Disney's computer‐animated musical film, Moana tells the tale of Moana, the daughter of Tui, the chief of a Polynesian island, Motunui. Bound by the legendary tradition of her ancestors, Moana is expected to follow her lineage and take over as chief when she grows up. As the authors dig beneath the surface level of the story, they find a metaphorical and philosophical level to Moana's journey. The story of Moana has layers. First, it is literally a tale of Moana's voyage (...) outside beyond the reef so that she can restore the heart of Te Fiti and save the people of Motunui. She closes this tale with a happy ending as she simultaneously lives the life that she freely chooses, becomes the leader of her people (by saving them) as her parents wanted, and honors her tradition insofar as she restores her ancestors' tradition of wayfinding. (shrink)

In the broadest sense, this intellectual biography is designed to give insight into the reasons why Western values and institutions failed to take root in the Chinese environment. Three interrelated themes are treated by Professor Duiker: the evolution of the Chinese educational system from the beginning of the 20th century to World War II; the process by which a Chinese intellectual absorbed Western values and attitudes while retaining significant elements of his traditional Confucian world view; the goals of the humanist (...) movement in early republican China and the reasons for its failure. Ts'ai, as first Minister of Education under the 1912 republic, helped to formulate educational policies during an important stage of transition in modern China. Later, as chancellor of Peking University, he was a central figure in the tumultuous events of the May Fourth period. Having been educated traditionally to the doctoral level before studying at a European university, Ts'ai attempted to synthesize the humanist side of the Confucian tradition with the libertarian elements in Western culture. Ts'ai's synthesis was unique but ultimately unsuccessful. Penn State Study No. 41. (shrink)

This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test (DIT-2). Findings in this research demonstrate (...) that faculty members who are not specialists in business ethics can effect positive increases in student moral reasoning in non-ethics business courses. However, significant time and effort must be invested in case-based moral decision making, and grade incentives for students to engage the use of an ethical decision-making framework are required. (shrink)

This book examines the effects of the market mechanism on economies and societies. It argues that perfect competition has a tendency to promote adulteration of products and a general deterioration in quality. It also contends that it is very difficult for competitive firms to behave in socially desirable ways - being kind to the environment, contributing to worthy social programmes, handling redundancy humanely. The book goes on to propose ways in which these flaws might be remedied without subverting the market (...) mechanism. (shrink)

A computer can come to understand natural language the same way Helen Keller did: by using “syntactic semantics”—a theory of how syntax can suffice for semantics, i.e., how semantics for natural language can be provided by means of computational symbol manipulation. This essay considers real-life approximations of Chinese Rooms, focusing on Helen Keller’s experiences growing up deaf and blind, locked in a sort of Chinese Room yet learning how to communicate with the outside world. Using the SNePS computational knowledge-representation system, (...) the essay analyzes Keller’s belief that learning that “everything has a name” was the key to her success, enabling her to “partition” her mental concepts into mental representations of: words, objects, and the naming relations between them. It next looks at Herbert Terrace’s theory of naming, which is akin to Keller’s, and which only humans are supposed to be capable of. The essay suggests that computers at least, and perhaps non-human primates, are also capable of this kind of naming. (shrink)

We present a computational analysis of de re, de dicto, and de se belief and knowledge reports. Our analysis solves a problem first observed by Hector-Neri Castañeda, namely, that the simple rule -/- `(A knows that P) implies P' -/- apparently does not hold if P contains a quasi-indexical. We present a single rule, in the context of a knowledge-representation and reasoning system, that holds for all P, including those containing quasi-indexicals. In so doing, we explore the difference between reasoning (...) in a public communication language and in a knowledge-representation language, we demonstrate the importance of representing proper names explicitly, and we provide support for the necessity of considering sentences in the context of extended discourse (for example, written narrative) in order to fully capture certain features of their semantics. (shrink)

“Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the reader’s “internalization” of the (...) text “integrated” into the reader’s “prior” knowledge via belief revision. (shrink)

