When people are trying to determine whether an entity is capable of having certain kinds of mental states, they can proceed either by thinking about the entity from a *functional* standpoint or by thinking about the entity from a *physical* standpoint. We conducted a series of studies to determine how each of these standpoints impact people’s mental state ascriptions. The results point to a striking asymmetry. It appears that ascriptions of states involving phenomenal consciousness are sensitive to physical factors in (...) a way that ascriptions of other states are not. (shrink)

Commentators have noted that the issue stands taken by each side of the American “culture war” lack conceptual consistency and can even seem contradictory. We sought to understand the psychological underpinnings of culture war attitudes using Moral Foundations Theory. In two studies involving 24,739 participants and 20 such issues, we found that endorsement of five moral foundations predicted judgments about these issues over and above ideology, age, gender, religious attendance, and interest in politics. Our results suggest that dispositional tendencies, particularly (...) a person’s moral intuitions, may underlie, motivate, and unite ideological positions across a variety of issues and offer new insights into the multiple “moral threads” connecting disparate political positions. (shrink)

We define aesthetic emotions as emotions that underlie the evaluative assessment of artworks. They are separated from the wider class of art-elicited emotions. Aesthetic emotions historically have been characterized as calm, as lacking specific patterns of embodiment, and as being a sui generis kind of pleasure. We reject those views and argue that there is a plurality of aesthetic emotions contributing to praise. After presenting a general account of the nature of emotions, we analyze twelve positive aesthetic emotions in four (...) different categories: emotions of pleasure, contemplation, amazement, and respect. The emotions that we identify in each category, including feelings of fluency, intrigue, wonder, and adoration, have been widely neglected both within aesthetics and in emotion research more broadly. (shrink)

Fodor’s theory makes thinking prior to doing. It allows for an inactive agent or pure reflector, and for agents whose actions in various ways seem to float free of their own conceptual repertoires. We show that naturally evolved creatures are not like that. In the real world, thinking is always and everywhere about doing. The point of having a brain is to guide the actions of embodied beings in a complex material world. Some of those actions are, to be sure, (...) more recondite than others. But in every case the contents of thoughts still look to depend, in some non-unique but vitally important way, on the kinds of doings they support. (shrink)

This chapter argues that emotion recognition is a skill. A skill perspective on emotion recognition draws attention to underappreciated features of this cornerstone of social cognition. Skills have a number of characteristic features. For example, they are improvable, practical, and flexible. Emotion recognition has these features as well. Leading theories of emotion recognition often draw inadequate attention to these features. The chapter advances a theory of emotion recognition that is better suited to this purpose. It proposes that emotion recognition involves (...) scripts. Emotion scripts describe how people are likely to behave in different emotional contexts. Scripts can be improved with the addition of richer social knowledge, they are practical in that they describe and guide social interaction, and they are flexible because they must accommodate the fact that emotions have different behavioral impact depending on the agents involved and the circumstances at play. Learning to recognize emotions through scripts qualifies as a skill. (shrink)

This case study describes a patient presenting with a long history of excessive daydreaming which has caused her distress but is not incident to any other apparent clinical psychiatric disorders. We have treated this patient for over 10 years, and she has responded favorably to fluvoxamine therapy, stating that it helps to control her daydreaming. Our patient, and other psychotherpists, have brought to our attention other possible cases of excessive daydreaming. We examine the available literature regarding daydreaming, mind wandering, and (...) fantasy proneness relative to current cognitive and neuroanatomical models of executive attention. (shrink)

With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their (...) likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions. (shrink)

This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing how to (...) design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying. (shrink)

Some scientists suggest that it might be possible to reflect a portion of incoming sunlight back into space to reduce climate change and its impacts. Others argue that such solar radiation management (SRM) geoengineering is inherently incompatible with democracy. In this article, we reject this incompatibility argument. First, we counterargue that technologies such as SRM lack innate political characteristics and predetermined social effects, and that democracy need not be deliberative to serve as a standard for governance. We then rebut each (...) of the argument’s core claims, countering that (1) democratic institutions are sufficiently resilient to manage SRM, (2) opting out of governance decisions is not a fundamental democratic right, (3) SRM may not require an undue degree of technocracy, and (4) its implementation may not concentrate power and promote authoritarianism. Although we reject the incompatibility argument, we do not argue that SRM is necessarily, or even likely to be, democratic in practice. (shrink)

Recent studies demonstrate a moral self effect: continuity in moral values is crucial to ascriptions of identity in and over time. Since Locke, personal identity has been referred to as a ‘forensic’ concept, meaning that it plays a role in attributions of moral responsibility. If moral values are crucial to identity over time, then perceived changes in a person’s set of values may reduce responsibility for past deeds. To test this, we examined the moral self effect in parole contexts. In (...) this empirical article, we conducted two experiments, in which participants were significantly more likely to grant parole to agents who underwent a moral change as opposed to mere behavioral change. We conclude by discussing possible objections and implications of these philosophical results for the Lockean view of personal identity. -/- . (shrink)

