Much of the recent philosophical discussion about free will has been focused on whether compatibilists can adequately defend how a determined agent could exercise the type of free will that would enable the agent to be morally responsible in what has been called the basic desert sense :5–24, 1994; Fischer in Four views on free will, Wiley, Hoboken, 2007; Vargas in Four views on free will, Wiley, Hoboken, 2007; Vargas in Philos Stud, 144:45–62, 2009). While we agree with Derk Pereboom (...) and others that the compatibilist’s burden should be properly understood as providing a compelling account of how a determined agent could be morally responsible in the basic desert sense, the exact nature of this burden has been rendered somewhat unclear by the fact that there has been no definitive account given as to what the basic desert sense of moral responsibility amounts to. In Sect. 1 we set out to clarify the compatibilist’s burden by presenting our account of basic desert moral responsibility—which we call retributivist desert moral responsibility for purposes of clarity—and explain why it is of central philosophical and practical importance to the free will debate. In Sect. 2 we employ a thought experiment to illustrate the kind of difficulty that compatibilists of any stripe are likely to encounter in attempting to explain how determined agents can exercise the kind of free will needed for retributivist desert moral responsibility. (shrink)

Susan Schneider argues that the entities to be identified as part of the 'physical base' for physicalism must be in part abstract and that this fact either falsifies physicalism or renders it so problematic as to be 'no physicalism worth having'. I accept the abstractness of the entities but argue both that physicalism is consistent with such and that none of the alleged problems for Platonistic physicalism are serious.

Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of (...) the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching. (shrink)

The concept of human dignity is widely used in contemporary ethics and law as a foundational criterion for moral reasoning. Nonetheless, the concept has recently received criticism from various quarters. Some of this criticism has come from representatives of the animal liberation movement. The concept of human dignity is accused of underpinning an ethics that is anthropocentric and speciesist. That is, human dignity is said to be used as the basis of an ultimately unjustifiable attribution of intrinsic moral worth only (...) to human beings and to lead, consequently, to a detrimental prejudice against other species. (shrink)

Economic inequality has become a focus of prime interest for economic analysts and policy makers. This book provides an integrated approach to the topics of inequality and personal income distribution. It covers the practical and theoretical bases for inequality analysis, applications to real world problems and the foundations of theoretical approaches to income distribution. It also analyses models of the distribution of labour earnings and of income from wealth. The long-run development of income - and wealth - distribution over many (...) generations is also examined. Special attention is given to an assessment of the merits and weaknesses of standard economic models, to illustrating the implications of distributional mechanisms using real data and illustrative examples, and to providing graphical interpretation of formal arguments. Examples are drawn from US, UK and international sources. (shrink)

Open peer commentary on the article “Going Beyond Theory: Constructivism and Empirical Phenomenology” by Urban Kordeš. Upshot: Consistent with constructivism, phenomenology attempts to ground knowledge in an understanding of subjectivity. Although the phenomenological method can serve as a source of new insights and important critique of the conventional modes of understanding, the method’s effectiveness in the context of justification remains problematic.

This study investigates the performance of psychopathic individuals on tasks believed to be sensitive to dorsolateral prefrontal and orbitofrontal cortex (OFC) functioning. Psychopathic and non-psychopathic individuals, as defined by the Hare psychopathy checklist revised (PCL-R) [Hare, The Hare psychopathy checklist revised, Toronto, Ontario: Multi-Health Systems, 1991] completed a gambling task [Cognition 50 (1994) 7] and the intradimensional/extradimensional (ID/ED) shift task [Nature 380 (1996) 69]. On the gambling task, psychopathic participants showed a global tendency to choose disadvantageously. Specifically, they showed an (...) impaired ability to show learning over the course of the task. On the ID/ED task, the performance of psychopathic individuals was not significantly different from incarcerated controls on attentional set-shifting, but significant impairments were found on response reversal. These results are interpreted with reference to an OFC and amygdala dysfunction explanation of psychopathy. (shrink)

Цель исследования - с феноменологических позиций рассмотреть процесс познания человеком своего бытия.