We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science texts (...) at the middle-school and college undergraduate levels. The knowledge gained from case studies of students using our CVA techniques feeds back into further development of our computational theory. Keywords: artificial intelligence, knowledge representation, reading, reasoning, science education, vocabulary acquisition. (shrink)

This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being tested by the (...) cognitive psychologists and language researchers in our group, and a computational model of a reader of narrative text is being developed by the AI researchers, based in part on these theories and results and in part on research on knowledge representation and reasoning. This proposal describes the knowledge-representation and natural-language-processing issues involved in the computational implementation of the theory; discusses a contrast between communicative and narrative uses of language and of the relation of the narrative text to the story world it describes; investigates linguistic, literary, and hermeneutic dimensions of our research; presents a computational investigation of subjective sentences and reference in narrative; studies children’s acquisition of the ability to take third-person perspective in their own storytelling; describes the psychological validation of various linguistic devices; and examines how readers develop an understanding of the geographical space of a story. This report is a longer version of a project description submitted to NSF. This document, produced in May 2007, is a L ATEX version of Technical Report 89-07 (Buffalo: SUNY Buffalo Department of Computer Science, August 1989), with slightly.. (shrink)

A striking feature of the current philosophical scene is the division between those philosophers of religion primarily associated with the American Philosophical Association and those primarily associated with the American Academy of Religion. This difference is loosely correlated with twoothers: the comparative dominance of analytic philosophy in the APA and of hermeneutical philosophy in the AAR, and the greater visibility of traditional theists in the APA. In this book eight prominent philosophers of religion from these organizations explore the historical, cultural, (...) andphilosophical roots of these differences, their connections, and the prospects for rapprochement. (shrink)

Rowe argues that if for every good world there is a better, then God is not morally perfect since no matter what world God were to create he could have done better than he did. I contend that Rowe’s argument doesn’t do justice to the role grace plays in the theist’s doctrine of creation, and respond to five new criticisms of my position that Rowe offers in Can God be Free?

Volume 19, Issue 9, September 2019, Page 8-10.

Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...) you don’t know what it means, decide that you need to know what it means in order to understand the passage, but there is no one around to ask, and it is not in the dictionary (or you are too lazy to look it up). In such a case, you can try to figure out its meaning “from context”, i.e., from clues in the co-text together with your prior knowledge. Our computational theory of CVA—implemented in a the SNePS knowledge representation and reasoning system [28]—begins with a stored knowledge base containing SNePS representations of relevant PK, inputs SNePS representations of a passage containing an unfamiliar word, and draws inferences from these two (integrated) information sources. When asked to define the word, definition algorithms deductively search the resulting network for information of the sort that might be found in a dictionary definition, outputting a definition frame whose slots are the kinds of features that a definition might contain (e.g., class membership, properties, actions, spatio-temporal information, etc.) and whose slot-fillers contain information gleaned from the network [6–8,20,23,24]. We are investigating ways to make our system more robust, to embed it in a naturallanguage-processing system, and to incorporate morphological information. Our research group, including reading educators, is also applying our methods to the develop-. (shrink)

The article begins with a review of the structural differences between act consequentialist theories and human rights theories, as illustrated by Amartya Sen's paradox of the Paretian liberal and Robert Nozick's utilitarianism of rights. It discusses attempts to resolve those structural differences by moving to a second-order or indirect consequentialism, illustrated by J.S. Mill and Derek Parfit. It presents consequentialist (though not utilitarian) interpretations of the contractualist theories of Jürgen Habermas and the early John Rawls (Theory of Justice) and of (...) the capability theories of Sen and Martha Nussbaum. It also discusses two roles that well-being or a surrogate for well-being typically plays in theories of human rights: (a) well-being plays a role in the justification of at least some exceptions to human rights principles; and (b) some human rights seem to be best understood as rights to some level of well-being or expected well-being (or of a surrogate for one of them). It reviews two consequentialist challenges to the moral adequacy of non-consequentialist accounts of human rights, one based on a duty to relieve suffering and the other generated by Parfit's Non-Identity Problem, and concludes with a contrast between two ways of looking at the history of the development and implementation of human rights conventions and laws. Video abstract (click to view). (shrink)

