We propose that a control system will address the causal dynamics of the neural network that Depue & Collins regard as underlying extraversion. We briefly describe a control system approach and articulate the notion of integration. The integration of goals and regards is achieved by subcortical assessment of reward in the nucleus accumbens and VTA (ventral tegmental area) transmission of this information largely by dopaminergic systems and representation of reward in the MOC (medial orbital cortex). Thus reward information is collected, (...) integrated, and evaluated in the MOC. Such control decisions rely on constraining processes, a functional property of the MOC mediated largely by serotonergic neurons. (shrink)

When do people say that they are moved, and does this experience constitute a unique emotion? We review theory and empirical research on being moved across psychology and philosophy. We examine feeling labels, elicitors, valence, bodily sensations, and motivations. We find that the English lexeme being moved typically (but not always) refers to a distinct and potent emotion that results in social bonding; often includes tears, piloerection, chills, or a warm feeling in the chest; and is often described as pleasurable, (...) though sometimes as a mixed emotion. While we conclude that it is a distinct emotion, we also recommend studying it in a more comprehensive emotion framework, instead of using the ambiguous vernacular term being moved as a scientific term. (shrink)

Alan H. Goldman argues for the internalist or subjectivist view of practical reasons on the grounds that it is simpler, more unified, and more comprehensible ...

The answer to the title question is “No.” The first section argues, using the example of Huckleberry Finn, that rational agents need not be motivated by their explicit judgments of rightness and wrongness. Section II rejects a plausible argument to the conclusion that rational agents must have some moral concerns. The third section clarifies the relevant concept of irrationality and argues that moral incoherence does not equate with this common relevant concept. Section IV questions a rational requirement for prudential concern (...) and whether a requirement for moral concern would follow from it. Section V examines the rationality of amoralists and partial amoralists, and Sect. VI closes with speculation on why there might seem to be a rational requirement to be morally motivated. (shrink)

Alan H. Goldman on the philosophical value of the novel.

With regard to my review of Kassel and Austin's PCG vii in CR 40, 223–5, Dr Colin Austin informs me that it has from the first been the intention to include chronological tables of comic productions in PCG i. I am very glad to take this opportunity of putting the record straight.

In this concise survey, intended for advanced undergraduate students of aesthetics, Alan Goldman focuses on the question of aesthetic value, using many practical examples from painting, music, and literature to make his case. Although he treats a wide variety of views, he argues for a nonrealist view of aesthetic value, showing that the personal element can never be factored out of evaluative aesthetic judgments and explaining why this is so.

This study explores the way that belief systems, interactions with social or experimental environments, and skills at the “control” level in decision‐making shape people's behavior as they solve problems. It is argued that problem‐solvers' beliefs (not necessarily consciously held) about what is useful in mathematics may determine the set of “cognitive resources” at their disposal as they do mathematics. Such beliefs may, for example, render inaccessible to them large bodies of information that are stored in long‐term memory and that are (...) easily retrieved in other circumstances. In other cases, individuals' reactions to an experimental setting (fear of failure, or the desire to “look mathematical” while being videotaped) may induce behavior that is almost pathological—and at the same time, so consistent that it can be modeled. In general, such “environmental” factors establish the context within which individuals access and utilize the information potentially at their disposal.Protocols illustrating these points are presented and discussed. A model based on an axiomatization of students' beliefs about plane geometry is outlined, and is shown to correspond closely to their problem‐solving performance. A framework is offered for analyzing problem‐solving performance at three qualitatively different levels: access to cognitive resources stored in LTM, executive or control decision‐making, and belief systems. (shrink)

How foreign policy embodies human values is an issue worth studying. Such a value not only refers to the interests of social and political elites but to the prevailing welfare of people. In 2016, t...

Our information about the Athenian politician Syrakosios is entirely derived from Ar. Birds 1297 and the scholia thereon. Syrakosios here figures among a long list of Athenians who are said to be nicknamed after various birds:δοκε δ κα ψήισμα τεθεικέναι μ κωμδεσθαι νομαστί τινα, ς Φρύνιχος ν Μονοτρόπ ησί [fr. 26 Kock]· “ψρ' χοι Συρακόσιον. πιανς γρ ατ κα μέγα τύχοι. είλετο γρ κωμδεν ος πεθύμουν.” διπικρότερον ατ προσέρονται, ς λάλ δ τν “ κίτταν” παρέθηκεν.

