This guide leads readers systematically through the arguments of Mary Shepherd's two books. Chapters 1-4 cover the arguments in the Essay Upon the Relation of Cause and Effect (1824), where Shepherd argues that causal principles can be known by reason to be necessary truths and that causal inferences can be rationally justified. Shepherd's primary target in this work is Hume, but she also addresses the views of Thomas Brown and William Lawrence. Shepherd considered her second book, Essays on the Perception (...) of an External Universe, and Other Subjects Connected with the Doctrine of Causation (1827), to be an extension of the earlier project on causation; here she appeals to the causal principles established in the first book to argue that we can know through reason that an external world of continually-existing objects must exist independently of us, as the causes of our sensations. Chapter 5 of this Guide addresses Shepherd's accounts of sensation and reasoning; Chapters 6-9 lead the reader through the arguments of the Essays, as well laying out Shepherd's views on skepticism and Berkeleyan idealism, her accounts of mind and body, her philosophy of religion, and the solutions she offers to two puzzles about vision. (shrink)

The Well-Ordered Universe argues that Cavendish's natural philosophy, social and political philosophy, and medical theory share an underlying concern with order. This reveals interesting connections among Cavendish's natural philosophy and her views on gender, animals and the environment, and human health, and explains her commitment to monarchy and social hierarchy.

I argue that the function of episodic memory is to store information about the past, against the orthodox view that it is to support imagining the future. I show that episodic memory is epistemically generative, allowing organisms to learn from past events retroactively. This confers adaptive benefits in three domains: reasoning about the world, skill, and social interaction. Given the role of evolutionary perspectives in comparative research, this argument necessitates a radical shift in the study of episodic memory in nonhumans.

Ethics position theory (EPT) maintains that individuals’ personal moral philosophies influence their judgments, actions, and emotions in ethically intense situations. The theory, when describing these moral viewpoints, stresses two dimensions: idealism (concern for benign outcomes) and relativism (skepticism with regards to inviolate moral principles). Variations in idealism and relativism across countries were examined via a meta-analysis of studies that assessed these two aspects of moral thought using the ethics position questionnaire (EPQ; Forsyth, Journal of Personality and Social Psychology39, 175–184, 1980). (...) This review identified 139 samples drawn from 29 different countries, for a total sample of 30,230 respondents, and concluded that (a) levels of idealism and relativism vary across regions of the world in predictable ways; (b) an exceptionist ethic is more common in Western countries, subjectivism and situationism in Eastern countries, and absolutism and situationism in Middle Eastern countries; and (c) a nation’s ethics position predicted that country’s location on previously documented cultural dimensions, such as individualism and avoidance of uncertainty (Hofstede, Culture’s Consequences: International Differences in Work-Related Values, 1980). Limitations in these methods and concerns about the validity of these cross-cultural conclusions are noted, as are suggestions for further research using the EPQ. (shrink)

This study considers customer characteristics as situational influences on a salesperson'sethical judgment formation. Specifically, customer gender, income, and propensity to buy were considered as factors which may bias these judgments. Additionally, the gender of the salesperson and their moral value structure were examined as moderating effects. An experiment using real estate agents reading hypothetical sales scenarios revealed differences across (1) customer gender, (2) customer income, and (3) level of the respondent'sidealism. Significant interactive effects with these factors were also found involving (...) respondent gender and level of idealism. These and previous findings which consider situational effects on ethical decision-making, indicate that a more contingent approach to ethics studies is warranted. (shrink)

The concept of innateness is central to Descartes's epistemology; the Meditations display a new, non-Aristotelian method of acquiring knowledge by attending properly to our innate ideas. Yet understanding Descartes's conception of innate ideas is not an easy task, and some commentators have concluded that Descartes held several distinct and unrelated conceptions of innateness. In Descartes on Innate Ideas, Deborah Boyle argues that Descartes's remarks on innate ideas in fact form a unified account. Addressing the further question of how Descartes (...) thinks innate ideas are known, the author shows that, for Descartes, thinkers have implicit knowledge of their innate ideas. Thus she shows that the actual perception of these innate ideas is, for Descartes, a matter of making them explicit, turning the intellect away from sense-perceptions and toward pure thought. The author also provides a new interpretation of the Cartesian "natural light," an important mental faculty in Descartes's epistemology. (shrink)