H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...) Carlos, Guatemala. He won a scholarship to the University of Minnesota, where he received his B.A. (1950), M.A. (1952), and Ph.D. (1954), all in philosophy. His dissertation, “The Logical Structure of Moral Reasoning”, was written under the direction of Wilfrid Sellars. He returned to teach in Guatemala, and then received a scholarship to study at Oxford University (1955–1956), after which he took a sabbatical-replacement position in philosophy at Duke University (1956). His first full-time academic appointment was at Wayne State University (1957– 1969), where he founded the philosophy journal Noˆus (1967, a counter-offer made to him by Wayne State to encourage him to stay there rather than to take the chairmanship of philosophy at the University of Pennsylvania). In 1969, he moved (along with several of his Wayne colleagues) to Indiana University, where he eventually became the Mahlon Powell Professor of Philosophy and, later, its first Dean of Latino Affairs (1978–1981). He remained at Indiana until his death. He was also a visiting professor of philosophy at the University of Texas at Austin (1962–1963) and a fellow at the Center for Advanced Study in the Behavioral Sciences (1981–1982). He received grants and fellowships from the Guggenheim Foundation (1967–1968), the T. Andrew Mellon Foundation, the National Endowment for the Humanities, and the National Science Foundation. He was elected President of the American Philosophical Association Central Division (1979– 1980), named to the American Academy of Arts and Sciences (1990), and received the Presidential Medal of Honor from the Government of Guatemala (1991). Casta˜neda’s philosophical interests spanned virtually the entire spectrum of philosophy, and his theories form a highly interconnected whole.. (shrink)

This paper explores three questions: (1) Why should Certified Public Accountants (CPAs), as a group, adhere to their code of ethics? (2) Why should an individual CPA adhere to the code? (3) Of what significance are the answers to these questions in regards to possible changes in the accounting curriculum and the CPA profession's present concern for self-regulation through quality control reviews? The paper concludes that all college accounting majors should be required to take an ethics course and that the (...) current quality review program should be mandatory, not voluntary. (shrink)

In 1962, the publication of Thomas Kuhn’s Structure ‘revolutionized’ the way one conducts philosophical and historical studies of science. Through the introduction of both memorable and controversial notions, such as paradigms, scientific revolutions, and incommensurability, Kuhn argued against the traditionally accepted notion of scientific change as a progression towards the truth about nature, and instead substituted the idea that science is a puzzle solving activity, operating under paradigms, which become discarded after it fails to respond accordingly to anomalous challenges and (...) a rival paradigm. Kuhn’s Structure has sold over 1.4 million copies and the Times Literary Supplement named it one of the “Hundred Most Influential Books since the Second World War.” Now, fifty years after this groundbreaking work was published, this volume offers a timely reappraisal of the legacy of Kuhn’s book and an investigation into what Structure offers philosophical, historical, and sociological studies of science in the future. (shrink)

While epistemic democrats have claimed that majority rule recruits the wisdom of the crowd to identify correct answers to political problems, the conjecture remains abstract. This article illustrates how majority rule leverages the epistemic capacity of the electorate to practically enhance the instrumental value of elections. To do so, we identify a set of sufficient conditions that effect such a majority rule mechanism, even when the decision in question is multidimensional. We then look to the case of sociotropic economic voting (...) in US presidential elections to provide empirical tractability for these conditions. We find that absent such an epistemic capacity a number of presidential elections might well have been decided differently. By generating clear conditions for the plausibility of claims made by epistemic democrats, and demonstrating their correspondence to empirical data, this article strengthens the broader instrumental grounds recommending democracy. (shrink)