The author (physics, Northeastern U.) draws on history, theories of human development, and 30 years of teaching to argue that scientific thinking, which is analytic and objective, goes against the grain of traditional human thinking and arose in Greece because of unique historical factors. Having taken an active interest in middle-level science education in recent years, he concludes with recommendations for an overhaul of science teaching to steer away from the pervasive over-abstraction at inappropriate grade levels. Annotation copyright by Book (...) News, Inc., Portland, OR. (shrink)

When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that (...) has opened between the scientific community and their mould-be critics. But the truth is that not only postmodern critics but Americans in general have a weak grasp on scientific principles and facts. In Connected Knowledge, physicist Alan Cromer offers a way to bridge the chasm, with a lively, lucid account of scientific thinking and a provocative new agenda for American education. Science, Cromer argues, is anything but common sense: It requires a particular habit of mind that does not come naturally. For example, something as simple as buoyancy can only be explained through Archimedes' principle--that a body in a fluid is subject to an upward force equal to the weight of fluid it displaces--yet few scientists could arrive at this ancient concept by trial and error. School children, however, are often given a ball and a tank of water, and asked to explain buoyancy any way they can. Today's de emphasis on teaching pupils necessary facts and principles, he argues, "far from empowering them, makes them slaves of their own subjective opinions." This movement in education, known as Constructivism, has close ties to postmodern critics (such as the editors of Social Text) who question the objectivity of science, and with it the existence of an objective reality. Cromer offers a ringing defense of the knowability of the world, both as an objective reality and as a finite landscape of discovery. The advance of scientific knowledge, he argues, is not unlike the mapping of the continents; at this point, we have found them all. He shows how the advent of quantum mechanics, rather than making knowledge less certain, actually offers a more precise understanding of the behavior of atoms and electrons. Turning from philosophy to education, he argues that instead of allowing students to flounder, however creatively, schools should follow a progressive curriculum that returns theoretical knowledge to the classroom. Connected Knowledge, however, goes much farther. As a discipline that insists upon connecting theory with measurable reality, physical science offers a new direction for reforming the social sciences. Cromer also shows how some of the hottest issues in public policy--including the debates over special education and group variations in I.Q., can be resolved through clear, hard headed thinking. For example, he argues for use of the G.E.D. as a national educational standard, with a new "politics of intelligence" to guide the distribution of school resources. Always forthright and articulate, Alan Cromer offers a startling new vision for integrating science, philosophy, and education. (shrink)

This remarkably clear and comprehensive account of empirical knowledge will be valuable to all students of epistemology and philosophy. The author begins from an explanationist analysis of knowing—a belief counts as knowledge if, and only if, its truth enters into the best explanation for its being held. Defending common sense and scientific realism within the explanationist framework, Alan Goldman provides a new foundational approach to justification. The view that emerges is broadly empiricist, counteracting the recently dominant trend that rejects (...) that framework entirely. Topics treated include the Gettier problem, the nature of explanation and inductive inference, the justification of foundations for knowledge in terms of inference to the best explanation, the possibility of realist interpretations of contemporary science, reference, and the relations between empirical psychology and epistemology. Professor Goldman defends the need for a foundational theory of justification and presents a version that refutes standard criticisms of that doctrine. His defense of realism takes into account contemporary advances in semantics and philosophy of science. It attempts to clarify the kinds of skeptical argument the philosopher must take seriously, without succumbing to them. While recent epistemology has tended to dismiss the traditional foundational approach, it has not provided a suitable alternative. Goldman breaks new ground by adapting that approach within his explanationist, inductive theory. (shrink)

