The essential qualities of human nature, including faith, trust, repentance, forgiveness, compassion, and mercy, are discussed in this collection of writings by some of the world's great sages, both ancient and contemporary. The advice of prophets Abraham, Moses, and Muhammad, the wisdom of Confucius and Buddha, and the prudence of saints, scholars, and even cyclists provide expert guidance for those looking to improve their spiritual well-being.

Conformément au protocole défini avec les autorités chypriotes, une opération d’étude et de fouille de la zone du bassin naturel, à l’emplacement supposé du port interne d’Amathonte, a débuté en 2014. Une première campagne de fouilles s’est tenue du 15 septembre au 10 octobre 2014. Elle fut précédée d’une enquête géomorphologique au printemps de la même année. La seconde fouille a eu lieu du 31 août au 25 septembre 2015. Des campagnes intermédiaires d’étude du matériel, essentiellement sur le...

A critique of the hypothesis of extended cognition.

Adams offers a theistically-based framework for ethics, based upon the idea of a transcendent, infinite good, which is God, and its relation to the many finite examples of good in our experience. His account shows how philosophically unfashionable religious concepts can enrich ethical thought. "...one of the two most important books in moral philosophy of the last quarter century, the other being After Virtue."--Theology Today.

This book is meant to be a primer, that is, an introduction, to probability logic, a subject that appears to be in its infancy. Probability logic is a subject envisioned by Hans Reichenbach and largely created by Adams. It treats conditionals as bearers of conditional probabilities and discusses an appropriate sense of validity for arguments such conditionals, as well as ordinary statements as premisses. This is a clear well-written text on the subject of probability logic, suitable for advanced undergraduates (...) or graduates, but also of interest to professional philosophers. There are well-thought-out exercises, and a number of advanced topics treated in appendices, while some are brought up in exercises and some are alluded to only in footnotes. By this means, it is hoped that the reader will at least be made aware of most of the important ramifications of the subject and its tie-ins with current research, and will have some indications concerning recent and relevant literature. (shrink)

Among philosophers, there are at least two prevalent views about the core concept of intentional action. View I (Adams 1986, 1997; McCann 1986) holds that an agent S intentionally does an action A only if S intends to do A. View II (Bratman 1987; Harman 1976; and Mele 1992) holds that there are cases where S intentionally does A without intending to do A, as long as doing A is foreseen and S is willing to accept A as a (...) consequence of S’s action. Joshua Knobe (2003a) presents intriguing data that may be taken to support the second view.1 Knobe’s data show an asymmetry in folk judgements. People are more inclined to judge that S did A intentionally, even when not intended, if A was perceived as causing a harm (e.g. harming the environment). There is an asymmetry because people are not inclined to see S’s action as intentional, when not intended, if A is perceived as causing a benefit (e.g. helping the environment). In this paper we will discuss Knobe’s results in detail. We will raise the question of whether his ordinary language surveys of folk judgments have accessed core concepts of intentional action. We suspect that instead Knobe’s surveys are tapping into pragmatic aspects of intentional language and its role in moral praise and blame. We will suggest alternative surveys that we plan to conduct to get at this difference, and we will attempt to explain the pragmatic usage of intentional language. (shrink)

In On the Genealogy of Color , Zed Adams challenges widely held philosophical views about the nature of color, exploring the relevance of the history of color science for contemporary debates in color realism/anti-realism and philosophy of mind. Adams argues that the two sides of the contemporary debate on the problem of color realism, Cartesian anti-realism and Oxford realism, are both predicated on an assumption that the concept of color perception is ahistorical and unrevisable. Adams takes issue (...) with this premise and traces the development of theories of color in order to undermine this assumption and open up the conversation about our perception of color. This book makes a significant contribution to recent debates on philosophical methodology by demonstrating the efficacy of using the genealogical method to explore philosophical concepts, and will appeal to philosophers of perception, philosophers of mind, and metaphysicians. (shrink)

