Strong evidence shows that exposure and engagement with the natural world not only improve human wellbeing but can also help promote environmentally friendly behaviors. Human-nature relationships are at the heart of global agendas promoted by international organizations including the World Health Organization’s “One Health” and the United Nations “Ocean Decade.” These agendas demand collaborative multisector interdisciplinary efforts at local, national, and global levels. However, while global agendas highlight global goals for a sustainable world, developing science that directly addresses these (...) agendas from design through to delivery and outputs does not come without its challenges. In this article, we present the outcomes of international meetings between researchers, stakeholders, and policymakers from the United Kingdom and Brazil. We propose a model for interdisciplinary work under such global agendas, particularly the interface between One Health and the UN Ocean Decade and identify three priority research areas closely linked to each other: human-nature connection, conservation-human behavior, and implementation strategies. We also discuss a number of recommendations for moving forward. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What Power Do I Have? A Nursing Student’s Concerns Lead to a Passion for EthicsAnonymous OneThe day began like many in our ten–week rotation, around the large table in the brightly lit ICCU nurses’ station. Report, which was given by the night charge nurse, included information on all the patients on the unit. Since I had cared for A. G. the previous day, I was eager to know how (...) she had spent the night. She had a debilitating neuro–muscular disease known as myasthenia gravis. Placed on the ventilator days before, it was reported that she was likely to be dependent on the machine for life. In the late 1970’s there were very few facilities that accepted ventilator dependent patients. She might be with us for a long time.When I entered her room for the first time, I saw a frail older woman with kind eyes and a warm smile. She was breathing with the help of the ventilator through her tracheostomy tube. I learned through her chart that she had no known family. On the day I took care of her, no one came to see her and she had no visitors the previous evening. She lived in a local long–term care facility and was brought to the hospital after she developed respiratory distress. A. G. was unable to move in the bed due to her condition and required frequent suctioning along with turning and repositioning for comfort.Despite her weakness, A. G. was able to communicate silently by mouthing the words for what she wanted and by nodding and shaking her head. I found her to be quite skilled in non–verbal [End Page 93] communication since it took minimal effort to understand what she wanted, but the activity tired her easily. I had just completed A. G.’s morning care when her physician came in to examine her. After completing his assessment, he stopped and leaned in closely to speak with her. He began asking a number of questions about whether she wanted to spend the rest of her life in this way, on a ventilator. She shook her head. Continuing the line of questioning in different ways, she responded to him. I wondered why he was asking these questions. After seeing her response, the physician asked me to get 30 mg of morphine from the narcotics cabinet. Although I didn’t understand the implication of the request, I complied.While I was retrieving the medication from the narcotics cabinet, the charge nurse came to tell me I was being reassigned to a new admission. When I asked why, she told me she couldn’t discuss it, but asked me to please do what she said. I left her standing there, wondering what was going on. After assisting with the new admission, I went back to see A.G.; her door was closed. When I opened the door, the ventilator tubing hung over the side of the machine. Looking down at the bed, I was shocked to find A.G. had been disconnected. She was dead. In a state of disbelief and panic, I sought out the charge nurse to find out what happened. It was clear that I was not to know. I asked her a number of questions but she adeptly changed the subject and redirected me to other activities. By then it was lunchtime and my instructor had left the unit. I asked to be excused and went to seek her out.When I told my instructor what happened, a look of doubt came over her face. “You think Doctor M. killed your patient? That would never happen.” Although I tried to tell her the story, she too, dismissed me, telling me my story didn’t make sense. I was distraught. An overwhelming sense of dread came over me and I began to cry. She encouraged me to go home, which I did.Happily, I had the weekend to recover before returning to clinical. I never found out what happened to A. G. and neither my instructor nor the charge nurse ever spoke to me about my experience. In fact, it seemed no one believed my story... (shrink)

What is the relationship between trying, desire, and desiring to try? Is it necessary to desire to do something in order to try to do it? Must Dave desire to quit smoking in order to try to quit? I shall defend the view that desiring to do A is necessary for trying to do A. First, Dave needs motivation to quit smoking and motivation comes in the form of desire. So it seems straightforward that when one tries to (...) do something A, one’s desire to do that thing A is one’s motivation. Second, when Dave throws out a pack of cigarettes, this may or may not be part of an attempt to quit smoking. It may be a political protest against R.J.R. Nabisco. Dave’s throwing out the cigarettes only counts as part of his attempt to quit smoking, if it is done for the right reason, out of the right motivation. Again, the right motivation seems to be the desire to quit smoking. Thus, the desire to do A appears to play important roles in the attempt to do A. At the very least, it helps to motivate, guide, and constitute the attempt as the attempt to do A. It is because Dave wants to quit smoking that his throwing out his cigarettes counts as part of his attempt to quit smoking, not as a political protest. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Surprised DivideAnonymous OneAnonymous OneNot long after our daughter was born, my wife and I were expecting a son. We were busy new parents, so her pregnancy with our second child went by quickly and without a lot of the fuss that a first pregnancy brings. To our surprise, our son was born a few weeks early but aside from a little jaundice he was a happy, healthy baby.My parents (...) were caring for our daughter while we were at the hospital. After my son's birth, we were excited for them to bring our daughter up to the hospital to visit her new baby brother. The hospital photographer came by and took photos of our two kids together and photos of our son swaddled and sleeping soundly in a basket. Other family members stopped by to meet the new baby as well. It was a happy time.Little did we know that a couple of hours later we would be faced with a communication breakdown. My wife and I usually pride ourselves on how well we are able to communicate and plan our future.I grew up heavily Catholic, attending parochial schools through high school graduation. Meanwhile, my wife's family are Unitarian Universalists. You could not have two more polar opposite religions! We are used to having different points of view. We have always talked through many of life's choices and have both had to make compromises in order to have a successful relationship. It was on that happy day of my son's birth that we discovered we forgot to discuss one important topic.As our family was gathered in my wife's hospital room, joyfully celebrating the newest addition, the doctor entered the room to check on my wife and said it was time to do the circumcision if we wanted.Without hesitation, I responded in the affirmative, then the doctor and I looked over at my wife, who was staring at us with saddened, conflicted eyes. I was confused. Didn't she want the same thing for our son that I did? Surprisingly we never discussed this decision, at least not that I remember. I don't recall her ever telling me she was against it.My wife stated that she wasn't prepared to make a decision because she didn't know what our son would want and she was worried about him experiencing pain. She worked hard for 9 months to grow this baby boy, and he was so little. I understood her anguish in the thought of letting someone alter his tiny body.I am circumcised myself. My background provided me guidance and an expectation that this would be happening, so it was a nonissue for me. I never considered a scenario in which my son would not be circumcised. In truth, it felt ridiculous to even contemplate not circumcising him. My words of reassurance that it would be fine and my explanation to my wife that this was just one of the many decisions we would need to make for him and our other child did little to settle her.It was clear that no one (including me) had discussed this with my wife prior to this point, which was unfortunate. The doctor described the process and tried to reassure my wife that it was a safe and minor procedure. This still left my wife in a conflicted state. The other men in my family there visiting at the time chimed in to reassure my wife that this is what our son would want. She reluctantly agreed to the circumcision, giving in to peer pressure I suppose. I'm confident that an alliance of circumcised men telling her that our son would also want to be circumcised is what swayed her. Frankly, I'm glad they happened to be there when the doctor stopped by to help back up my position.But while our son was out of the room undergoing his procedure, my wife remained conflicted and saddened. We were both surprised at each other's response. My opinion on this was coming from the position of expectation and tradition, while she was worried about not knowing... (shrink)