This research examined how and why group membership diminishes the attribution of mind to individuals. We found that mind attribution was inversely related to the size of the group to which an individual belonged . Mind attribution was affected by group membership rather than the total number of entities perceived at once . Moreover, mind attribution to an individual varied with the perception that the individual was a group member. Participants attributed more mind to an individual that appeared distinct or (...) distant from other group members than to an individual that was perceived to be similar or proximal to a cohesive group . This effect occurred for both human and nonhuman targets, and was driven by the perception of the target as an entitative group member rather than by the knowledge that the target was an entitative group member. (shrink)

Our computational metaphysics group describes its use of automated reasoning tools to study Leibniz’s theory of concepts. We start with a reconstruction of Leibniz’s theory within the theory of abstract objects (henceforth ‘object theory’). Leibniz’s theory of concepts, under this reconstruction, has a non-modal algebra of concepts, a concept-containment theory of truth, and a modal metaphysics of complete individual concepts. We show how the object-theoretic reconstruction of these components of Leibniz’s theory can be represented for investigation by means of automated (...) theorem provers and finite model builders. The fundamental theorem of Leibniz’s theory is derived using these tools. (shrink)

First published in 1990, Mind and Cognition: An Anthology is now firmly established as a popular teaching apparatus for upper level undergraduate and graduate courses in the philosophy of mind. Brings together the most important classic and contemporary articles in philosophy of mind and cognition Completely revised and updated throughout, in response to feedback from teachers in the field Now includes 20 new readings Each updated part opens with a brief, synoptic introduction to the individual field and a comprehensive further (...) reading list Each section also includes three to four of the most influential papers that have been written in the philosophy of mind over the last 40 years. (shrink)

Fodor’s theory makes thinking prior to doing. It allows for an inactive agent or pure reflector, and for agents whose actions in various ways seem to float free of their own conceptual repertoires. We show that naturally evolved creatures are not like that. In the real world, thinking is always and everywhere about doing. The point of having a brain is to guide the actions of embodied beings in a complex material world. Some of those actions are, to be sure, (...) more recondite than others. But in every case the contents of thoughts still look to depend, in some non-unique but vitally important way, on the kinds of doings they support. (shrink)

We outline the rather complicated history of attempts at axiomatizing Jaśkowski’s discussive logic $$\mathbf {D_2}$$ D2 and show that some clarity can be had by paying close attention to the language we work with. We then examine the problem of axiomatizing $$\mathbf {D_2}$$ D2 in languages involving discussive conjunctions. Specifically, we show that recent attempts by Ciuciura are mistaken. Finally, we present an axiomatization of $$\mathbf {D_2}$$ D2 in the language Jaśkowski suggested in his second paper on discussive logic, by (...) following a remark of da Costa and Dubikajtis. We also deal with an interesting variant of $$\mathbf {D_2}$$ D2, introduced by Ciuciura, in which negation is also taken to be discussive. (shrink)

In America, White and affluent middle-school students outperform minority students and those of low socioeconomic status on measures of academic performance. This achievement gap is partly attributable to differences in academic engagement. A promising strategy for engaging students is to elicit an academic possible identity: an image of oneself in the future as an accomplished student. Tests of this strategy’s efficacy show mixed results, however. According to Identity-Based Motivation Theory, this is because a salient possible identity enhances goal engagement when (...) it is perceived to be strongly connected to one’s current identity. Still, the connection between temporally remote identities is an abstract concept that students may have difficulty grasping. According to Conceptual Metaphor Theory, this connection may be easier to conceptualize metaphorically in terms of a dissimilar concrete experience – in particular, a physical journey between locations. Integrating these theories, prior studies show that priming a journey-metaphoric framing of an academic possible identity increased academic engagement among college students. The current study tested whether this prime would similarly motivate middle-school students in an economically disadvantaged school setting. Results show that students framing their academic possible identity as a destination on a physical path, versus without a provided metaphor, reported higher academic engagement. This finding extends metaphor priming effects to low-income and minority adolescents, a crucial population in educational research, and points to low-cost, theoretically grounded interventions for boosting academic engagement. (shrink)

One debate that occupied Pratyabhijñā philosophers and their Buddhist interlocutors was the question of the reality of _sambandha_, or relation. A central treatise on the topic is Utpaladeva’s (∼10th c.) _Sambandhasiddhi_ [SS] (‘_Proof of Relation_’), a response to Dharmakīrti’s (∼7th c.) _Sambandhaparīkṣā_ [SP] (‘_Analysis of Relation_’). As the contrasting titles suggest, Dharmakīrti held that relations are merely conceptual constructions (_kalpanā_), inferred _post hoc_ from discrete perceptual cognitions (_pratyakṣa_)—and thus ultimately _unreal_. Utpaladeva, on the other hand, attempted to ‘prove’ (_siddhi_) the (...) truth (_satya_) of relation as a genuine ‘division-non-division,’ or ‘unity-in-diversity’ (_bhedābheda_). In this article, I reconstruct Utpala’s ‘proof’ as a pragmatic argument to the effect that Dharmakīrti, in virtue of his nominalist metaphysics, mistakenly treats the general form of relation as an inferential _concept_, rather than the mode of ‘intentional’ _action_ (_śakti_) manifest in reflexive judgment (_vimarśa_). In doing so, Utpala suggests that Dharmakīrti inadvertently renders the relational conditions for the recognition of determinate intentional content unintelligible. (shrink)