Who would the Saviour have to be, what would the Saviour have to do to rescue human beings from the meaning-destroying experiences of their lives? This book offers a systematic Christology that is at once biblical and philosophical. Starting with human radical vulnerability to horrors such as permanent pain, sadistic abuse or genocide, it develops what must be true about Christ if He is the horror-defeater who ultimately resolves all the problems affecting the human condition and Divine-human relations. Distinctive elements (...) of Marilyn McCord Adams' study are her defence of the two-natures theory, of Christ as Inner Teacher and a functional partner in human flourishing, and her arguments in favour of literal bodily resurrection and of a strong doctrine of corporeal Eucharistic presence. The book concludes that Christ is the One in Whom, not only Christian doctrine, but cosmos, church, and the human psyche hold together. (shrink)

From nineteenth-century abolitionism to Black Lives Matter today, progressive social movements have been at the forefront of social change. Yet it is seldom recognized that such movements have not only engaged in political action but also posed crucial philosophical questions about the meaning of justice and about how the demands of justice can be met. -/- Michele Moody-Adams argues that anyone who is concerned with the theory or the practice of justice—or both—must ask what can be learned from social (...) movements. Drawing on a range of compelling examples, she explores what they have shown about the nature of justice as well as what it takes to create space for justice in the world. Moody-Adams considers progressive social movements as wellsprings of moral inquiry and as agents of social change, drawing out key philosophical and practical principles. Social justice demands humane regard for others, combining compassionate concern and robust respect. Successful movements have drawn on the transformative power of imagination, strengthening the motivation to pursue justice and to create the political institutions and social policies that can sustain it by inspiring political hope. -/- Making Space for Justice contends that the insights arising from social movements are critical to bridging the gap between discerning theory and effective practice—and should be transformative for political thought as well as for political activism. (shrink)

This article critically considers Castoriadis’ central concept of creation ex nihilo. It does so in two ways. It first draws on recent research to suggest that the historical inauguration of the project of autonomy in ancient Greece - in both its political and philosophical aspects - was more complex and contextually anchored than Castoriadis acknowledges: it did not surge forth out of nothing. Second, it considers the idea of creation from a theoretical perspective. Here the idea of creation as contextual (...) rather than absolute is offered. Within this suggested qualification, two lines of discussion - drawn from the hermeneutical and phenomenological traditions - are broached. (shrink)

In Navigating Everyday Life, Peter Adams explores the moments when everyday experience seems to open up spaces beyond what we normally experience. Adams draws on two philosophical concepts: finitude, the things that bind a person to a situation, and transcendence, the things that lie beyond these boundaries.

The ontological turn in Castoriadis' thought is exemplified in The Imaginary Institution of Society (IIS). Castoriadis did not stop there, however, but was drawn to enquire into more general ontological questions. In turn, this line of questioning made its presence felt significantly in Castoriadis' intellectual trajectory, such that, as I argue in this article, we can speak of a shift from a regional ontology of the social-historical (as developed in the IIS) to a later transregional ontology of physis as creative (...) emergence. Castoriadis' ontology of physis occurs at the convergence of three intertwined threads in his thought: the rethinking of the idea - and regions - of nature, his growing onto-epistemic critique of `objective' knowledge and his theorization of the creativity of being via time. This leads him to develop an (unfinished) philosophical cosmology that, although placing more emphasis on continuity between anthropic and non-anthropic modes of being, can still highlight the autonomy and uniqueness of the social-historical. (shrink)

When a mother kills her child, we call her a bad mother, but, as this book shows, even mothers who intend to do their children harm are not easily categorized as "mad" or "bad." Maternal love is a complex emotion rich with contradictory impulses and desires, and motherhood is a conflicted state in which women constantly renegotiate the needs mother and child, the self and the other. Applying care ethics philosophy and the work of Emmanuel Levinas, Maurice Merleau-Ponty, and Simone (...) de Beauvoir to real-world experiences of motherhood, Sarah LaChance Adams throws the inherent tensions of motherhood into sharp relief, drawing a more nuanced portrait of the mother and child relationship than previously conceived. The maternal example is particularly instructive for ethical theory, highlighting the dynamics of human interdependence while also affirming separate interests. LaChance Adams particularly focuses on maternal ambivalence and its morally productive role in reinforcing the divergence between oneself and others, helping to recognize the particularities of situation, and negotiating the difference between one's own needs and the desires of others. She ultimately argues maternal filicide is a social problem requiring a collective solution that ethical philosophy and philosophies of care can inform. (shrink)

The idea of moral progress is a necessary presupposition of action for beings like us. We must believe that moral progress is possible and that it might have been realized in human experience, if we are to be confident that continued human action can have any morally constructive point. I discuss the implications of this truth for moral psychology. I also show that once we understand the complex nature and the complicated social sources of moral progress, we will appreciate why (...) we cannot construct a plausible comprehensive action-guiding theory of moral progress. Yet while the nature and sources of moral progress consistently thwart many theoretical hopes, the idea of moral progress is a plausible, critically important and morally constructive principle of historical interpretation. (shrink)

Traces the development of recursive functions from their origins in the late nineteenth century to the mid-1930s, with particular emphasis on the work and influence of Kurt Gödel.