In this paper, I address a question in social epistemology about the unity of a scientic community to- wards its inner groups (teams, labs...). I investigate the reasons why these groups might want to \go it alone", working among themselves and hiding their discoveries from other groups. I concentrate on the intermediate results of a longer project, where the first steps can help to achieve a more advanced result. I study to what extent the isolation of research groups might (...) be damaging to the epistemic progress of the whole community. In order to get an idea of the reason why scientists might not share their intermediate results with others, consider for example Schawlow and Townes in the summer of 1958 (the historical material is drawn from Broberg, 1991, chap. 3): together they had just designed the principle of functioning of what would be known as the laser, with the intention of constructing the rst laser, relying on their theoretical ideas. Should they have published their theoretical discovery, or rather taken advantage of their advance on possible oppo- nents and start the experimental work? They chose to publish their theoretical ideas in a scientic journal, and they also led a patent application. On the one hand, it was a valuable choice: the patent was granted and their paper was published, making them soon famous. Further- more, another scientist called Gould was to le a simi- lar patent application a few months later, in March 1959; it was refused, because of the priority of Schawlow and Townes. If the latter had not submitted their idea in 1958, the patent would certainly have been acknowl- edged to Gould. In this sense, publishing their intermediate result was a worthy strategy. On the other hand, history showed that their publication had also some drawbacks for them. Schawlow and Townes' publication triggered a race among many American laboratories for the rst experimental construction of the laser. In addition to bringing them competitors, their publication helped these competitors in crucial ways; so much so that it was another scientist, Maiman, and not Schawlow and Townes, who was able to build the rst working laser, in May 1960, and to publish the result. If Schawlow and Townes had not published their theoretical idea, there are chances that they would have been the first ones to build a laser. Their publication of the first theoretical result certainly prevented them from getting the second experimental one. In short, the best publishing strategy about an intermediate result is no easy question for a scientist. Consider now the whole community, concerned with the results available to all and with the pace of the epistemic progress. Schawlow and Townes' publication enabled the rst laser to be built quicker, as other teams could rely on their theoretical work. More generally, being able to reuse other's works seems to be a rm basis of scientic progress. Thus, for the whole community, it seems that there are only benets if intermediate results are published. As this is not necessarily the best strategy for those who reach these intermediate results, there might be a conflict between the interests of individuals and those of the whole community. The question Schawlow and Townes faced was whether they should make their discovery publicly known, or keep it for themselves to progress alone. This alternative can also arise for an entire lab, when competing with other labs on some long-run project: should it make its discoveries known to its opponents, or only share them internally among its members? At a higher level still, this question arises for what can be called scientic schools, which are groups of labs sharing some particular approach|methodological, experimental or interpre- tational, for example. At each level within the scientic community, there are competitive groups of scientists which may decide to go it alone and to prevent their results from being accessible to others. If they had good reasons for doing so, there would be dramatic consequences for the whole community: other groups would not be able to reuse their results, labour force would be wasted in achieving them again, and the progress of the eld would be slowered. 9 The aim of this paper is to investigate this risk of division: to assess the conditions under which it may oc- cur, its damage for the community, and to draw the limit of an acceptable pluralism. The reasoning with benets and drawbacks which has been sketched for Schawlow and Townes seems to be implicitly an informal economic argument. In order to clarify and to rene such an argument, I will investigate it in a rational decision framework, supposing some utility or preferences for the groups of scientists, and I will propose a formal model, in game theory. In social epistemology of science, formal models have been proposed for various questions (for example, Kitcher 1990, 1993, Goldman 2009, Strevens 2003, 2006, Weisberg and Muldoon, forthcoming, Zollman 2007, 2008, 2009, 2010), but not for the question of the division of the scientic community. I will concentrate on the normative aspect of the question, ignoring the descriptive and historical question of whether groups do go it alone or not. The model I propose is sequential: two groups are competing on a research program, which consists of several results which have to be obtained in order. The groups always carry out some research for the next result, which they reach with some probability per unit of time. When a group, say A, reaches a result, it can either make it public for the other group, or continue its research. After a result is made public, the competitor B can start from it so as to continue its own research. Thus, when A publishes it loses its lead, and its competitor will be able to compete with it in the near future. But it is also recognized as the rst to reach this step. I consider two dierent cases, one in which the number of steps is limited, another where the limit concerns the number of temporal intervals. In both cases, assuming that all steps are equally dicult and equally rewarding, it turns out that the best strategy for a group concerned with its own reward is to make public every step it takes. Thus, there is no risk that groups might separate: a scientist, whatever its group, will publish for all. Finally, I turn to more complex situations, where results have varying size or diculty: there, groups can indeed be better o going it alone. (shrink)

This study explores some of the connections between the presentation of religious ideas and the use of concessive clauses and sentences in Pāli Buddhist literature. Special emphasis is placed on the linguistic construction kiñcāpi... atha kho.... Although this is widely understood to be a concessive and correlative construction and is often translated in ways that adequately reproduce the meaning of the Pāli, still it is the case that the kiñcāpi... atha kho... construction is sometimes misrepresented. Surprisingly, misrepresentations of said construction (...) are especially prevalent in an ever-growing body of work related to one Pāli text in particular, the Tevijja Sutta. This has helped to obscure the extent to which the sutta is a response to developments in Brahmanical theology external to the text itself. This study examines this unwelcome situation and proposes a remedy. (shrink)

This qualitative study examined how social studies teachers implemented experiential instructional techniques by closely analyzing videotaped lessons taught over four years in third through 12th grade classrooms across 16 school districts. Data analysis indicated that of the 438 lessons, only 14 involved experiential instructional techniques, and their implementation generally failed to reflect the potential benefits of this instructional approach. Twelve of the experiential exercises (a) lacked a clear instructional purpose related to the content; (b) did reflect an instructional purpose, but (...) it was ultimately thwarted by the activity's unanticipated dynamism; or (c) encouraged the development of significant misconceptions about the content, while one of the two lessons without these problems demonstrated the strategy's use for reinforcement of factual recall rather than critical thinking. Implications for social studies education research and practice are considered. (shrink)

Working in academia is challenging, even more so for those with limited resources and opportunities. Researchers around the world do not have equal working conditions. The paper presents the structure, operation method, and conceptual framework of the SM3D Portal's community coaching method, which is built to help Early Career Researchers (ECRs) and researchers in low-resource settings overcome the obstacle of inequality and start their career progress. The community coaching method is envisioned by three science philosophies (cost-effectiveness, transparency spirit, and (...) proactive attitude) and established and operated based on the Serendipity-Mindsponge-3D knowledge (SM3D) management framework (i.e., mindsponge thinking and Bayesian Mindsponge Framework analytics serve as the coaching program's foundational theory and analytical tools). The coaching method also embraces Open Science's values for lowering the cost of doing science and encouraging the trainees to be transparent, which is expected to facilitate the self-correcting mechanism of science through open data, open review, and open dialogue. Throughout the training process, members are central beneficiaries by gaining research knowledge and skills, acquiring publication as the training's product, and shifting their mindsets from “I can't do it” to “I can do it,” and at the same time transforming a mentee to be ready for a future mentor's role. The coaching method is thus one of the members, for the member, by the members. -/- • The paper provides the structure, operation method, and conceptual framework of the SM3D Portal's community coaching method, which is built to help Early Career Researchers (ECRs) and researchers in low-resource settings overcome the obstacle of inequality and start their career progress. • The paper presents three major science philosophies envisioning the establishment and operation of scholarly community coaching. • The paper employs the mindsponge theory and BMF analytics to construct a conceptual framework explaining how an environment is created to help shift members’ mindsets from “I can't do it” to “I can do it.”. (shrink)

When trying to help teachers cope with the critical situations they face in classrooms, public policies are mainly concerned with improving initial teacher training. I claim in this article that the role of lifelong learning should no longer be undermined and that the design of teachers' training should be supported by a thorough examination of the cognitive processes involved. A faulty view of cognition may explain both our emphasis on initial training and most of the difficulties faced in (...) designing teachers' training. Searching existing alternative metaphors of cognition and investigating new ones constitutes a way of coping with these problems: first to design new forms of training, second to understand the processes involved in innovative training methods that have already been implemented. My focus in this article is precisely the ‘metaphor of cognition’ that underlies innovative teacher training methods. This metaphor is based on Peirce's pragmaticism, and it describes teachers' training as a process of taking and changing habits. This article mainly investigates the links between Peirce's later semiotics, Merleau-Ponty's Phenomenology of Perception and Varela's theory of enaction, in order to propose a threefold definition of ‘habit’ and define the notion of ‘educational gesture’, which constitutes a translation of the concept of habit in the field of education and training. (shrink)

One of the fundamental debates that theologians have held to discuss the possibility of and to facilitate understanding of the bodily resurrection is iʿādat al-maʿdūm; that is, the restoration of the non-existent. Despite some differences in their perspectives, theologians, including the Muʿtazilites, have considered iʿādat al-maʿdūm possible. Avicenna, who opposed the classical views of theologians by rejecting iʿādat al-maʿdūm, provoked a new discussion and fuelled controversy about this issue. Later Islamic philosophers and theologians who were influenced by him took his (...) path and reformulated his arguments about the impossibility of iʿādat al-maʿdūm. Likewise, the theologians of the mutaʾakhkhirūn period, who defended the possibility of iʿādat al-maʿdūm, in support of the classical view, voiced new criticisms against these recontructed arguments. Thus, the debate turned into a highly controversial issue between Islamic philosophers and theologians. In fact, unlike the theologians who included the issue of iʿādat al-maʿdūm in the subsections of the samʿiyyāt chapters as an extension of the resurrection debates, Islamic philosophers did not consider it possible and preferred to address it under the subheadings of the umūr al-āmma chapters on existence and non-existence, in which metaphysical issues were discussed. This is because Avicenna considered iʿādat al-maʿdūm a metaphysical issue related to non-existence. On the one hand, some philosophers, who considered iʿādat al-maʿdūm impossible, deployed the new argument that things that existed and then disappeared could not be recreated in the same way. On the other hand, others expressed their criticisms against these arguments in the disputatious style (jadali) and tried to defend the restoration of the non-existent in the same way. Therefore, the theologians who addressed these issues in their works helped answer the question of whether it is possible to recreate the non-existent. This is because the texts provided detailed and important information about the course of the debate, such as who rejects and accepts iʿādat al-maʿdūm, the background and context of the debate between philosophers and theologians, the proofs put forward for the rejection of recreation, the criticisms in response to these proofs, and the evidence put forward for recreation. Therefore, the present study aims to discuss the arguments for iʿādat al-maʿdūm; that is, whether maʿdūm can be recreated in the same way, and the criticisms against these arguments, which have become a subject of debate between theologians and philosophers. Avicenna’s ideas are also highlighted in the study as he is the source of the arguments for the impossibility of iʿādat al-maʿdūm. In terms of its scope, the present study is based on the major works of the prominent theologians of the mutaʾakhkhirūn period and the main commentaries written on these works. (shrink)