Descartes is often accused of lacking a coherent conception of innate ideas. I argue that Descartes' remarks on innate ideas actually form a unified account. "Innate idea" is triply ambiguous, but its three meanings are interdependent. "Innate idea" can mean an act of perceiving; that which is perceived; or a faculty, capacity, or disposition to have certain ideas. An innate idea qua object of thought is some thing existing objectively , which we have a capacity to perceive, but which we (...) can only actually perceive through meditation. ;Descartes thinks that some innate ideas, such as the idea of thought itself, are implicit in the very process of thinking. Because they are relied on in thinking itself, we have implicit awareness of them. We also have implicit knowledge of other ideas contained in them. The actual perception of these innate ideas is, for Descartes, a matter of making them explicit, turning the intellect away from sense-perceptions and towards pure thought. ;Some innate truths, Descartes says, are perceived by the "natural light." I argue that such truths are made explicit through attending to how the concepts which those truths are about have been relied on in the process of thinking. I discuss the relationship between the natural light and the will, arguing that other accounts of Descartes' "natural light" in the secondary literature are unsatisfactory. I also explore how Descartes' use of the metaphor of light might have been informed by his scientific views about light. ;The innate ideas of corporeal nature and mathematics are also made explicit through attention and reflection, according to Descartes. Though many commentators read Descartes as holding that the innate idea of extension can be known without any use of the senses, I argue that it is discovered through reflection on our sense-perceptions. Once this idea is explicit, Descartes thinks, we can use it to generate explicit awareness of further innate ideas, such as ideas of shapes. Reflection on those further innate ideas, in turn, makes explicit various innate truths about those shapes. (shrink)

The authors demonstrate that ethical judgments can be biased when previous judgments serve as a point of reference against which a current situation is judged. Scenarios describing ethical or unethical sales practices were used in an experiment to prime subjects who subsequently rated the ethics of an ethically ambiguous target scenario. The target tended to be rated as more ethical by subjects primed with unethical scenarios, and less ethical by subjects primed with ethical scenarios. This "contrast effect," however, is contingent (...) upon individual differences. Specifically, subjects with high (versus low) needs for cognition are more likely to process and use the information presented in the priming scenarios as a point of reference against which to judge the target situation, and hence more prone to the contrastive bias. Implications for avoiding unintentional moral relativism in business decision-making are discussed. (shrink)

Codes necessarily state standards of professional practice, but the term ?standards?; is itself ambiguous. ?Standards of professional practice?; can mean anything from minimal expectations for all practitioners to the perceived ideal for which practitioners should strive. Carefully articulated codes of ethics should recognize the differences between minimal standards and standard?as?ideal They should also articulate group norms?largely unstated expectations of how all people within the group should or do perform. The process of producing a code of ethics is intellectually healthy because (...) it constitutes critical analysis of the profession by its practitioners. (shrink)

Additive theories of rationality, as I use the term, are theories that hold that an account of our capacity to reflect on perceptually-given reasons for belief and desire-based reasons for action can begin with an account of what it is to perceive and desire, in terms that do not presuppose any connection to the capacity to reflect on reasons, and then can add an account of the capacity for rational reflection, conceived as an independent capacity to ‘monitor’ and ‘regulate’ our (...) believing-on-the-basis-of-perception and our acting-on-the-basis-of-desire. I show that a number of recent discussions of human rationality are committed to an additive approach, and I raise two difficulties for this approach, each analogous to a classic problem for Cartesian dualism. The interaction problem concerns how capacities conceived as intrinsically independent of the power of reason can interact with this power in what is intuitively the right way. The unity problem concerns how an additive theorist can explain a rational subject's entitlement to conceive of the animal whose perceptual and desiderative life he or she oversees as ‘I’ rather than ‘it’. I argue that these difficulties motivate a general skepticism about the additive approach, and I sketch an alternative, ‘transformative’ framework in which to think about the cognitive and practical capacities of a rational animal. (shrink)

How does gender affect work rewards for professionals in a state-run economy? Using surveys from physicians in Estonia in 1991, the authors first found that the gender of the physician did not affect the level of formal rewards. However, because the state allocated formal rewards on the basis of professional purity, which was negatively correlated with feminization, specialties that had the greatest proportion of women also had the lowest formal rewards. These findings contrast with the author's findings for the level (...) of informal “black market” rewards. Women were less likely to receive informal rewards than men, especially if they worked in subfields high in professional purity. The authors conclude that the link between professional purity and feminization is critical in explaining pay differences informal work rewards while gender itself is the critical factor in explaining informal reward differences. (shrink)

