Journal of Philosophy of Education, Volume 54, Issue 5, Page 1278-1305, October 2020.

Robert Brandon is one of the most important and influential of contemporary philosophers of biology. This collection of his recent essays covers all the traditional topics in the philosophy of evolutionary biology and as such could serve as an introduction to the field. There are essays on the nature of fitness, teleology, the structure of the theory of natural selection, and the levels of selection. The book also deals with newer topics that are less frequently discussed but are of (...) growing interest, for example the evolution of human language and the role of experimentation in evolutionary biology. A special feature of the collection is that it avoids jargon and is written in a style that will appeal to working evolutionary biologists as well as philosophers. (shrink)

Sober (1992) has recently evaluated Brandon's (1982, 1990; see also 1985, 1988) use of Salmon's (1971) concept of screening-off in the philosophy of biology. He critiques three particular issues, each of which will be considered in this discussion.

ChatGPT – a large language model – recently passed the U.S. bar exam. The startling rise and power of generative artificial intelligence (AI) systems such as ChatGPT lead us to consider whether and how more specialized systems could be used to overcome existing barriers to the legal system. Such systems could be employed in either of the two major stages of the pursuit of justice: preliminary information gathering and formal engagement with the state’s legal institutions and professionals. We focus on (...) the former and argue that developing and deploying publicly funded AI legal advisors can reduce economic and shame-based cultural barriers to the information-gathering stage of pursuing justice. (shrink)

Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his retreat from Cambridge to a remote hut in Norway, leading him on a philosophical search for meaning. This self-transformative (...) (Bildung) process of writing the Philosophical Investigations offers new ways for thinking the concept of ‘place’: not the bounding limit of things/beings; rather, working through the linguistic turn in philosophy, as potentially meaningful ‘sites’ in conceptually familiar/unfamiliar landscapes of native languages. The Investigations also carries ancient Heraclitian and Homeric tropes of homecoming and authenticity: ‘searching ourselves’ and ‘becoming who we are’, as found in Wittgenstein’s call to ‘know our way about’—rediscovering the grammatical order operating out of view but pervading the world as we see and know it, as well as setting its limits. Awareness of different languages of place is crucial to appreciating Indigenous discourses of Land-based education—a topic central to discussions of incorporating Indigenous knowledge while decolonizing education. Rethinking Bildungsroman literature in postcolonial terms—through the lens of reconciliation, renaissance, and resurgence —I call for careful listening to Indigenous peoples’ storied landscapes instead of fact-checking them: recognizing their sovereign right to self-govern their own education and resources. The goal is not to assess the truths of Land-based education, as in some epistemological inquiries, nor to make them accessible as pedagogical resources or instruments for non-Indigenous educators. The aim rather is to promote respect for its deep, nearly inaccessible context within Indigenous grammars and ways of life. (shrink)

Comparing the early, analytic attempt to define “sound” teaching with the current use of criteria‐based rating schemes, Jeff Stickney turns to Wittgenstein’s holistic, contextualist approach to judging teaching against its complex “background” within our form of life. To exemplify this approach, Stickney presents cases of classroom practice, auditioning dance students, teacher inspection, and mentoring student teachers. These examples highlight problems with the epistemological and criterial construal of teaching, in that both sets of rules tend to constrict unnecessarily the (...) ranges of “reasonable” practice. Shifting to the contextualist approach, according to Stickney, reveals these occluded, political aspects of assessing the “soundness” of teaching and invites a renegotiation of arbitrary limits. (shrink)