This chapter is about three distinguished representatives of three traditions of controversy – Jewish, Muslim, and Christian – and about one resilient conflict – the Palestinian/Israeli conflict. My purpose is to single out in the thought and practice of the selected three representatives approaches to controversy and conflict that might perhaps offer innovative ideas as to how to increase the chances of solving the conflict in question. In a conflict like this, where two different traditions and cultures confront each other, (...) and the tendency of the contenders is to highlight their differences, it is important to try to single out those elements of similarity or at least of sufficient closeness in order to allow for the overcoming of the differences and, eventually for reconciliation. To be sure, both the thinkers considered and the circumstances in which they operated are extremely different. Yet, one of the purposes of this chapter is to show that it makes sense to compare their approaches and even to try to combine them into a set of complementary models capable to help us to overcome the deadlock in which the attempts to solve a current conflict by lack of new ideas – as analysts and politicians claim. Relevant new ideas, I contend, may come not only from our present creativity, but also from that of great thinkers of the past; not only from one’s own tradition of controversy, but also from that of other traditions. The methodological innovation I want to introduce here is thus simply the idea of “fishing for good ideas in the past”. Old ideas that remained unnoticed or unapplied may prove to be useful for reframing our current dilemmas. We will seek their help by examing three quite different models of conflict resolution, drawn from King Solomon, Ibn Rushd, and Leibniz. (shrink)

This article presents a comparative study of the experiences of young adults on a spiritual quest in cultural and religious contexts where they have not yet been properly studied, that is Lutheran Finland, Roman Catholic Poland and Orthodox Russia. The study seeks to contribute to the further refinement of the concept of spiritual quest in order to enhance its utility and applicability across different cultural and religious contexts. The analysis revealed several aspects inherent in spiritual quest but which can be (...) variously experienced and manifested in different constellations. This article shows that although each individual might deliver their own logic of ‘being on a quest’, separate cases can be compared on the basis of the concept of the seekership habitus, as presented in this study. The chosen framework of individualization on the one hand and the concept of seekership habitus on the other helps to reveal the duality of the phenomenon of spiritual quest, which is somewhat overlooked in scholarly debates on the topic. (shrink)

Do unto others -- Don't pester the pigeons -- Try it, you'll like it -- Be science fair -- Chicken out -- Save the whales -- Be good to bugs -- Fur is un-fur-giveable -- Don't pass the product tests -- Horsing around -- It's raining cats and dogs -- "Companimals" are priceless -- Pen pals for animals -- Watch out for animals -- Dump wasteful habits -- Free the fishes -- Art impact -- Help turtles out of trouble (...) -- Stick it to 'em! -- Call for compassion -- Check out the entertainment -- Dress to a 't' -- Sing for the animals -- Be an elefriend--get the elefacts -- Write on! -- Born free, bored stiff -- Saying goodbye to uninvited guests -- Talk to the animals -- Get your class into the act -- Hooray for holidays! -- Dressing cool to be kind -- Pig out! -- Take care of hot dogs -- Oh, deer! -- Give a well-come gift -- Critter chatter -- Pack a lunch with punch -- Be a bookworm -- Reflecting on dissecting -- Step up on your soapbox -- Lost and found -- It's your turn to set the table -- School's out -- Develop a good roadside manner -- Add a little spice to their lives -- Make sure fair is fair -- Get poetic -- Join the club -- Hang in there -- One last thing you can do to help the animals. (shrink)

Camus’ early philosophy has been subject to various kinds of criticism. In this paper I address a problem that has not been noticed so far, namely that it appears to be essentially inconsistent. On the one hand, Camus explicitly denies the existence of moral values, and construes his central notion of the absurd in a way that presupposes this denial. On the other hand, he is also committed to the existence of certain values. Both in his literary and philosophical works (...) Camus is not so much interested in the absurd per se, but rather in how we ought to respond to it. In justifying his supposed normative conclusions, he tacitly, but crucially, relies on evaluative judgements. If all this is true, then prospects for defenders of absurdism seem bleak. In whichever way the inconsistency is resolved, they will have to give up or significantly modify central parts of Camus’ early philosophy. But things may not stand quite as bad. As I try to show, there is a route to consistency that preserves much of Camus’ early philosophy, and leaves it prima facie plausible. The key is to re-interpret its normative aspects. Stated a bit provocatively, we need to put Camus in the self-help genre. (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)

I want to try to do something rather more speculative than the rest of you have done. I have been thinking recently about how one might explain some features of human reflective consciousness that seem to me to be very much in need of an explanation. I'm trying to see if these features could be understood as solutions to design problems, solutions arrived at by evolution, but also, in the individual, as a result of a process of unconscious self-design. (...) I've been trying to think of this in the context of work in AI on the attempt to design intelligent robots – not "bed-ridden" expert systems, but systems that have to act in real time in the real world. If you want to think about something like this, you have to stray fairly far from experiments and hard empirical data; you have to get fairly speculative. Nevertheless the design efforts of people in AI do seem to bring home to conviction – if not to prove – various design constraints looming large and inescapable. If we can come to see why a system – or an organ or a behavior-pattern – must have certain features or a certain structure in order to do its task, this may help us ask the right questions, or at least keep us from dwelling on some of the wrong questions when we try to explain the machinery in the brain that is responsible for intelligent action. (shrink)

In ‘What on Earth is Logic?’, Michael Shenefelt and Heidi White offer this observation about the nature of logic: ‘If one tries to justify logic logically, one ends up arguing in a circle’. From this, they conclude that ‘logic is a horizon beyond which none of our earnest self-reflecting arguments can help us see’. While there is much to appreciate in how they developed this idea, there are several worrying points that could still be raised against their view. In (...) this article, we outline such problems.Export citation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Thomist and the Palamite: Reflections on The Trinity:On the Nature and Mystery of the One God*Marcus PlestedIt scarcely needs repeating that Fr. Thomas Joseph White's book is a monumental achievement. It is a splendid and paradigmatic instance of Thomistic ressourcement, amply showing the power of Aquinas's thought and work to animate, shape, and inspire Christian reflection on the past, present, and future of Trinitarian theology. While not conceived (...) as a theology "on one's knees" (6), it is certainly a work oriented on the divine wisdom. Aquinas began all of his major works with the theme of wisdom and this salutary practice is emulated by Fr. Thomas Joseph in his introduction, which nicely sets up wisdom as something of a master theme of the whole volume (even though the word "wisdom," oddly, does not appear in the index). The book is a deeply revealing account of Christian Trinitarian theology through the ages. It is profoundly helpful on the question of analogy in general and the "psychological analogy" in particular. It also contains some bracing and, I think, largely merited critique of figures such as Karl Barth and Karl Rahner, on the one hand, and Hans Urs von Balthasar and Jürgen Moltmann on the other. I also found the writing not unlike that of Aquinas—limpid, painstakingly reasoned, clearly structured, and disciplined albeit with occasional notes of delicious exuberance and the odd slightly mischievous aside. It is also, of course, a huge tome—even [End Page 541] a kind of summa in itself. I would say it was un-put-down-able were it not for its considerable weight. All in all, and speaking as a mere outsider to the Catholic Thomist tradition, I would say it is a worthy tribute to the Angelic Doctor himself.The book is of course a capital-C Catholic and specifically Thomist account of the Trinity. Even so, I was a little taken aback to see Thomas, along with various modern interlocutors, take up well over five hundred pages, and the first two thousand years of biblical, patristic, and early medieval reflection on the nature and mystery of God reduced to a mere 130 pages or so. The twelve pages bridging the eight hundred years between Augustine and Aquinas were particularly disorienting in their rapid pace. It seems to me—and I shall explain why later—a good deal of highly significant Trinitarian theology is lost sight of in the process. It can, at times, read like a bit of a theological juggernaut or perhaps the hurtling troika at the end of Nikolai Gogol's Dead Souls with alternative viewpoints swatted away and other ecclesial traditions scattering before the relentless perfection and implacable progress of the Thomist machine. That said, I do want to recognize the author's expressed desire to pursue Thomistic ressourcement with "collegiality" and ecumenical sensitivity (7). While he does indeed swat away many alternative viewpoints, he does try to give those "vibrant" viewpoints their due and, in general, gives far more credence to non-Catholic writers than would have been conceivable in a Thomist work written, say, a century ago. From the Orthodox standpoint, this includes some brief discussion of Sergius Bulgakov and John Zizioulas, along with occasional references to figures such as Vladmir Lossky, Dumitru Stăniloae, and John Meyendorff. Perhaps more significantly, his patristic references expressly include some of the Greek Fathers, notably the Cappadocian Fathers—although I shall query what he means by "the Cappadocian Fathers" later in this essay. St. Maximus the Confessor receives some attention, and even later Roman (commonly if inaccurately called Byzantine) theologians such as St. Gregory of Cyprus and St. Gregory Palamas get a look-in. This appeal to the Greek patristic tradition is made, I suspect, with something of an eye on the Orthodox. As Aquinas himself recommended, when speaking with "the Greeks," one must argue not only from Latin but also from Greek patristic sources. There are, nonetheless, many important elements and insights from the Eastern Christian tradition that are simply left out and one is left wishing that the reflection on Greek patristic and modern Orthodox sources had been much expanded—for the... (shrink)