The difficulty of explaining the outputs of artificial intelligence (AI) models and what has led to them is a notorious ethical problem wherever these technologies are applied, including in the medical domain, and one that has no obvious solution. This paper examines the proposal, made by Luciano Floridi and colleagues, to include a new ‘principle of explicability’ alongside the traditional four principles of bioethics that make up the theory of ‘principlism’. It specifically responds to a recent set of criticisms that (...) challenge the supposed need for such a principle to perform an enabling role in relation to the traditional four principles and therefore suggest that these four are sufficient without the addition of explicability. The paper challenges the critics’ premise that explicability cannot be an ethical principle like the classic four because it is explicitly subordinate to them. It argues instead that principlism in its original formulation locates the justification for ethical principles in a midlevel position such that they mediate between the most general moral norms and the contextual requirements of medicine. This conception of an ethical principle then provides a mold for an approach to explicability on which it functions as an enabling principle that unifies technical/epistemic demands on AI and the requirements of high-level ethical theories. The paper finishes by anticipating an objection that decision-making by clinicians and AI fall equally, but implausibly, under the principle of explicability’s scope, which it rejects on the grounds that human decisions, unlike AI’s, can be explained by their social environments. (shrink)

For twenty years, _Teaching for Diversity and Social Justice_ has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this third edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of (...) oppression in classrooms. The revised edition also focuses on providing students the tools needed to apply their learning about these issues. Features new to this edition include: A new bridging chapter focusing on the core concepts that need to be included in _all_ SJE practice and illustrating ways of "getting started" teaching foundational core concepts and processes. A new chapter addressing the possibilities for adapting social justice education to online and blended courses. Expanded overview sections that highlight the historical contexts and legacies of oppression, opportunities for action and change, and the intersections among forms of oppression. Added coverage of key topics for teaching social justice issues, such as establishing a positive classroom climate, institutional and social manifestations of oppression, the global implications of contemporary SJE work, and action steps for addressing injustice. New and revised material for each of the core chapters in the book complemented by fully-developed online teaching designs, including over 150 downloadables, activities, and handouts on the book’s Companion Website. A classic for teachers across disciplines, _Teaching for Diversity and Social Justice_ presents a thoughtful, well-constructed, and inclusive foundation for engaging students in the complex and often daunting problems of discrimination and inequality in American society. (shrink)

A logic-enriched type theory is a type theory extended with a primitive mechanism for forming and proving propositions. We construct two LTTs, named and , which we claim correspond closely to the classical predicative systems of second order arithmetic and . We justify this claim by translating each second order system into the corresponding LTT, and proving that these translations are conservative. This is part of an ongoing research project to investigate how LTTs may be used to formalise different approaches (...) to the foundations of mathematics.The two LTTs we construct are subsystems of the logic-enriched type theory , which is intended to formalise the classical predicative foundation presented by Herman Weyl in his monograph Das Kontinuum. The system has also been claimed to correspond to Weyl’s foundation. By casting and as LTTs, we are able to compare them with . It is a consequence of the work in this paper that is strictly stronger than .The conservativity proof makes use of a novel technique for proving one LTT conservative over another, involving defining an interpretation of the stronger system out of the expressions of the weaker. This technique should be applicable in a wide variety of different cases outside the present work. (shrink)

In this article I have two primary goals. First, I present two recent views on the distinction between knowledge-that and knowledge-how (Stanley and Williamson, The Journal of Philosophy 98(8):411–444, 2001; Hetherington, Epistemology futures, 2006). I contend that neither of these provides conclusive arguments against the distinction. Second, I discuss studies from neuroscience and experimental psychology that relate to this distinction. Having examined these studies, I then defend a third view that explains certain relevant data from these studies by positing the (...) double dissociation of knowledge-that and knowledge-how and that is also able to do explanatory work elsewhere. (shrink)