In Aristophanes' Wasps , Bdelykleon tells his jury-mad father that because the allied states are aware that the ordinary Athenian juror is an exploited creature, deliberately kept poor by the demagogues in whose hands the real power lies, σ μν γονΤαι Κννου ψφον, Τοτοισι δ δωρоφоρоῡσιν. The scholia see that Κόννου ψφον must mean ‘something worthless’, but they add on the authority of Kallistratos and Euphronios that Ar. has altered the original phrase: ΚαλλĺστραΤος παροιμαν φησ “Κόννου θρον”, παρ՚ ν παίζει (...) Εφρόνιος δ τι λέΧθη δι τ δύν τινα τν Κόννον εναι. … ψφον δ επε δι δι τ περ δικαστο λγειν. We cannot tell whether Euphronios was commenting on κóννον θριον or κóννον ψον, since although he was writing before Kallistratos, the latter need not have been the first to cite the phrase κóννον θριον in connection with our passage; indeed, the credit for first noting its relevance may belong to Euphronios himself. I shall be reverting to Euphronios' interpretation of the phrase presently. (shrink)

This books examines the fundamental values and principles of conduct in the professions, focusing specifically on four areas: law, politics, medicine and business. One central question unifies its inquiry into the different professions: should the principles for judging the actions of professionals be the same as those used to judge private individuals, or do these professions require special moral principles to guide their conduct. The author considers arguments deriving from the underlying institutional goals of each profession in turn.

Despite judging the central controversial thesis of this book false and arguments for it ultimately unconvincing, I highly recommend the book for its many philosophical virtues, prominent among them being breadth and clarity.1 1 Sullivan addresses all the major issues surrounding various time biases that decision-makers exhibit. Writing on topics that can often become overly technical, she spells her arguments out in the clearest prose, making the book ideal as an introduction to this interesting subdivision of practical reason, but also, (...) since packed with arguments, many original, and defending a counterintuitive if recently popular thesis, making this must reading for those familiar with its topics. (shrink)

Life's Values offers new analyses of the nature of pleasure, happiness, well-being, and meaning in life. Recognizing how individuals have different priorities, Goldman explains what is of ultimate value in our lives and argues that making our desires rational - relevantly informed of what it's like to satisfy them - maximizes well-being.

Genuine rules cannot capture our intuitive moral judgments because, if usable, they mention only a limited number of factors as relevant to decisions. But morally relevant factors are both numerous and unpredictable in the ways they interact to change priorities among them. Particularists have pointed this out, but their account of moral judgment is also inadequate, leaving no room for genuine reasoning or argument. Reasons must be general even if not universal. Particularists can insist that our judgments be reflective, unbiased, (...) informed, and sensitive, requiring a background of experiences that expand sympathy and empathy for others. But beyond this, our judgments must be coherent. This requirement provides a way to reason to the correct answer to a controversial issue—the answer most coherent with or body of settled judgments. Rawls' account of coherence in terms of reflective equilibrium, where we adjust particular judgments to match rules and adjust rules to match judgments, is rejected since rules have no independent force. Instead, the central requirement is that we not judge cases differently without being able to cite a morally relevant difference between them. Such differences must make a difference else-where as well, although they need not do so universally. Factors cannot be relevant in only one context because they reflect values that must recur to be maintained. The method of moral reasoning based on this requirement is specified as follows: first, the specification of competing values or interests in the problematic case; second, the location of paradigm cases in which these competing values are prioritized, making sure that these settled judgments are reflective, informed, and sensitive; third, the search for relevant differences between the settled and problematic cases or the location of alternative, more closely analogous paradigms. The paper ends with an illustration of the method applied to the issue of doctor assisted suicide. (shrink)

The adjective μøιμτωρ occurs, so far as our evidence goes, twice in Greek literature: in Aeschylus' Herakleidai and in Euripides' Andromache . And the ancient authorities are unanimous that it means, in the words of P. T. Stevens, ‘sons of the same father by different mothers, i.e. half-brothers’.

Diggle has followed Stevens in rejecting 1279–82. Stevens' objections to these lines were that they ‘should [sc. directly] follow a striking demonstration that birth is more important than wealth in marrying and giving in marriage', and that the lines do not form an apt comment on the fates of Peleus and Neoptolemos. The cogency of these objections will be examined presently; but first a counter-objection will be presented against the hypothesis of interpolation.