Migration often involves leaving one home and trying to build another. Normative issues abound with both aspects, however as we reflect on issues of home and migration, it is hard to go past the thought that the plight of refugees is one of the most pressing. Being a refugee might be the equivalent of being homeless in the international context. And so considering our responsibilities in relation to the homeless in our state system seems especially worthwhile, given the conference (...) theme and the vulnerability associated with being forcibly displaced. Here I focus particularly on the plight of large-scale refugee populations fleeing violent conflict. And I am especially focused on the Syrian case, given that it currently involves the largest displaced population, though other cases will be discussed as well. I explore how we should help refugees in ways that are likely to promote the well-being of many agents that surround refugee crises. Many of these solutions may be described as development oriented. They focus on meeting a wide range of current needs of the displaced populations (such as for autonomy, work, opportunity, and community) while also preparing that population for life after conflict. (shrink)

In his wonderful short text ‘Notes of a Publicist’—written in February 1922 when the Bolsheviks, after winning the Civil War against all odds, had to retreat into the New Economic Policy of allowing a much wider scope to the market economy and private property—Lenin uses the analogy of a climber who must backtrack from his first attempt to reach a new mountain peak to describe what retreat means in a revolutionary process, and how it can be done without opportunistically betraying (...) the cause: Let us picture to ourselves a man ascending a very high, steep and hitherto unexplored mountain. Let us assume that he has overcome unprecedented difficulties and dangers and has succeeded in reaching a much higher point than any of his predecessors, but still has not reached the summit. He finds himself in a position where it is not only difficult and dangerous to proceed in the direction and along the path he has chosen, but positively impossible. In these circumstances, Lenin writes: He is forced to turn back, descend, seek another path, longer, perhaps, but one that will enable him to reach the summit. The descent from the height that no one before him has reached proves, perhaps, to be more dangerous and difficult for our imaginary traveller than the ascent—it is easier to slip; it is not so easy to choose a foothold; there is not that exhilaration that one feels in going upwards, straight to the goal, etc. One has to tie a rope round oneself, spend hours with an alpenstock to cut footholds or a projection to which the rope could be tied firmly; one has to move at a snail’s pace, and move downwards, descend, away from the goal; and one does not know where this extremely dangerous and painful descent will end, or whether there is a fairly safe detour by which one can ascend more boldly, more quickly and more directly to the summit. It would only be natural for a climber who found himself in such a position to have ‘moments of despondency’. In all probability these moments would be more numerous and harder to bear if he could hear the voices of those below, who ‘through a telescope and from a safe distance, are watching his dangerous descent’: ‘The voices from below ring with malicious joy. They do not conceal it; they chuckle gleefully and shout: “He’ll fall in a minute! Serve him right, the lunatic!”.’ Others try to conceal their malicious glee, behaving ‘more like Judas Golovlyov’, the notoriously hypocritical landowner in Saltykov-Shchedrin’s novel, The Golovlyov Family: They moan and raise their eyes to heaven in sorrow, as if to say: ‘It grieves us sorely to see our fears justified! But did not we, who have spent all our lives working out a judicious plan for scaling this mountain, demand that the ascent be postponed until our plan was complete? And if we so vehemently protested against taking this path, which this lunatic is now abandoning, if we so fervently censured this lunatic and warned everybody against imitating and helping him, we did so entirely because of our devotion to the great plan to scale this mountain, and in order to prevent this great plan from being generally discredited!’ Happily, Lenin continues, our imaginary traveller cannot hear the voices of these people who are ‘true friends’ of the idea of ascent; if he did, ‘they would probably nauseate him’—‘And nausea, it is said, does not help one to keep a clear head and a firm step, particularly at high altitudes.’ Of course, a metaphor does not amount to proof: ‘every analogy is lame’. (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 this paper I try to underline both the positive and negative circumstances in which I began translating Heidegger's "Sein und Zeit" in Greek. In 1971 I started, as a young student of philosophy, to study and translate this book, although I misunderstood it and considered it as a paradigm of "existentiell", not existential philosophy. I benefited essentially from both the English and the French translations and I've also received great help from my Greek mentor, E. N. Platis. I (...) published my translation in two volumes, one in 1978 and the other in 1985 and the critics have been very positive. At the beginning, I gave extended explanations about the translation problems and my solutions in a paper published in 1974. In the following years, I wrote articles about the Heideggerian concepts, in order to facilitate a better understanding of his philosophy.. (shrink)

Spurred by a severe shortage of cadaveric organs, there has been a marked growth in living organ donation over the past several years. This has stimulated renewed interest in the ethics of this practice. The major concern has always been the possibility that a physician may seriously harm one person while trying to improve the well-being of another. As Carl Elliott points out, this puts the donor's physician in a difficult predicament: when evaluating a person who volunteers to donate (...) an organ, “a doctor is in the position of deciding not simply whether a subject's choice is reasonable … but whether he [the doctor] is morally justified in helping the subject accomplish it.”1 This question has become even more difficult since the introduction of living donor operations that are more risky than living kidney donation and the suggestion that volunteers at added risk may sometimes be acceptable.2 So, how can we decide when the risk is too much? (shrink)

Since the publication of W.V. Quine’s “Epistemology Naturalized”1, a growing number of self-described “naturalist” epistemologists have come to hold a particular view of what epistemology can and ought to be. In order to articulate this naturalist view, let me begin by describing the epistemological work that the naturalist tends to criticize – a motley that I will refer to collectively as “non-naturalist epistemology”. I will describe this motley in terms that are designed to capture the naturalist’s discontentment with it, as (...) follows: Non-naturalist epistemology has devoted itself, by and large, to addressing a small set of now familiar questions. What is it for someone to know that something is the case? What is it for someone to be justified in believing that something is the case? How does evidence confirm theory? To what degree ought one to be confident in a theory, given such-and-such evidence? What sorts of semantic properties do our various epistemic appraisals have? In order to answer these familiar questions, the non-naturalist epistemologist typically does not adduce any scientific findings concerning human cognition. Rather, she consults her intuitions about which properties are exemplified by various imagined cases. Unfortunately, if any of these familiar questions have been correctly answered, the correctness of these answers is not generally appreciated as such, even among professional non-naturalist epistemologists. Furthermore, virtually none of the work that’s been done in the course of trying to answer these familiar questions has any clear prospect of helping to guide or improve human intellectual conduct. As it’s been generally practiced then, non-naturalist epistemology offers us no useful advice, and.. (shrink)