In this paper, I argue that the supposition of divine omnipotence entails a contradiction: omnipotence both must and must not be intrinsic to God. Hence, traditional theism must be rejected. To begin, I separate out some theoretical distinctions needed to inform the discussion. I then advance two different arguments for the conclusion that omnipotence must be intrinsic to God; these utilise the notions of essence and aseity. Next, I argue that some necessary conditions on being omnipotent are extrinsic, and that (...) this means omnipotence cannot be intrinsic to God. I consider three different ways of resolving this conflict, but contend that each is unsuccessful. Before concluding, I explain why the type of strategy used to resolve the traditional paradoxes of omnipotence cannot be successfully employed against the paradox presented here. (shrink)

This book presents a series of studies by the late Marilyn McCord Adams of medieval philosophical and theological views regarding the powers that govern human psychological processes. She explores which of them were taken to be ours to exercise and control, and which to be controlled and exercised only by God.

In a recent very interesting and important challenge to tracking theories of knowledge, Williams & Sinhababu claim to have devised a counter-example to tracking theories of knowledge of a sort that escapes the defense of those theories by Adams & Clarke. In this paper we will explain why this is not true. Tracking theories are not undermined by the example of the backward clock, as interesting as the case is.

Exclusionary defeat is Joseph Raz’s proposal for understanding the more complex, layered structure of practical reasoning. Exclusionary reasons are widely appealed to in legal theory and consistently arise in many other areas of philosophy. They have also been subject to a variety of challenges. I propose a new account of exclusionary reasons based on their justificatory role, rejecting Raz’s motivational account and especially contrasting exclusion with undercutting defeat. I explain the appeal and coherence of exclusionary reasons by appeal to commonsense (...) value pluralism and the intermediate space of public policies, social roles, and organizations. We often want our choices to have a certain character or instantiate a certain value and in order to do so, that choice can only be based on a restricted set of reasons. Exclusion explains how pro tanto practical reasons can be disqualified from counting towards a choice of a particular kind without being outweighed or undercut. (shrink)

I defend affirmative action on the ground that it increases certain people’s ability to exercise their basic liberties, rather than because it rectifies injustice in the narrow context of educational admission procedures. I present this justification using a Rawlsian contractualist framework to forge a “nonideal principle of justice.” Drawing on social science, I argue that this principle supports affirmative-action policies like those in the contemporary U.S., and blocks the objection that such policies are unfair. In closing, I show how my (...) account can be used to refine some features of contemporary affirmative-action policies, and I reflect more generally on the value of nonideal principles of justice for tackling exigent topics. (shrink)

The ability to evaluate scientific claims made in various media sources is a critical component of scientific literacy. This study compares how a group of 12th grade students and a group of specialists, including scientists and policy analysts with expertise in global warming, evaluated an editorial about global warming published by an oil company on the World Wide Web. Participants were asked to read the editorial and were asked a set of interview questions about it. Examples from the specialists’ interviews (...) indicate the kinds of responses that are possible with in-depth scientific knowledge. In comparison, although some examples from the students’interviews illustrate competent performance for a nonexpert, other student responses illustrate possible pitfalls. The approach of the present study affords a constructive route for formulating goals for scientific literacy. The approach permits identifying examples of students evaluating scientific claims in more or less competent ways—claims that are in the context of an important socioscientific issue and an actual media source. (shrink)

The use of automobiles is a major cause of worldwide environmental disruption, including global warming. Policies designed to curb the environmental impact of automobiles present tradeoffs that high school graduates should be prepared to evaluate. This article compares how a group of high school students and a group of specialists with expertise in transportation issues, climate change, or both evaluated two policies designed to ameliorate the impact of automobiles. The policies were a $1 per gallon gasoline tax and a “feebate” (...) policy, which creates additional fees on the purchase of fuel-inefficient automobiles but offers rebates on the purchase of fuel-efficient vehicles. One goal of the study was to identify knowledge and beliefs that students bring to the task as well as to identify misconceptions they may have. Another goal was to identify knowledge used by the specialists that may be accessible or useful to high school students. (shrink)