In a short piece written most likely in the 1690s and given the title by Loemker of “On Wisdom,” Leibniz says the following: “...we see that happiness, pleasure, love, perfection, being, power, freedom, harmony, order, and beauty are all tied to each other, a truth which is rightly perceived by few.”1 Why is this? That is, why or how are these concepts tied to each other? And, why have so few understood this relation? Historians of philosophy are familiar with the (...) fact that both Spinoza and Leibniz place strong emphasis on the notion of power in giving their accounts of the human passions. But, while many scholars have explicated the relation between power and the passions (especially in Spinoza’s philosophy), there has been considerably less attention given to the nature of perfection and its relation to both power and the passions.2 Consider the following passages from Spinoza and Leibniz in which these two thinkers seem to bring together the issue of perfection and passion. In Ethics IIIp11s, Spinoza says the following: We see, then, that the Mind can undergo great changes, and pass now to a greater, now to a lesser perfection. These passions, indeed, explain to us the affects of Joy and Sadness. By Joy, therefore, I shall understand in what follows that passion by which the Mind passes to a greater perfection. And by Sadness, that passion by which it passes to a lesser perfection. The affect of Joy which is related to the Mind and Body at once I call Pleasure or Cheerfulness, and that of Sadness, Pain or Melancholy.3 And, in the Monadology §49, Leibniz says this: “The creature is said to act externally insofar as it is perfect, and to be acted upon [patir] by another, insofar as it is imperfect.”4 In other words, for Spinoza, the primitive passions of joy and sadness are cases in which a being’s perfection is increasing or decreasing, while, for Leibniz, any passion, it would.. (shrink)

Brandon Absher demonstrates that the neoliberalization of higher education has led to a paradigm shift in contemporary philosophy in the United States. Neoliberal philosophy aims to produce human capital and profitable knowledge.

At the end of the 19th Century, substance dualism-roughly, the thesis that the human person is comprised of a substantial immaterial soul and a physical body-was widespread. Materialism was not a live option. As U.T. Place observed, [Ever] since the debate between Hobbes and Descartes ended in apparent victory for the latter, it was taken more or less for granted that whatever answer to the mind-body problem is true, materialism must be false. This sociological fact changed quickly bringing about what (...) William James described as "the evaporation of the definite soul-substance." Arthur O. Lovejoy deemed the 20th century as "the Age of the Great Revolt against Dualism." The inevitable defeat of substance dualism was assumed a foregone conclusion. Gilbert Ryle had, in the words of Daniel Dennett, "danced quite a jig on the corpse of Cartesian dualism.". (shrink)

Is the hypostatic union – the union of divinity and humanity in the person of Jesus – indissoluble? Or did it undergo a temporary suspension during Jesus’ entombment? Although most theologians and philosophers considering the question have opted for the former, this article explores the latter possibility as a way to maintain (i.) Thomas Aquinas’s “subsistence” theory of the incarnation, (ii.) the widespread judgment that the entombed Christ is not a human, and (iii.) the traditional definition of the hypostatic union. (...) Such a position, this article argues, neither runs afoul of Chalcedon’s teaching that Christ’s two natures were united “without separation” nor imperils human salvation. (shrink)

Population-level theories of evolution—the stock and trade of population genetics—are statistical theories par excellence. But what accounts for the statistical character of population-level phenomena? One view is that the population-level statistics are a product of, are generated by, probabilities that attach to the individuals in the population. On this conception, population-level phenomena are explained by individual-level probabilities and their population-level combinations. Another view, which arguably goes back to Fisher but has been defended recently, is that the population-level statistics are sui (...) generis, that they somehow emerge from the underlying deterministic behavior of the individuals composing the population. Walsh et al. label this the statistical interpretation. We are not willing to give them that term, since everyone will admit that the population-level theories of evolution are statistical, so we will call this the emergentist statistical interpretation. Our goals are to show that: This interpretation is based on gross factual errors concerning the practice of evolutionary biology, concerning both what is done and what can be done; its adoption would entail giving up on most of the explanatory and predictive projects of evolutionary biology; and finally a rival interpretation, which we will label the propensity statistical interpretation succeeds exactly where the emergentist interpretation fails. (shrink)

The principle of natural selection is stated. It connects fitness values (actual reproductive success) with expected fitness values. The term 'adaptedness' is used for expected fitness values. The principle of natural selection explains differential fitness in terms of relative adaptedness. It is argued that this principle is absolutely central to Darwinian evolutionary theory. The empirical content of the principle of natural selection is examined. It is argued that the principle itself has no empirical biological content, but that the presuppositions of (...) its applicability are empirical. They form the empirical biological core of evolutionary theory. (shrink)

The book proposes a multi-dimensional understanding on sound and listening as capacities for challenging social and political structures of inequality and domination, supporting interpersonal exchange and modes of community-building based on empathy, care and compassion.