We reply to the Ioannidis's paper "Effectiveness of antidepressants; an evidence based myth constructed from a thousand controlled trials." We disagree that antidepressants have no greater efficacy than placebo. We present the efficacy from hundreds of trials in terms of the percentage of patients with a substantial clinical response (a 50% improvement or more symptomatic reduction). This meta-analysis finds that 42-70% of depressed patients improve with drug and 21%-39% improve with placebo. The response benefit of antidepressant treatment is 33%-11% greater (...) than placebo. Ioannidis argues that it would be vanishingly smaller because systematic biasing in these clinical trials would reduce the drug-placebo difference to zero. Ioannidis' argument that antidepressants have no benefit is eroded by his failures of logic because he does not present any evidence that there are a large number of studies where placebo is substantially more effective than drug. (To reduce to zero, one would also have to show that some of the unpublished studies find placebo better than drug and have substantial systematic or methodological bias). We also present the empirical evidence showing that these methodological concerns generally have the opposite effect of what Ioannidis argues, supporting our contention that the measured efficacy of antidepressants likely underestimates true efficacy.Our most important criticism is Ioannidis’ basic underlying argument about antidepressants that if the existing evidence is imperfect and methods can be criticized, then this proves that antidepressant are not efficacious. He presents no credible evidence that antidepressants have zero effect size. Valid arguments can point out difficulties with the data but do not prove that a given drug had no efficacy. Indeed better evidence might prove it was more efficacious that originally found.We find no empirical or ethical reason why psychiatrists should not try to help depressed patients with drugs and/or with psychotherapeutic/behavioral treatments given evidence of efficacy even though our treatment knowledge has limitations. The immense suffering of patients with major depression leads to ethical, moral, professional and legal obligations to treat patients with the best available tools at our disposal, while diligently and actively monitoring for adverse effects and actively revising treatment components as necessary. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Normalizing” Intersex Didn’t Feel Normal or Honest to Me.Karen A. WalshI am an intersex woman with Complete Androgen Insensitivity Syndrome (CAIS). My 57–year history with this has its own trajectory—mostly driven by medical events, and how I and my parents reacted. Most of my treatment by physicians has not been positive. It didn’t make me “normal” at all. I was born normal and didn’t require medical interventions. And by (...) the way, I’ve never been confused about who or what I am.Truthful disclosure didn’t come to me about my biology and what was done to me as an infant until I was 33, when I forced the issue by removing my medical records from my endocrinologist’s office. I learned that there was never full disclosure to my [End Page 119] parents either, and therefore there was no informed consent for the “corrective” surgeries performed on me as an infant. My parents were only told that their little girl would get cancer and would not have a normal development as a girl unless her “deformed ovaries” were removed, and that they should never discuss these problems with me. Thus, after having presented with an inguinal hernia and having exploratory surgery at age 16 months, my intra–abdominal testes were removed in a second surgery two months later. I was pronounced a “male pseudohermaphrodite,” a diagnosis that was shared neither with my parents nor with me.Years later, I discovered an article my surgeon published in 1960 in the Delaware Medical Journal about me and another intersex person he operated on (whom he labeled a “true hermaphrodite”). The article gives a very detailed pathology report of my gonads, but only two sentences regarding my welfare and the rationale for performing those surgeries. Dr. J. F. Kustrup wrote in this article, “These [two cases] emphasize the need for early diagnosis and treatment in order to avoid the possibility of malignant change and to permit these individuals to follow a normal psychosexual pattern.” And: “Hermaphroditism and pseudohermaphroditism are conditions in which early diagnosis and treatment are essential to avoid malignant degeneration and to allow the child some chance toward normal pyschic [sic] development.” I was grateful to find this article because it revealed the unfounded assumptions underpinning the recommendations for treatment, much of which continues today. Worse even than the sort of social prejudice that shapes treatment is the absence of evidence for what doctors treat as “necessary” interventions. For my syndrome, CAIS, there never was—and still is not—data to support the cancer scare, or the opinion that I’d be confused and not have a normal life.From about the age of four, I can remember being different and being stonewalled by my doctor and prevented by my parents from talking about it. The feelings and fears I tried to express were shushed away, and I could tell that my questions were upsetting everyone. Even if I had wanted to be complicit with their lame diversions and nonsensical explanations, the massive abdominal scars were there as a daily reminder and hinted at a very different story.The Road to Hell is Paved with Good IntentionsGrowing up, I was treated like a fascinoma and a lab rat at a major teaching hospital on the East Coast. All I learned from those doctors as a young kid was what it feels like to be ogled, photographed and probed by a roomful of white–coated male doctors. Dissociation made itself my friend, and helped me to cope through the annual genital and anal exams and probing. I thought I was a freak and I felt completely powerless to protect myself from them and their “care”.At my annual appointment at age 12, with my mom present, three doctors told me I was infertile. Learning that I couldn’t have kids really saddened and shocked me, but there was no opportunity to talk about my feelings—either that day, or any time afterward. I was told to stop crying. I remember them telling me that there was no one else like me and that this was a random genetic anomaly, thereby reinforcing the freakishness... (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)

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the information is (...) applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students. (shrink)

In this article, I respond to the comments of six philosophers on my book Authority and Estrangement: An Essay on Self-knowledge. My reply to Josep Corbí mostly concerns the relation between the two modes of self-knowledge I call ‘avowal’ and ‘attribution’, and the sense of activity involved in self-knoweldge; in responding to Josep Prades I try to clarify my picture of deliberation and show that it is not ‘intellectualist’ in an objectionable sense; Komarine Romdenh-Romluc’s paper enables me to say some (...) things about the idea of unconscious beliefs, specifically in relation to the phenomenological tradition; the paper by Hilan Bensusan and Manuel de Pinedo helps me to clarify my sense of the relation of the first-person perspective to the specifically normative relation to one’s beliefs and other attitudes; and Carla Bagnoli’s paper provides an opportunity to explore some connections between the deliberative stance and the notion of recognition in Hegel and in contemporary philosophy. (shrink)

Now we need to bring this perspective to Afghanistan and Pakistan — one that is smart about cultures, customs and connections. The present policy of focusing on troop strength and drones, and trying to win over people by improving their lives with Western-style aid programs, only continues a long history of foreign involvement and failure. Reading a thousand years of Arab and Muslim history would show little in the way of patterns that would have helped to predict 9/11, but (...) our predicament in Afghanistan rhymes with the past like a limerick.... There's a good chance that enough factions in the loose Taliban coalition would opt to disinvite their troublesome guest if we forget about trying to subdue them or hold their territory. This would unwind the Taliban coalition into a lot of straggling, loosely networked groups that could be eliminated or contained. This means tracking down family and tribal networks, gaining a better understanding of family ties and intervening only when we see actions by Taliban and other groups to aid Al Qaeda or act outside their region.... To defeat violent extremism in Afghanistan, less may be more — just as it has been elsewhere in Asia. (shrink)

The cofounder of the Effective Altruism movement presents a counterintuitive approach anyone can use to make a difference in the world. While studying philosophy at Oxford University and trying to work out how he could have the greatest impact, William MacAskill discovered that most of the time and money aimed at making the world a better place achieves little. Why? Because individuals rarely have enough information to make the best choices. Confronting this problem head-on, MacAskill developed the concept of (...) effective altruism, a scientific, data-driven approach to making a difference that operates by asking these five questions: How much will this action improve others' lives? Is this the most effective action I can take? How useful is my contribution, given what others are already doing? What will happen if I don't do it? What are the chances of success, and how good would success be? Applying these principles, he demonstrates that many of our assumptions about doing good are misguided: he argues that one can potentially save more lives by working on Wall Street than as a heart surgeon, that cancer charities are not the best use of money, and that buying sweatshop-produced goods is a form of ethical consumption. MacAskill challenges us to think differently but argues that if we set aside our biases and rely on evidence and careful reasoning, each of us can make a tremendous difference. (shrink)

Despite acknowledgment that performance failure among new salespeople is a prevalent issue for organizations, researchers do not fully understand the consequences of repetitive periods of failure on new salespeople’s unethical selling behaviors. Further, little is known about how a sales force’s reward structure and managerial attempts to intervene following failure affect new salespeople’s behavior. Combining an experiment with longitudinal growth models, we show that repetitive periods of failure increase unethical behaviors, and interventions intended to remind the salesperson to behave in (...) the customer’s best interests attenuate this effect under a non-contingent reward structure. However, counter to managerial assumptions, under a contingent reward structure these customer-oriented interventions actually backfire by amplifying the original relationship between repetitive failure and unethical behaviors. The results have potentially important managerial implications for those who manage new salespeople learning how to sell or during other failure-prone periods. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Listening to Reason”:The Role of Persuasion in Aristotle’s Account of Praise, Blame, and the VoluntaryAllen SpeightAristotle connects praise and blame closely to the voluntary, but the question of how his discussion of these terms should be construed more broadly in the context of a theory of responsibility has been much disputed. There are some well-known difficulties with the coherence of Aristotle's views in this regard: animals and children, for (...) example, are said to be voluntary agents, but are not held to be responsible;1 moreover, praise and blame seem to be important for what might be thought to be incompatible purposes—on the one hand, for behavioral improvement and correction (a usually prospective concern) and, on the other hand, for assessment of moral responsibility in terms of what an agent merits or deserves for what he or she has done (a retrospective concern).2One of Aristotle's first examples of the use of praise and blame in the Nicomachean Ethics captures some of the difficulty commentators have found in trying to understand his position. In drawing an analogy to illustrate the difference between parts of the soul, Aristotle comments that "in morally strong and morally weak men we praise (epainoumen) the reason that guides them and the rational element of the soul, because it exhorts them to follow the right path and to do what is best" (NE 1102b13-15). There is, he thus claims, an appetitive part of the soul thatpartakes of reason insofar as it complies with reason and accepts its leadership (hē(i) katēkoon estin autou kai peitharchikon); it possesses reason in the sense that we say it is "reasonable" to accept the advice of a father and of friends, not in the sense that we have a "rational" understanding of mathematical propositions. That the irrational element can be persuaded (peithetai) by the rational is shown by the fact that admonition (nouthetēsis) and all manner of rebuke (epitimēsis) and exhortation (paraklēsis) are possible. If it is correct to say that the appetitive part, too, has reason, it follows that the rational element of the soul has two subdivisions: the one possesses reason in the [End Page 213] strict sense, contained within itself, and the other possesses reason in the sense that it listens to reason as one would listen to a father.(NE 1102b31-1103a)I will argue that this image of listening and persuasion is more significant for Aristotle's conceptions of voluntariness and responsibility than is often thought. The image suggests not only that Aristotle is interested in both prospective moral education and retrospective assessments of responsibility, but that a crucial (and, in the literature to this point, quite neglected) term that he offers as a gloss for understanding his conception of the voluntary—the notion of peithō or persuasion—is in fact central to his employment of the categories of praise and blame in both prospective and retrospective senses. Aristotle's use of the concept of persuasion is not merely a casual gloss, but gives him instead an unusually helpful category for understanding the range of types of action within his philosophy of agency and how they fit within the larger scheme of parts of the soul in the Ethics and the distinctions among actions that stem from virtue, vice, moral weakness, and moral strength.In what follows, I will first examine how Aristotle uses peithō to explain the related notions of the voluntary (as to hekousion is usually translated) and the noncompulsory in the Nicomachean Ethics, III.5, and the Eudemian Ethics, II.8. I will then explore how Aristotle appeals to peithō and its cognates to address one of the most vexing problems his theory of voluntary agency must work out—the problem of akrasia and enkrateia (moral weakness and moral strength)—and, next, more widely how these related concepts become relevant for his account of the parts of the soul and gradations of action.I. Persuasion and the Voluntary (EE II.8 and NE III.5)Aristotle appears to link closely the notions of voluntariness (to hekousion)and persuasion (hē peithō).Bonitz's Index takes the two terms straightforwardly... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Louise Pascale, “Dispelling the Myth of the Non-Singer: Embracing Two Aesthetics for Singing”Maya HooverLouise Pascale encourages a redefinition of the word "singer" and suggests ways to make it apply to a broader spectrum of people. The problem with the current definition, she believes, is that it is outdated and needs to be changed in order to better embrace the ideals of current society. In order to (...) fully understand the problem and incorporate her suggestions, it is helpful to look at the issue as a symptom of a larger philosophical problem and to examine her proposed aesthetics from a non-philosophical perspective. [End Page 202]A Philosophical Approach to an Ethnographic StudyPascale specifies the current definition of singer as one understood in terms of values set by a white, middle class, American society. She argues that this definition is a direct result of the actions of the church in the 1600s, which has influenced and effected how North Americans (specifically people from the United States) perceive and experience singing. She refers to the manner in which this definition is significantly rooted in history and has only strengthened with time as a "taproot" in music education.Pascale's main argument revolves around the fact that we in the United States have adopted and ascribe to the Western European value system of singing. She notes that in the quest to extract the highest form of singing, we tend to sort out the very best and tell everyone else not to bother. This elitist attitude is a serious problem and she is quite right to point it out. Although there is nothing wrong with classical studies revolving around a canon, we are often taught that anything else is not worthy of study or practice. As a result, we have a very narrow perception of singing due to the guidelines set by the "taproot philosophy," which greatly limits musical expression on many levels.The issue of Western European elitism in the United States is a big one that many scholars and educators like to avoid for fear of offending tradition. In Onika's case, she becomes completely redefined as a non-singer by these elitist constraints. Pascale hints at this concept at other points in her essay, but Onika's story stands out as a blatant example of subjugation.Pascale's story about her own trials in trying to learn about African dance and drumming reinforces the idea of Western elitism. She refers to Christopher Small's idea about the Western value of timing and rhythm, which is linked to "a more logical relationship between pitch and harmony."2 It is important to note that while Pascale was frustrated with her Western background, she was still encouraged by her Ghanaian instructor. She may have felt incompetent, but she was by no means subjugated, as Onika had become.Pascale relates both experiences to the link between culture, society, and the construction of belief systems. However, there is a deeper connection here that deals specifically with American society and its attitude toward those with a different belief system. Looking at other cultures shows how societies can encourage the exploration of their music by giving participants permission to be imperfect and accepting the interest in their culture with grace. This poses a question that is much larger than Pascale's original one, but one that is intricately linked to it: Why do we, as members of American society, continue to perpetuate the subjugation of anyone from outside of our established network of beliefs? [End Page 203] The problem of singers versus non-singers seems only to be a symptom of a much larger illness that is well deserving of a much deeper exploration.The Second Aesthetic from a Scientific Vantage PointPascale explores how the phenomenon of the "non-singer" translates into the music classroom. She argues that there must be a way to maintain the classical tradition while simultaneously allowing everyone to participate, trained or not. There must also be a way to allow every classroom teacher to feel comfortable singing with her/his students, and likewise to allow every student to feel comfortable enough to participate.She suggests incorporating... (shrink)