The Global Positioning System has been used as an experiential educational tool for nearly twenty years. Innovative educators have expanded the educational use of GPS devices beyond the geocache. This essay uses Leopold’s land ethic as a philosophical framework for relational education, and outlines the practical application of the GPS ecocache. The experiential, place-based ecocache has learners navigate to sites of ecological significance, where they must answer a question or riddle related to this site. We discuss the contradictory nature of (...) using a gadget to connect with the outdoors, and integrate the GPS ecocache with Kolb’s model of experiential education. Ultimately, we hope to cultivate the values of Leopold’s land ethic through the use of a ubiquitously available device, and for learners to engage in relational pedagogy relevant to ecology, geography, environmental ethics, philosophy of science, philosophy of education and other courses concerned with human-nature connection and the nature of space. (shrink)

This article proposes distinctions between guilt and two forms of shame: Guilt arises from a violated norm and is characterized by a focus on specific behavior; shame can be characterized by a threatened social image (Image Shame) or a threatened moral essence (Moral Shame). Applying this analysis to group-based emotions, three correlational studies are reported, set in the context of atrocities committed by (British) ingroup members during the Iraq war (Ns = 147, 256, 399). Results showed that the two forms (...) of shame could be distinguished. Moreover, once the other form of shame was controlled for, they were differentially related to orientations toward the outgroup: Image Shame was associated with negative orientations, whereas Moral Shame had associations with positive outgroup orientations. These associations were distinct from the associations of guilt and rejection. Study 3 used a longitudinal design and provided evidence suggestive of a causal direction from emotions to outgroup orientation. (shrink)

Laacke et al. describe the emergence of novel analytical tools—artificial intelligence depression detectors —that employ artificial intelligence to predict depression. The authors the...

ulations and show that they are definable by a trivial kind of coequation— namely, over one "color". We end with an example of a covariety which is not closed under bisimulations.

This article uses the case of pregnancy testing in Britain to investigate the process whereby new and often controversial reproductive technologies are made visible and normalized in mainstream entertainment media. It shows how in the 1980s and 1990s the then nascent product placement industry was instrumental in embedding pregnancy testing in British cinema and television's dramatic productions. In this period, the pregnancy-test close-up became a conventional trope and the thin blue lines associated with Unilever's Clearblue rose to prominence in mainstream (...) consumer culture. This article investigates the aestheticization of pregnancy testing and shows how increasingly visible public concerns about ‘schoolgirl mums’, abortion and the biological clock, dramatized on the big and small screen, propelled the commercial rise of Clearblue. It argues that the Clearblue close-up ambiguously concealed as much as it revealed; abstraction, ambiguity and flexibility were its keys to success. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

This chapter contains sections titled: What Can Be Fashionable? From Pugs to Poodle Skirts Do Masses Matter? Robinson Crusoe's Runway Do Experts Matter? Khaki Glory Do Intentions Matter? Accidental Chic Do Aesthetics Matter? Form Over Function Does Identity Matter? Tribal Colors Does Timing Matter? To Everything, There is a Season Conclusion: What Matters?

Here, the authors address questions about the utilization of knowledge from social research and offer evidence that challenges allegations about the 'awful reputation' of educational research and its supposed lack of impact.

Reproduction is one of the most persistently generative themes in the history of science and cinema. Cabbage fairies, clones and monstrous creations have fascinated filmmakers and audiences for more than a century. Today we have grown accustomed not only to the once controversial portrayals of sperm, eggs and embryos in biology and medicine, but also to the artificial wombs and dystopian futures of science fiction and fantasy. Yet, while scholars have examined key films and genres, especially in response to the (...) recent cycle of Hollywood ‘mom coms’, the analytic potential of reproduction on film as a larger theme remains largely untapped. This introduction to a special issue aims to consolidate a disparate literature by exploring diverse strands of film studies that are rarely considered in the same frame. It traces the contours of a little-studied history, pauses to consider in greater detail a few particularly instructive examples, and underscores some promising lines of inquiry. Along the way, it introduces the six original articles that constituteReproduction on Film. (shrink)

In this short and highly readable monograph, the author aims to answer the age-old question of why humans construct moral orders grounded upon natural orders, deriving normative authority from divine or otherwise nonanthropomorphic sources in nature. Why, for instance, did the drafters of the U.S. Declaration of Independence invoke natural laws rather than simply relying on human reason and argument to ground their objections to British colonial rule? Answering this and related questions about the relationship between moral and natural orders (...) demands a precise method. Daston describes hers as philosophical (not cultural) anthropology, probing the motivations behind the intellectual leap—often described as ‘the naturalistic fallacy’—from the natural to the normative (3). In that vein, her inquiry begins with a remark from Immanuel Kant’s underappreciated work Anthropology from a Pragmatic Point of View. (shrink)

In Furnishing the Mind, Jesse Prinz attempts to swing the pendulum back toward empiricism.