"On the 50th anniversary of Martin Luther King, Jr.'s, assassination, his political thought remains underappreciated. Tommie Shelby and Brandon Terry, along with a cast of distinguished contributors, engage critically with King's understudied writings on a wide range of compelling, challenging topics and rethink the legacy of this towering figure."--Provided by publisher.

In this paper the common association between ontological reductionism and a methodological position called 'Mechanism' is discussed. Three major points are argued for: (1) Mechanism is not to be identified with reductionism in any of its forms; in fact, mechanism leads to a non-reductionist ontology. (2) Biological methodology is thoroughly mechanistic. (3) Mechanism is compatible with at least one form of teleology. Along the way the nature and value of scientific explanations, some recent controversies in biology and why reductionism has (...) proven to be such an attractive position are discussed. (shrink)

Zimmerman, Brandon Review of: Thinking being: Introduction to metaphysics in the classical tradition, by Eric D. Perl, Leiden: Brill, 2014, pp. 215, $141.

In this paper Wimsatt's analysis of units of selection is taken as defining the units of selection question. A definition of levels of selection is offered and it is shown that the levels of selection question is quite different from the units of selection question. Some of the relations between units and levels are briefly explored. It is argued that the levels of selection question is the question relevant to explanatory concerns, and it is suggested that it is the question (...) relevant to ontological concerns. (shrink)

Introduction -- Quiz -- Perception & mindset -- Creative thinking -- Decision making -- Analyzing arguments -- Mastering logic -- Appendix I: Summary of reasoning tips 1 to 50 -- Appendix II: Fallacious reasoning -- Appendix III: Avoiding improper inferences -- Appendix IV: Analogies -- Appendix V: The ten classic trade-offs -- Appendix VI: Critical reading and comprehension -- Appendix VII: Tips for taking reading tests -- Answers and explanations -- Quiz : answers.

This volume is a critical edition of the ten-year correspondence between Gottfried Wilhelm Leibniz, one of Europe’s most influential early modern thinkers, and Bartholomew Des Bosses, a Jesuit theologian who was keen to bring together Leibniz’s philosophy and the Aristotelian philosophy and religious doctrines accepted by his order. The letters offer crucial insights into Leibniz’s final metaphysics and into the intellectual life of the eighteenth century. Brandon C. Look and Donald Rutherford present seventy-one of Leibniz’s and Des Bosses’s letters (...) in the original Latin and in careful English translation. Few of the letters have been translated into English before. The editors also provide extensive annotations, deletions, and marginalia from Leibniz’s various drafts, and a substantial introduction setting the context for the correspondence and analyzing the main philosophical issues. (shrink)

Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of the fundamental (...) role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by ‘mastery of techniques’. In opposition to Luntley's liberal‐individual, or his subject as rational agent, the author explores Wittgenstein's non‐foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide. (shrink)

Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to (...) the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices. (shrink)

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, (...) or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices. (shrink)

In ‘Listening to Music Together’, Nick Zangwill offers three arguments which aim to establish that listening to music can never be a joint activity. If any of these arguments were sound, then our experiences of music, qua object of aesthetic attention, would be essentially private. In this paper, I argue that Zangwill’s arguments are unsound and I develop an account of shared musical experience that defends three main conclusions. First, joint listening is not merely possible but a common feature of (...) our socially situated experiences of music. Second, when listening with others our experience of the music and our sense of community with our fellow listeners often reciprocally enhance one another. Third, how deeply and intimately we share a musical experience with others depends upon such factors as our respective backgrounds, interests, and levels of expertise. (shrink)