European identity is a complex, multi-faced and inherently imprecise concept relating to a range of socio-political and psychological factors. Addressing this topic in educational practice, particularly with respect to Higher Education students, constitutes a complex and open problem for research. This paper reports on an experimental study designed to explore the effectiveness of the educational game “RUEU?” in supporting university students in understanding the key socio-political issues regarding European identity. Quantitative data regarding Greek university students’ attitudes to European identity, before (...) and after playing the game, were collected. Students’ performance of the game group was compared with that of a control group who explored the same issues about European identity through a tutor-guided discussion. The findings showed that both instructional interventions were effective but in different ways. The participants in the game-based group appeared more attached to the EU after the intervention and moved toward a more balanced description of their Greek and European identity. On the other hand, the students in the control group rated higher what “European identity” and being EU citizen means to them. The findings indicated the potential of game-based interventions to deliver not only academic content but also to promote students’ reflection and influence them at an attitudinal and emotional level. (shrink)

Many recent AI systems take inspiration from biological episodic memory. Here, we ask how these ‘episodic-inspired’ AI systems might inform our understanding of biological episodic memory. We discuss work showing that these systems implement some key features of episodic memory whilst differing in important respects, and appear to enjoy behavioural advantages in the domains of strategic decision-making, fast learning, navigation, exploration and acting over temporal distance. We propose that these systems could be used to evaluate competing theories of episodic memory’s (...) operations and function. However, further work is needed to validate them as models of episodic memory and isolate the contributions of their memory systems to their behaviour. More immediately, we propose that these systems have a role to play in directing episodic memory research by highlighting novel or neglected hypotheses as pursuit-worthy. In this vein, we propose that the evidence reviewed here highlights two pursuit-worthy hypotheses about episodic memory’s function: that it plays a role in planning that is independent of future-oriented simulation, and that it is adaptive in virtue of its contributions to fast learning in novel, sparse-reward environments. (shrink)

In the United Kingdom women have access to termination of pregnancy for maternal reasons until 24 weeks’ completed gestation, but it is accepted practice for children born at or beyond 25 weeks’ gestation to be treated according to the child’s perceived best interests even if this is not in accordance with parental wishes. The authors present a case drawn from clinical practice which highlights the discomfort that parents may feel about such an abrupt change in their rights over their child, (...) and argue that parents should have greater autonomy over treatment decisions regarding their prematurely born children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 63.1 (2002) 41-62 [Access article in PDF] Pure of Heart: From Ancient Rites to Renaissance Plato Marjorie O'Rourke Boyle The philosopher who published Plato for Western thought praised him strangely. Marsilio Ficino commended his translation of the Phaedrus to his soul mate Iohannes Bessarion because in that dialogue Plato sought from God spiritual beauty. "When this gold was given to Plato by (...) God, it shone in him most brilliantly, because he was so pure in heart." The epithet "pure in heart" is not literally Ficino's diction: he wrote "in his Platonic bosom perfectly clean" (Platonico in sinu utpote mundissimo). 1 Although this philological variant insinuates his full meaning, the modern translation conveys his essential import. Ficino and Bessarion were both scholars and priests, convinced of the compatibility of Platonism with Christianity. The recipient of the letter, Bessarion, had defended the Phaedrusvigorously against protestations that, for promoting the criminal activity of pederasty, it was an obscene work of unchaste philosophy. "Love," he declared, "leads many to beatitude." 2 Ficino emphasized that "no one can attain beatitude, which consists in divine contemplation, unless he loves God ardently." 3 To that end he translated the complete works of Plato into Latin with commentaries. He also composed a speculative Theologia platonica. The pair would have approved of the application to Plato of the gospel promise "Blessed are the pure of heart [hoi katharoi t¯e kardia], for they shall see God" (Matt. 5:8). Was this promise not already fulfilled in Plato, even before Jesus' pronouncement? Did not Socrates in the Phaedrus soar to the vision of God in his myth of the charioteer, where among privileged souls he peered over the rim of intelligible being to behold the divine processional and true being? The [End Page 41] myth figured the recollection of the soul's primordial state of innocence, "when we were pure ourselves," and, beholding "the beatific vision," were initiated into its "most blessed" mystery. 4 Bessarion cited the passage defensively, declaring Socrates' speech "most holy." 5The beatitudes, from which "pure of heart" derived, emphatically comprised the opening discourse of Jesus' Sermon on the Mount. Jesus blessed the poor in spirit, the mourners, the meek, those hungry and thirsty for righteousness, the merciful, the pure of heart, the peacemakers, and those persecuted for righteousness. He pronounced a corresponding good for each type (Matt. 5:1-10). The first four beatitudes promised reversals for the unfortunate; the second four, eschatological rewards for the virtuous. 6 Ficino personalized the beatitudes. He applied them in a letter to an archbishop to his own contrasting status as a priest "of humble fortune." Indicating his slight financial means, he affirmed obedience to his lot, even contentment with his meager possessions. He then wielded the divine reversal of human judgment, so startling in the beatitudes, against his enemies. "I am certainly content with few possessions, even though I am often held in contempt by many; for these many ought to be deemed of little worth. Blessed are the poor in spirit. Blessed are the peacemakers." 7Ficino also philosophized the beatitudes. He argued in Theologia platonica that, although the celestial realm was usually considered fiery, it could be earthy, as poets imagined the Elysian Fields. Jesus' beatitude promising the possession of the earth to the meek was proof. Ficino expounded the nine grades of celestial beatitude as a belief shared by Platonists and Christians. He assigned these grades to varying degrees and combinations of three ends: the fear of divine power, the search for wisdom, and the love of good, which ultimately transformed the soul. This elaborate division Ficino compared to Jesus' beatitudes. "I think that this mystery is signified in the gospel, where the divine oracle nine times calls his disciples blessed, because through nine grades of merit, with God leading, the nine heavens are sought blessedly through nine degrees of contemplation." Despite his philosophical imposition on the biblical text, Ficino qualified his syncretism. The gospel admonished the dismissal of philosophical meanderings to pursue... (shrink)