In contemporary forms of psychoanalysis, particularly intersubjective systems theory, the turn towards contextualism has permitted the development of new ways of thinking and practicing that have dispensed with the notion of isolated individuality. For many who embrace this "post-subjectivist" way of thinking and practicing, the recognition that all human experience is fundamentally immersed in the world makes the question of individuality seem confusing, even anachronistic. Yet the challenge of individuality remains an important and pressing issue for contemporary theory and practice; (...) many clinicians are left to wonder about the role of "individual" experience and how to approach it conceptually or clinically. This volume of original essays gives the problem of individuality its due, without losing sight of the importance of contextualized experience. Drawing on a variety of disciplinary backgrounds - philosophical, developmental, biological, and neuroscientific - the contributors address the tension that exists between individuality and the emergence of contextualism as a dominant mode of psychoanalytic theory and practice, thereby providing unique insights into the role and place of individuality both in and out of the clinical setting. Ultimately, these essays demonstrate that individuality, no matter how it may be defined, always occurs within a contextual web that forms the basis of human experience. _Contributors:_ William J. Coburn, Philip Cushman, James L. Fosshage, Roger Frie, Frank M. Lachmann, Jack Martin, Donna Orange, Robert D. Stolorow, Jeff Sugarman. (shrink)

This chapter applies the Millian epistemology to ground a robust, inalienable right to freedom of expression and to ground the other autonomy rights, as necessary for the process of the social process of the free give-and-take of opinion. The chapter considers a variety of exceptions to freedom of expression, including product advertising and political advertising. He uses the examples of Google and Wikipedia to provide empirical confirmation for Mill’s claims about the social process of the free give-and-take of opinion. He (...) also shows how the Millian case for freedom of propositional expression can be extended to cover nonpropositional expression in art and literature. The chapter shows that the Millian argument does not limit freedom of expression to reasonable views. The chapter argues that the distinction between reasonable and unreasonable comprehensive views, which plays a large role in Rawls’s theory and in contemporary discussions of human rights, cannot support the weight that it is intended to bear. This leads to an extended discussion of intolerant subversive advocacy, in which the chapter argues that neither Habermas’s nor Rawls’s theory can explain why the decision of the U.S. Supreme Court upholding the Smith Act in Dennis v. U.S. was erroneous. The chapter also explains why Mill’s social process epistemology does not undermine his political philosophy. The author concludes by explaining why the main principle would endorse a human right to freedom of expression. (shrink)

This chapter introduces a consequentialist meta-theoretic sufficient condition for a change in moral practices to be a moral improvement, the main principle. The chapter introduces the main principle by considering a series of examples of exceptions to libertarianism, especially to norms against coercion. The chapter also considers various purported counterexamples to consequentialist principles, including Nozick’s Wilt Chamberlain example. The chapter presents the main principle as a multiple time-slice end-state principle of moral reciprocity and explains the key terms, though he can’t (...) define here. (shrink)

This author shows how the main principle would endorse a new ground-level principle of weak legal paternalism, the most reliable judgment standard, and compares this standard with the most influential nonconsequentialist standard, Joel Feinberg’s voluntariness standard. The most reliable judgment standard will permit legal paternalism if it is reasonable to believe that the subject will or would come to unequivocally endorse it. The chapter illustrates the difference between his and Feinberg’s standards with hypothetical examples of drug and suicide prohibitions. The (...) chapter explains his consequentialist account of autonomy and shows how that account fits the legal standard of autonomy. However, it does not fit the standard statement of the insanity defense. The chapter explains why the insanity defense should be revised. (shrink)