Many philosophers argue that explanatoriness plays no special role in confirmation – that “inference to the best explanation” (IBE) incorrectly demands giving hypotheses extra credit for their potential explanatory qualities beyond the credit they already deserve for their predictive successes. This paper argues against one common strategy for responding to this thought – that is, for trying to fit IBE within a Bayesian framework. That strategy argues that a hypothesis’ explanatory quality (its “loveliness”) contributes either to its prior probability (...) or to its likelihood. This paper argues that this strategy fails because it must give different treatments to two hypotheses that are unlovely for the very same reason. The strategy therefore loses the insight into scientific reasoning that its reconstruction in terms of IBE is supposed to provide. The paper then provides a Bayesian account of the confirmatory role of explanatoriness that represents explanatory quality as having an impact in the same place for two hypotheses that are unlovely for the very same reason. This approach works by “putting explanation back into IBE” – that is, by invoking hypotheses that refer explicitly to scientific explanation and by invoking the agent's background opinions regarding the kind of explanation that the evidence is liable to have. On this approach, there is no list of “explanatory virtues” the possession of which always helps to make an explanation better. Rather, for different facts, there are different characteristics that our background knowledge of other explanations gives us some reason to expect the given fact's explanation to possess. (shrink)

The notion of domain specificity plays a central role in some of the most important debates in cognitive science. Yet, despite the widespread reliance on domain specificity in recent theorizing in cognitive science, this notion remains elusive. Critics have claimed that the notion of domain specificity can't bear the theoretical weight that has been put on it and that it should be abandoned. Even its most steadfast proponents have highlighted puzzles and tensions that arise once one tries to go beyond (...) an initial intuitive sketch of what domain specificity involves. In this paper, we address these concerns head on by developing an account of what it means for a cognitive mechanism to be domain specific that overcomes the obstacles that have made domain specificity seem so problematic. We then apply this understanding of domain specificity to one of the key debates that it has figured prominently in—the rationalism-empiricism debate concerning the origins of cognitive traits—and introduce several related theoretical notions that work alongside domain specificity in helping to clarify what makes a view more (or less) rationalist. This example illustrates how the notion of domain specificity can, and should, continue to play a central role in ongoing debates in cognitive science. (shrink)

There is an argument (first presented by Fitch), which tries to show by formal means that the anti-realistic thesis that every truth might possibly be known, is equivalent to the unacceptable thesis that every truth is actually known (at some time in the past, present or future). First, the argument is presented and some proposals for the solution of Fitch's Paradox are briefly discussed. Then, by using Wehmeier's modal logic with subjunctive marks (S5*), it is shown how the derivation can (...) be blocked if one respects adequately the distinction between the indicative and the subjunctive mood. Essentially, this proposal amounts to the one by Edgington which was formulated with the help of the actuality-operator. Finally it is shown how the criticisms by Williamson against Edgington can be answered by the formulation of a new conception of possible knowledge that \alpha (thereby \alpha being in the indicative mood and thus referring to the actual world). This conception is based on the concept of same de re knowledge in different possible worlds. (shrink)

In a circulated but heretofore unpublished 2001 paper, I argued that Leiter's analogy to Quine's 'naturalization of epistemology' does not do the philosophical work Leiter suggests. I revisit the issues in this new essay. I first show that Leiter's replies to my arguments fail. Most significantly, if — contrary to the genuinely naturalistic reading of Quine that I advanced — Quine is understood as claiming that we have no vantage point from which to address whether belief in scientific theories is (...) ever justified, it would not help Leiter's parallel. Given Leiter's way of drawing the parallel, the analogous position in the legal case would be not the Legal Realists' indeterminacy thesis, but the very different position that we have no vantage point from which to address whether legal decisions can ever be justified. I then go on to address the more important question of whether the indeterminacy thesis, if true, would support any replacement of important legal philosophical questions with empirical ones. Although Ronald Dworkin has argued against the indeterminacy thesis, if he were wrong on this issue, it would not in any way suggest that the questions with which Dworkin is centrally concerned cannot fruitfully be addressed. The indeterminacy thesis is a bone of contention in an ordinary philosophical debate between its proponents and Dworkin. Of course, if the determinacy thesis were true, no one should try to show that it is false, but this triviality lends no support to the kind of replacement proposal that Leiter proposes. I conclude with some general reflections on naturalism and philosophical methodology. (shrink)

Cognitive science is ready for a major reconceptualization. This is not at all because efforts by its practitioners have failed, but rather because so much progress has been made. The need for reconceptualization arises from the fact that this progress has come at greater cost than necessary, largely because of more or less philosophical (at least metatheoretical) straightjackets still worn - whether wittingly or not - by those doing the work. These bonds are extremely hard to break. Even some of (...) those who have directed powerful arguments against them have failed entirely to shake them off. The bonds are often attributed to the work of René Descartes, but they are really much older than that. If even in the present effort, I fail entirely to remove the straightjacket myself (even though I am making every attempt to get it off), this will testify to its tight grip. The straightjacket I am thinking about, of course, is the vague picture of the human situation that imagines centralized, internal minds in control of bodily machines. While almost no one in the contemporary cognitive science arena imagines minds to be the kind of thing Descartes took them to be - instantiations of a unique, fully non-material substance - there is nevertheless a deep resistance, even among the most fervent professed "materialists," to giving up this picture. In what follows, I shall try to offer an approach which on the one hand capitalizes on the excellent progress that has been made in cognitive science in the last few decades, and which on the other hand offers a general approach that may help at some level in the attempt to shake "Cartesian" bonds. The approach, as the alert reader already knows from the title of the essay, is an "ecological" approach. (shrink)