I distinguish two ways of explaining our capacity for ‘transparent’ knowledge of our own present beliefs, perceptions, and intentions: an inferential and a reflective approach. Alex Byrne (2011) has defended an inferential approach, but I argue that this approach faces a basic difficulty, and that a reflective approach avoids the difficulty. I conclude with a brief sketch and defence of a reflective approach to our transparent self-knowledge, and I show how this approach is connected with the thesis that we must (...) distinguish between a kind of self-knowledge that is of oneself as agent and another kind that is of oneself as patient. (shrink)

This chapter contains sections titled: The Idea of an Exceptionless Moral Norm The Role of Exceptionless Precepts in Moral Thinking Exceptionless Rules and Consequentialism The Casuistry of Exceptionless Rule Approaches References.

In an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy — epistemology — with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of inquiry that is relevant and useful for philosophy of education, especially as it develops classroom practices that foster inquiry. He specifically seeks to revive Dewey’s conception of warranted (...) assertibility in an effort to show the value of fallibilist epistemology in practical and social teaching and learning contexts. By highlighting the distinctions between traditional epistemology and Dewey’s conception of knowing, Boyles demonstrates that epistemology has value insofar as it highlights a more useful, instrumentalist theory of knowing that is applicable to classroom practice. (shrink)

"The availability of a paperback version of Boyle's philosophical writings selected by M. A. Stewart will be a real service to teachers, students, and scholars with seventeenth-century interests. The editor has shown excellent judgment in bringing together many of the most important works and printing them, for the most part, in unabridged form. The texts have been edited responsibly with emphasis on readability.... Of special interest in connection with Locke and with the reception of Descarte's Corpuscularianism, to students of (...) the Scientific Revolution and of the history of mechanical philosophy, and to those interested in the relations among science, philosophy, and religion. In fact, given the imperfections in and unavailability of the eighteenth-century editions of Boyle’s works, this collection will benefit a wide variety of seventeenth-century scholars." --Gary Hatfield, University of Pennsylvania. (shrink)

This paper offers an account of Margaret Cavendish's moral and political philosophy. In some respects Cavendish's theoury echoes Hobbes. However, although Cavendish agrees with Hobbes that morality is based on self-interest, she holds that morality derives from our natural desire for public recognition, not the desire for self-preservation. Via the desire for fame, self-love can motivate people to pursue virtue, which, for Cavendish, means establishing and maintaining a good government (in particular, absolute sovereignty). The paper explores how Cavendish thinks such (...) a government can be established and maintained. Cavendish's account of female virtue and its connection with honor and fame is also discussed. (shrink)