This chapter shows how the main principle points the way to a solution to the two deepest mysteries in moral philosophy, one metaphysical and one epistemological. The metaphysical mystery is to explain why moral norms and principles always seem to have exceptions. The epistemological mystery is to explain how human beings could come to recognize exceptions to the very moral norms and principles that were used in their moral training. The solution to the metaphysical mystery is to see that moral (...) reasoning has a reference class logic, modeled by conditional probability. The solution to the epistemological mystery is to see that moral training can produce practical wisdom, understood as implicit sensitivity to the main principle. The chapter also reviews the historical discovery of the paradox of direct consequentialism to explain why the main principle does not endorse a change to using it as a ground-level moral principle. The chapter then compares the book's account of legal improvement with R. Dworkin’s account of law as integrity on the issue of retroactivity in the civil law. (shrink)

In the Fall of 1983, I offered a junior/senior-level course in Philosophy of Artificial Intelligence, in the Department of Philosophy at SUNY Fredonia, after returning there from a year’s leave to study and do research in computer science and artificial intelligence (AI) at SUNY Buffalo. Of the 30 students enrolled, most were computerscience majors, about a third had no computer background, and only a handful had studied any philosophy. (I might note that enrollments have subsequently increased in the Philosophy Department’s (...) AI-related courses, such as logic, philosophy of mind, and epistemology, and that several computer science students have added philosophy as a second major.) This article describes that course, provides material for use in such a course, and offers a bibliography of relevant articles in the AI, cognitive science, and philosophical literature. (shrink)

The purpose of this essay is to exhibit in detail the setting for the version of the Cogito Argument that appears in Descartes’s Meditations. I believe that a close reading of the text can shed new light on the nature and role of the “evil demon”, on the nature of God as he appears in the first few Meditations, and on the place of the Cogito Argument in Descartes’s overall scheme.

It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be taught at (...) the pre-college level from the ways in which it is taught in college? Are there differences in the ways in which it can or should be taught at the elementary-school level from ways in which it can or should be taught at the secondary-school level? There are other questions, of a similar nature, that the beginning college-level teacher of philosophy might ask: “I have never taught Introduction to Philosophy before; how should I go about it?” And there is a further question: Should it be taught at all? This question can, of course, be raised at any educational level, but it is especially acute at the elementary level. (shrink)

Increasingly, medical students are required to face up to ethical issues in their training and practice. At the same time, there is growing interest in philosophy courses in the ethical issues raised by medical practice. This textbook, designed primarily for students of medicine, develops the issues to a philosophical level complex enough to be satisfying to students of philosophy as well as MA students on applied ethics courses. The author advocates an approach to medical ethics which breaks out of the (...) straitjacket of the narrow choice between utilitarian or deontological theory, and contains a valuable discussion of practical wisdom. It maintains a balance between case studies and philosophical arguments - which are developed in a historical context, and will be of interest at all levels of the medical profession. (shrink)

Increasingly, medical students are required to face up to ethical issues in their training and practice. At the same time, there is growing interest in philosophy courses in the ethical issues raised by medical practice. This textbook, designed primarily for students of medicine, develops the issues to a philosophical level complex enough to be satisfying to students of philosophy as well as MA students on applied ethics courses. The author advocates an approach to medical ethics which breaks out of the (...) straitjacket of the narrow choice between utilitarian or deontological theory, and contains a valuable discussion of practical wisdom. It maintains a balance between case studies and philosophical arguments - which are developed in a historical context, and will be of interest at all levels of the medical profession. (shrink)

The growing interest in lifestyle campaigns as a means to promote public health has increased steadily during the past several decades. Governments, national health organizations, NGOs, and wealthy donors are collaborating with media professionals and academic scholars to address the pressing health issues of the 21st century. To counter the potential negative influences of hundreds of lifestyle advertising messages that media consumers are exposed to on a daily basis, health communication professionals are designing more sophisticated campaigns that blend beneficial health (...) information with various forms of entertainment media. This article discusses important ethical considerations raised by health professionals and media scholars and considers lifestyle campaigns within the context of competing ethical approaches to social change. A heuristic model is presented that facilitates a communitarian ethical approach to lifestyle campaigns, examining four important groups of stakeholders. Specific recommendations for future lifestyle campaigns based on this model are proposed. (shrink)