To become aware of the depth of the ecological mutation, one has to criticize the notion of abstract space. It turns out that, in many of his works, Carl Schmitt has found ways to politicize the production of neutral depoliticized space. This is especially true in “Dialogue on New Space.” The dialogue summarizes Schmitt’s earlier works, but it also tries to relate, audaciously, the character of being human with the different conceptions of space entertained by each protagonist of the dialogue. (...) Especially important in the plot is the interpretation of the expression of “unencumbered technology” that Schmitt associates with the destiny of liberalism and the sort of spatial domination ad infinitum that it implies. The final point of the dialogue is that you cannot be really human in the wrong space. The article does not pretend to make Schmitt a thinker of ecology but to extract from his highly peculiar critique of space something that could be useful to help criticize a depoliticized notion of green space. (shrink)

The object of this book is to provide a simple introduction to the Indian systems of philosophy. Each one of these systems has had a vast and varied development. An attempt has been made to introduce the reader to the spirit and outlook of Indian philosophy and help him to grasp thoroughly the central ideas rather than acquaint him with minute details. Modern students of philosophy feel many difficulties in understanding the Indian problems and theories. Their long experience with (...) university students has helped the authors to realise these, and they have tried to remove them as far as possible. This accounts for most of the critical discussions which could otherwise have been dispensed with. The book has been primarily written for beginners. The first chapter which contains the general principles and basic features of Indian philosophy, as well as a brief sketch of each system, gives the student a bird's-eye view of the entire field and prepares him for a more intensive study of the systems which are contained in the following chapters. It is hoped, therefore, that the book will suit the needs of university students at different stages, as well as of general readers interested in Indian Philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction to Dei Filius and Theology TodayAndrew MeszarosThe pandemic year of 2020 quickly torpedoed the modest intentions of formally reflecting on the contemporary significance of Dei Filius on its 150th anniversary. Nevertheless, the year's delay proved providential: in holding an online symposium, "Dei Filius and Theology Today," on April 22–24, 2021, the symposium was able to reach more participants than could have realistically travelled to Ireland, and was able (...) to end on April 24, the same day Pius IX promulgated the constitution 151 years ago.1In what follows, I lay out briefly the rationale for the commemoration and the publication of its proceedings.The "Spirit of Vatican I"Perhaps the most consistently disputed theological issue of the last fifty years has been the correct interpretation of the Second Vatican Council. The dispute is often but inaccurately pitched as a tension between the spirit and the letter of the Council. While such a distinction is valid (for one cannot hold that the Council's meaning is utterly exhausted by its texts, nor can one simply collapse the spirit into the text), and while debates over the interpretation of a council in its aftermath is not unique in the history [End Page 793] of the Church, and while it is not uncommon for historians to attribute something equivalent to a "spirit" or ethos to a given period in the history of the Church, it is noteworthy that few if any contemporary Catholic scholars (whether historians, philosophers, or theologians) seek to identify the "spirit of Vatican I," let alone do so in order to establish an ecclesiastical program or stake out a "direction" in which to move. Indeed, what would such a "spirit of Vatican I" look like?For some the spirit of Vatican I might best be encapsulated by the episcopal motto of Vatican II's killjoy, Cardinal Ottaviani: semper idem—"always the same." In that motto we find, allegedly, all the close-minded, ahistorical rigidity and complacency that Vatican II's spirit of openness, aggiornamento, and reform tried to overcome. Such a caricature of both Councils, however, seems to violate the hermeneutical principle taught by the bishops gathered at the extraordinary synod of 1985, for any aggiornamento or reform that moves outside established tradition is an aggiornamento or reform that separates the spirit from the letter of the Council.In the same way, it is not legitimate to separate the spirit and the letter of the [Second Vatican] Council. Moreover, the Council must be understood in continuity with the great tradition of the Church, and at the same time we must receive light from the Council's own doctrine for today's Church and the men of our time. The Church is one and the same throughout all the councils.2An erroneous understanding of a conciliar spirit as an ecclesiastical license for a theological free-for-all might cause one to question the language of "spirit" in relation to a council. But this statement by the bishops suggests that there is a legitimate (and illegitimate) way of attributing a "spirit" to a council. Rightly understood, the spirit of any council is an ethos or shared disposition, catalyzed by that council, according to which the Church seeks to move forward on her pilgrim journey through history—the temps de l'église—which will come to a halt only at the second coming of the Son. (One might say that history's councils are the smaller events that help guide the Church in her mission to communicate the fruits that stem from the ultimate event of salvation history: namely, the dual sending of the Son and the Spirit.) Their doctrinal teaching must be safeguarded (1 Tm 6:20) and their practical directives implemented. It is an ethos, stemming from [End Page 794] a particular historical event, that moves individuals and the Church as a whole to accomplish these tasks in accord with that event.3To the extent that a council addresses a variety of concerns, both temporal and eternal, the spirit of any council will involve contextually dependent and temporary stimuli (e.g., the Lateran Councils' spirit of reform in relation to clerical abuse), and more... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Understanding and Experience of Compassion:Aquinas and the Dalai LamaJudith BaradHis Holiness the fourteenth Dalai Lama writes that the essence of Mahayana Buddhism is compassion.1 Although most people recognize compassion as one of the most admirable virtues, it is not easy to find discussions of it by Christian theologians. Instead, Christian theologians tend to discuss charity, a virtue infused by God into a person. Some of these theologians, such (...) as Cardinal Henri de Lubac,2 insist that Christian charity and Buddhist compassion are very different from each other. Are they correct? A good source to investigate this claim is in Aquinas's Summa Theologica, which contains a very developed discussion of charity. If we look at Aquinas's text and compare it to what the current Dalai Lama writes about compassion, we will recognize that they are discussing the same virtue. Moreover, by combining the insights from East and West, as expressed by the thoughts of the current Dalai Lama and St. Thomas Aquinas, we can achieve a better grasp of compassion so that we can more easily practice it in our daily lives. Though remarkably similar, the two accounts offer differing perspectives, which can be incorporated for mutual enrichment.Much of Aquinas's philosophy of compassion derives from his Christian beliefs, just as much of the Dalai Lama's teachings on compassion are based on Tibetan Buddhism. This explains some of the differences in their accounts. Unlike Christians, Buddhists neither believe in a personal God nor in a soul. Yet despite their theological differences, Aquinas and the Dalai Lama generally share a very similar view of compassion. In fact, one could well imagine Aquinas agreeing with the Dalai Lama who, after acknowledging his religious influence, writes that his goal is "to appeal for an approach to ethics based on universal rather than religious principles."3 It is appropriate, therefore, to begin by considering the similarities in their accounts of compassion, starting with their definitions of compassion. [End Page 11]DefinitionsEtymologically, the word "compassion"—compassio—comes from two Latin words: com means "with" and pati means "suffer." Literally, then, "compassion" means "to suffer with." Aquinas discusses compassion as an interior effect of charity, a theological virtue. It is interior because compassion is felt within the person who has charity. The cause of compassion, charity, Aquinas describes as the friendship between God's children and God Himself. Although Aquinas wrote prolifically on the subject of charity, someone could overlook his writing on compassion because he discusses it under the term "mercy." Diana Fritz Cates, for instance, who draws on an Aristotelian-Thomistic ethical framework to develop a theory of compassion, observes, "Aristotle and Thomas have little to say about compassion: hence, it will not be helpful to begin with their accounts."4 However, Aquinas uses the word misericordia (mercy) as a synonym of compassio (compassion). The synonymous relationship between compassion and mercy is also recognized by the Dalai Lama, who affirms, "Mercy and compassion are the same."5Aquinas defines mercy as "heartfelt sympathy for another's distress, impelling us to succor him if we can." If we experience this heartfelt sympathy, we're not discouraged if the person we try to help doesn't respond. Explicitly connecting mercy and compassion, Aquinas add that mercy, misericordia, gets its name "from denoting a person's compassionate heart (miserum cor) for another's unhappiness."6 The concept of "another's unhappiness" is important to his discussion. A necessary condition of being happy, in Aquinas's view, is that an individual must obtain what he or she wishes. Conversely, someone is unhappy when he suffers what he doesn't wish to suffer. Aquinas maintains that the suffering produced by one's frustrated desire for what he or she perceives as good is a sufficient condition for evoking mercy. In regard to the merciful response, it shouldn't matter what the suffering person perceives as good. So long as the person is suffering what he doesn't wish to suffer, this person should be treated mercifully. Suppose a teenager suffers from being unpopular with his peers. Although the compassionate person may not value popularity, she should extend compassion to the... (shrink)