'almost every branch of modern science can trace phases of its origin in his writings... in the broad field of science Boyle made a greater number and variety of discoveries than one man is ever likely to make again' - John Fulton, Boyle's bibliographer Robert Boyle (1627-91) was one of the most influential scientists and philosophers of the seventeenth century. The founder of modern chemistry, he headed the movement that turned it from an occult science into a (...) subject well-grounded in experiment, sound methodology and observation. His pioneering experiments on the properties of gases and his mechanistic theory of matter are the forerunners of the modern theories of chemical elements and atomic theory. He is best known for founding the renowned Boyle Lectures and for Boyle's Law that states that the pressure and volume of a gas are inversely proportional. A founding fellow of the Royal Society, three consecutive kings of England conversed familiarly with him. Philosophically, he wrote with sophistication on atheism, atomism, epistemology, miracles and natural laws. He influenced Berkeley, Spinoza, Henry More and especially John Locke, who relied on Boyle's theory of primary and secondary qualities in his Essay Concerning Human Understanding. Boyle's circle of correspondents included Newton, Locke, Aubrey, Oldenburg and Hartlib, and his influence on both British and European scholars was enormous. He also took a lead part in examining the relation of science to theology. This is the standard edition of Boyle's works and the only complete collection currently available. First published in 1772, it brings together his many and varied writings in one comprehensive, fully-indexed source. Covering his work in chemistry, philosophy and theology, it includes a Life of Boyle by Thomas Birch. The Thoemmes reprint of the second and best English edition features a new introduction by Peter Alexander, one of the world authorities on Boyle. --includes a Life of Boyle by Thomas Birch --features letters to and from Boyle --this rare edition is the only complete collected edition currently available and the standard text to which literature on Boyle refers --engraved frontispieces and several fold-out illustrations. (shrink)

A venerable philosophical tradition holds that we rational creatures are distinguished by our capacity for a special sort of mental agency or self-determination: we can “make up” our minds about whether to accept a given proposition. But what sort of activity is this? Many contemporary philosophers accept a Process Theory of this activity, according to which a rational subject exercises her capacity for doxastic self-determination only on certain discrete occasions, when she goes through a process of consciously deliberating about whether (...) P and concludes by “making a judgment”, thereby bringing about a change in what she believes. I argue that this conception of our control over our beliefs implies an unacceptable picture of the agency we exercise in judging, and of the relation of such agency to the condition of belief itself. I suggest that the beliefs of a rational creature are themselves “acts of reason”, which reflect the capacity for doxastic self-determination in their very nature, not merely in certain facts about how they can originate. (shrink)

Based on our experience in teaching ethics, we have developed, tested, and presented in this article a program of instruction that rests on four pillars: popular feature films, a six-stage ethical decision-making process, the principles necessary to address ethical situations, and the classroom instructor. Taken separately, there is nothing new or unique in these pillars. Taken together, however, and to our knowledge, these four pillars, including the requirement that each student is expected to prepare a written abstract of the film (...) prior to the classroom discussion of that film in which the student is expected to demonstrate a practical application of ethical principles to actual and concrete moral situations, constitute a new, unique, and tested way to teach ethics to undergraduate students of management and economics. (shrink)

_History of Psychology: A Cultural Perspective_ easily distinguishes itself from other texts in a number of ways. First, it examines the field within the rich intellectual and cultural context of everyday life, cross-cultural influences, and contributions from literature, art, and other disciplines. Second, it is a history of ideas, concepts, and questions, instead of dates, events, or great minds. Third, the book explores the history of applied, developmental, clinical, and cognitive psychology as well as experimental psychology. Conveyed in a lively (...) writing style, this text tells a gripping story that continues to the present day. Its current perspective allows students to connect the history of the field to the work being published in current journals. O’Boyle writes in the “historical present”, giving readers a sense of immediacy and aliveness as they journey through history. Her account uses imaginative new features, including “The Times”, which gives readers a feel for what everyday life was like during the age discussed in the chapter. Descriptions of ordinary life, as well as information about important issues influencing their lives such as wars, social movements, famines, and plagues, pique students' interest. "Stop and Think" questions, scattered throughout, enhance retention and encourage critical thinking. An ideal text for a history of psychology or history and systems of psychology course, this creative new book will also appeal to those with a general interest in the field. The Instructor’s Resource CD, written by the text author, includes class activities and demonstrations, suggestions for small group and class discussions, a list of films and videos related to the material in each chapter, and a test bank with objective and essay questions. (shrink)

Our comments focus on the ACMCode of Ethics and situate the Code within ageneral ethical decision-making process tospecify the five steps which logically precedehuman action in ethical matters and determinethat action, and the individual differencetraits in these five steps which bear upon theresolution of an ethical problem and lead tomorally responsible action. Our main purpose isto present a cognitive moral processing modelwhich computing professionals can use to betterunderstand their professional rights andduties. It is clear that the Code providessubstantial guidance in (...) the areas ofintellectual property rights, unauthorizedentry into computing systems, and privacy. Inother areas, such as obscenity onbulletin-board systems, the Code is silent. Aninteractive software program which allows theuser to see the ways in which the Code isintegrated and instructive in the six-stepmoral decision-making process is accessible viathe internet. Our secondary purpose is toreformulate the Code as a set of questionswhich allow the computing professional to seepractices which diminish the human person asunethical and those which enhance the humanperson as ethical. (shrink)