In his influential essay, “Plotinus’s Metaphysics: Emanation or Creation?” Lloyd Gerson raises the question of whether Plotinus’ account of the procession of all things from the One is actually a type of creationist metaphysics rather than an alternative to it. This paper is a reexamination of this question. As with most philosophical questions, much depends on how the terms are defined. Therefore, the first part of this paper will draw on Thomas Aquinas for a philosophical definition of creation and for (...) the judgment that the philosophical understanding of creation can be and was achieved without the aid of divine revelation. The second part will argue that, according to Aquinas’ definition, Plotinus presents a philosophical account of creation. The issues of pantheism, negative theology, the freedom of the One, and the generation of Nous are all discussed. Some use is made of Avicenna as bridge figure between Aquinas and Plotinus. (shrink)

Journal of Philosophy of Education, EarlyView.

In this dissertation I address three philosophical problems in the philosophy of biology united by the underlying, and interlocking, issues of the explanatory role of teleological, normative, and representational concepts in biology. In the first chapter, I argue that extant accounts of functions have foundered on a problem I dub the Dysfunction Dilemma, and I offer a way to move forward. Functions are of philosophical interest because the concept plays an important explanatory role in biology, and other sciences, but is (...) apparently teleological and normative –an item’s function is its end, purpose, or goal, and a dysfunctional item is one that fails to realize a particular norm, performance of its proper function. Extant accounts of function do not successfully capture both its explanatory import and its normative and teleological character, either painting dysfunction as conceptually incoherent or painting functions as epiphenomenal. I diagnose the source of the dilemma and offer an account of functional explanation which avoids it. In the second chapter, I defend the idea that genes, like words or concepts, have intentionality or representational/semantic content. First, I argue that while the standard motivation for this idea is mechanistic analogies between molecular mechanisms and digital computation, Ernst Mayr, one of the architects of the modern synthesis in biology, has provided an alternative and more defensible justification for taking the idea seriously. Parallel to the standard case for representational and computational theories of cognition, Mayr’s justification rests on the need to invoke representations to explain end-directed processes. I then put Mayr’s argument to work answering three kinds of objection to the idea that genes are representational: 1) Genetic representations are causally or explanatorily inert, 2) Genetic processes are too complex and context sensitive to be captured by representational concepts, and 3) Details of molecular biology undermine representational conceptions of genes. In the final chapter, I develop a historical and philosophical interpretation of Ernst Mayr’s distinction between proximate and ultimate causes and its relation to Niko Tinbergen’s "four questions." Both frameworks have been influential in the biological study of behavior and are typically presented as a single framework, with Mayr’s proximate-ultimate distinction corresponding to one of two axes dividing Tinbergen’s four questions. I argue that this interpretation misrepresents Mayr’s and Tinbergen’s philosophical positions. I offer a positive account of both frameworks and their relation to one another, and I argue that contrary to many critics, Mayr’s proximate-ultimate distinction, when properly interpreted, does not present a barrier to the project of integrating biological work on Tinbergen’s four questions. (shrink)

According to the perceptual theory of emotion, emotions are evaluative perceptions. However, emotions involve us in a way that regular perception does not and this has led to two influential objections to the perceptual theory have emerged. According to the first objection, the perceptual theory is false because the phenomenology of emotion is the phenomenology of response. According to the second objection, the perceptual theory is false because emotions are susceptible to evaluations of rationality and reason-responsiveness. In this essay, I (...) defend the perceptual theory by disarming these two objections. In response to the first objection, I suggest that emotional phenomenology bears a striking resemblance to the phenomenology of touch. Both are non-transparent forms of experience whereby it is through our experience of being affected in a certain way that reveals to us some property of the world. I disarm the second objection by providing a developmental account as to how adult emotion acquires the features of rational and reason-responsive evaluability. In the process of childhood, we gain the ability to construe the world in certain ways and regulate our emotions in concert with the moral community, thus transforming emotions and bringing them into the space of normative evaluability. (shrink)

