaptations for a simple language, they are not sufficient. Also necessary is the existence of identical or near-identical interests of signaler and receiver and a socio-ecology that requires high-level cooperation across a range of contexts. In the case of our hominid ancestors, these contexts included hunting, gathering, child care and, perhaps, warfare. I argue that the key condition for the evolution of human language was the extreme interdependency that existed among unrelated individuals in the hunter-gatherer societies of our hominid ancestors. This extreme interdependency produced multiple prosocial adaptations for effective intragroup cooperation, which in partnership with advanced cognitive abilities, set the stage for the evolution of language. (shrink)