Does language limit the moral thoughts we can have? To answer that, I distinguish between two kinds of limits: Boundaries or barriers fence things out. Identification and erection of linguistic barriers, defines, diagnoses, or places restrictions on what language can in principle grasp or be, and often involves abstraction from actual linguistic behavior. This is typically preformed by remarks I call ‘theses’; Contours or outlines give real-life portrayals. Drawing the contours of a linguistic activity involves a certain attention to reality: (...) to detail and particularity, and we typically draw contours by using remarks I call ‘helpers’. I examine the possibility that confusion can be diagnosed in Sabina Lovibond's attempt to apply the idea that moral language has necessary boundaries, and explain the alternative of drawing linguistic contours. I then examine Richard Rorty's position according to which the fact that we can shape our language indicates that the boundaries of language do not encompass all possible sense, and compare Rorty's discussion with Sarah Bachelard's discussion of euthanasia. My claim here is that trying to improve on the language we have might be part of drawing its contours, rather than redefining its boundaries. The discussion reveals a difference between two kinds of contour drawing, and thus between two kinds of helpers: ones that help to draw the contours of the actuality of linguistic activities, and ones that help to draw the contours of their potentiality. Finally, I argue that the value of drawing contours instead of barriers is that the former better reveal the fact that we care about our ways of making sense. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Long Way to God's Mutability:A Response to Ebrahim AzadeganAmirhossein Zadyousefi (bio)I. IntroductionIn his "On the Incompatibility of God's Knowledge of Particulars and the Doctrine of Divine Immutability: Towards a Reform in Islamic Theology" (2020, 2022) Ebrahim Azadegan tries to make room for what he calls a reform in Islamic theology. Affirming that God's knowledge of particulars is inconsistent with God's immutability, Azadegan puts forward a theory of God's (...) knowledge of particulars, inspired from Sadrā's philosophy, which allows one to (1) explain God's knowledge of particulars and (2) hold that God is mutable. That is, Azadegan, accusing Avicenna of having the dogma of God's immutability, abandons God's immutability in favor of God's knowledge of particulars and thinks that a God who knows particulars but is mutable is more perfect than a God who does not know particulars but is immutable. In the present response, I shall show that Azadegan's project is not as easy as he thinks, and I will criticize it. Let us have a short look at Azadegan's project. II. Azadegan's ProjectAzadegan's 2020 essay consists of three parts. In the following, I will present a brief summary of each. In the first part, Azadegan tries to delineate the main contours of a debate in Islamic intellectual tradition over God's knowledge of particulars—a debate chiefly between Ghazālī and Avicenna—and shows how God's knowledge of particulars is in tension with God's immutability. He summarizes this debate in the following argument:1. God is omniscient. 2. Every omniscient being knows all past, present, and future particular states of the world and of individuals. 3. Particular states of the world and of individuals change.4. Every sort of knowledge will change with the change of its object. 5. [Therefore] God's knowledge of occurrent particulars changes. [End Page 166]6. Knowledge is an intrinsic property of every individual, including God.7. [Therefore] God's intrinsic property regarding His knowledge of particulars changes.8. God's intrinsic properties are His essential properties.9. [Therefore] God's essential properties change. 10. [Therefore] God is not immutable.1Then he states that God's knowledge of particulars, in both Avicenna's and Ghazālī's views, is inconsistent with God's immutability.2 That is, if one holds that God knows particulars (premise 2), according to the argument above, one has to accept that God is not immutable (premise 10). According to Azadegan, Avicenna denies God's knowledge of particulars, that is, premise 2 of the argument above, in order to avoid its conclusion (premise 10). 3 But, Azadegan is well aware that only temporal knowledge of changing particulars entails a change in God's essence. So, he mentions that by introducing knowledge in a universal way Avicenna tries to save premise 2 of the preceding argument while denying its fifth premise. 4But Azadegan thinks that Avicenna's appeal to knowing in a universal way does not help him, and this way of knowing particulars "cannot in the end accommodate God's knowledge of occurrent particulars and the phenomenal states of other minds"5 and "the contents of our senses and particular mental states."6 "God does not" even "know what time it is"7 and "what particular qualitative or phenomenal properties any particular individual has been experiencing when he or she has felt a pain or some other sensation."8 Azadegan states that Avicenna warmly welcomes such a result because Avicenna thinks that God's lack of knowledge of changing particulars partly constitutes God's perfectness.9 But he disagrees with Avicenna and, following Ghazālī, holds that such a God is perfect only in name. Following Ghazālī, Azadegan makes a connection between God's perfectness, God's immutability, and God's knowledge of particulars and holds that a God who knows particulars but is mutable is more perfect than a God who does not know particulars but is immutable.10 He believes that the conception of God introduced by Avicenna (a God who lacks knowledge of changing particulars) does not correspond to the God introduced by... (shrink)

The current technoscientific progress has led to a sectorization in the philosophy of science. Today the philosophy of science isn't is informal interested in studying old problems about the general characteristics of scientific practice. The interest of the philosopher of science is the study of concepts, problems and riddles of particular disciplines. Then, within this progress of philosophy of science, neuroscientific research stands out, because it invades issues traditionally addressed by the humanities, such as the nature of consciousness, action, knowledge, (...) normativity, etc. As a result, the new area of interdisciplinary study of neuroscience and philosophy arises: neurophilosophy. This emerging area applies neuroscientific concepts to traditional philosophical questions, limiting their responses to neuroscientific revelations about nervous systems. Neurophilosophy research focuses on problems related to the indirect nature of mind and brain, computational or representative analysis of brain process, relationships between psychological and neuroscientific research, adequate adaptations of physical and philosophical concepts in neuroscience and the place of cognitive functions. Now, the temporal representation of conscious experience and the types of the neural architecture to represent objects in time have aroused scientific interest. Under these interests, we focus on the studies on the temporary triadic structure of phenomenological consciousness in Dan Lloyd and Rick Grush. From Grush’s studies, the importance of Kantian ideas for cognitive neuroscience emerges, due to the active way in which Kant conceived space and time as forms of intuition, within which the mind interprets its experience. Under this perspective, the theoretical arguments of Dennett-Kinsbourne and Eagleman-Sejnowski represent winks in the direction of Kant-Husserl within the neuroscientific goal while considering that the contents provided by the mind included space, objects and perception of causal relationships. Then, theories of cognitive neuroscience are beginning to suggest that these elements are also, as Kant argued, interpretative elaborations provided by mind / brain, and not only content received from outside. In other words, current cognitive neuroscientific theories try to pass from its Humean phase to a Kantian phase. So, the challenge has been to explain that these elements are provided by the mind and the world itself, and how they have the content they have come from. These are lacking in current studies. Filling this gap helps to involve the analysis of the scientist’s experience in his theoretical attitude. In this sense, an investigation under the Kantian-Husserlian approach that involves pure intuitions a priori with the experience of the scientific and neuroscientific concepts represents a ground-breaking. At present, a neurophilosophical study about this does not exist. In this sense, one feasible proposal for research would be based on the application of neuroscientific results of Moser-Britt to philosophical problems of foundational notions in relativistic physics: space, time, space-time, field, etc., under the Kantian-Husserlian approach, which allows to demonstrate the multidisciplinary link between neurophilosophy and physics. This represents a ground-breaking area in current interests in scientific research, with a positive impact in the field of neuroscience, and contributing to the study of abstraction emphasizing the importance of Kant’s Copernican turn and Husserl’s phenomenological ideas in the construction of physical theories. -/- . (shrink)

Critical history is a philosophy of history that highlights the peculiarity and originality of the epistemology and methodology of Bernard Lonergan in the study of history. It is a method of reading the movement of history, through the Lonerganian creative criticism as well as a critical instrument that can help one rise above diverse forms of oversight and bias while working for progress in a human community. It tries to expound on how one can build personal capacities that work (...) for the advantage of the common good. Its precepts can help one achieve self-transcendence and authenticity which are essential in the making of a creative society. It can inspire and create symbols that link one's experience, imagination, rationality, responsibility and affectivity to authentic lived history. It can arouse an intellectual conversion that brings moral revival and can offer insights that help community planners in proposing proper solutions by identifying the actual drivers of progress, decline and re-covery in a society. Critical history creates an intellectual cultivation of mind and character achieved by insight which helps to build an authentic human person and progressive community. Its critical elements can lead to higher viewpoints that rise above prejudices, and these higher viewpoints can move one to integration to higher values. The result will be an authentic subjectivity and emergence of republic of virtues guided by objectivity and sound ethics. (shrink)

Phenomenology and the Kyoto School implement an interaction among cultures1 that is not limited to illustrating Western philosophy wxith exotic similes. Insofar as my position is concerned, I will start out with phenomenology in order to study Nishida's work, trying on the one hand to understand the meaning that he gives to nothingness in relation to the Merleau-Pontian concept of creux in order, on the other hand, to enlarge reason and philosophy.To achieve this, I shall establish a comparison of (...) the two thinkers that will help to shed light on their conceptions, while at the same time demonstrating the efficacy of thinking the unthoughts or negativities indicating a... (shrink)

For the newly trained Cognitive Behavioural Therapist, there are a wealth of challenges and difficulties faced as they try and apply their new found skills in the outside world. These might include the stresses of working in isolation, and finding it difficult to widen their scope or bounce ideas of other CBT therapists; or the need for practical advice on setting up group therapy; the possible conflicts betweens ethical practice and theory; trying to retain ones integrity as a therapist, (...) while maintaing a viable business practice.The Oxford Guide to Surviving CBT Practice is the one-stop resource for the newly trained therapist. It offers practical guidance on a range of issues and challenges faced by the therapist. Written by people with vast experience of training and practising CBT, it draws on real life situations to help the reader hone and develop their skills, adjust to life as a therapist, and maintain a successful and satisfying career whilst helping others.With thousands of new CBT therapists due to be trained over the coming years, this book will be a well thumbed and constant companion for all those starting life as a therapist - one they will want to have to hand at all times. (shrink)