Population-level theories of evolution—the stock and trade of population genetics—are statistical theories par excellence. But what accounts for the statistical character of population-level phenomena? One view is that the population-level statistics are a product of, are generated by, probabilities that attach to the individuals in the population. On this conception, population-level phenomena are explained by individual-level probabilities and their population-level combinations. Another view, which arguably goes back to Fisher but has been defended recently, is that the population-level statistics are sui (...) generis, that they somehow emerge from the underlying deterministic behavior of the individuals composing the population. Walsh et al. label this the statistical interpretation. We are not willing to give them that term, since everyone will admit that the population-level theories of evolution are statistical, so we will call this the emergentist statistical interpretation. Our goals are to show that: This interpretation is based on gross factual errors concerning the practice of evolutionary biology, concerning both what is done and what can be done; its adoption would entail giving up on most of the explanatory and predictive projects of evolutionary biology; and finally a rival interpretation, which we will label the propensity statistical interpretation succeeds exactly where the emergentist interpretation fails. (shrink)

Epistemic Modality Epistemic modality is the kind of necessity and possibility that is determined by epistemic constraints. A modal claim is a claim about how things could be or must be given some constraints, such as the rules of logic, moral obligations, or the laws of nature. A modal … Continue reading Epistemic Modality →.

Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgenstein to ‘reciprocally illuminate’ Foucault (after Tully and Marshall), I open teacher inspection and reforms to problematization, as (...) relations to bedrock rules governing games of truth. ‘How, upon entering classrooms, do inspectors know “teaching” is taking place and not crazy and fuzzy things in its name?’ Taking up Hirst's vexing question, I move beyond liberal‐analytic concept‐mapping and neo‐liberal individualism to more fully assay the political ground for judging teaching practices through genealogy. Epistemological, political and ethical concerns intersect as we approach the problem through Foucault's three axes of an historical‐ontology of the present: knowledge(s), power relations, and arts of the self. Drawing on recent Governmentality Studies in Education (Peters., 2009), we aver the impasses of postmodern relativism while finding limited ranges of agency along each axis, as teachers practice freedoms by critiquing and renegotiating rules. (shrink)

Huw Price has developed versions of naturalism and anti-representationalism to create a distinctive brand of pragmatism. ‘Subject naturalism’ focuses on what science says about human beings and the function of our linguistic practices, as opposed to orthodox contemporary naturalism’s privileging of the ontology of the natural sciences. Price’s anti-representationalism rejects the view that what makes utterances contentful is their representing reality. Together, they are to help us avoid metaphysical ‘placement problems’: how e.g. mind, meaning, and morality fit into the natural (...) world. By combining subject naturalism and his own ‘global’ version of expressivism with Robert Brandom’s inferentialism about content, Price proposes a pragmatist ‘anthropology’ as a replacement for substantively metaphysical approaches to placement problems. In this paper I argue that Price’s project cannot succeed, and that this shows something important about what form pragmatism ought to take. Price’s view doesn’t work because no subject naturalist vocabulary is sufficient to describe any assertional practice; there is no way to connect his expressive-functionalist explanations to the practices and concepts which are their subject – nor, even, to the human subjects who are the focus of a philosophical anthropology. I close by suggesting how we might improve on these shortcomings of Price’s pragmatism. (shrink)

An essential property is a property that an object possesses in every possible world in which that object exists. An individual essence is a property (or set of properties) that an object possesses in every world in which that object exists, and that no other object possesses in any possible world. Call the claim that some artifacts possess an individual essence ‘artifactual essentialism’. I will argue that artifactual essentialism is true.

Journal of Philosophy of Education, EarlyView.

Journal of Philosophy of Education, EarlyView.