Intentionality in Interaction revisits some of the classical questions to be found in the original programme for second-personal studies as established in Thompson's 2001 JCS issue and sheds new light on them, witnessing the evolving dynamics of such a programme over the last decade. The contributions in this issue approach the questions of how persons share intentions, emotions, and experiences, of how interaction is shaped by and transforms affection, emotion, and cognition, and of how such interactions develop over time and (...) provide important insights into the development of human capacities in general, both in normal and pathological cases. In this introduction, we situate the special issue in the context of social cognition in general and second-personal studies in particular. We propose an outline of a new framework to approach questions regarding interaction and its development and evolution, a framework based on a novel understanding of interaction in terms of engagement between persons. (shrink)

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

When seeing a jaguar, we can see all the spots on its mantle without seeing a determinate number, N, of spots on the mantle. How is this visual phenomenon possible? Philosophers have tried to provide a reliable answer to this question, by recruiting evidence from vision science about the way attention works. Here we push this idea forward, by suggesting that an alternative and less complex solution, with respect to the one proposed in the literature, is possible. In particular, we (...) argue that the puzzling visual phenomenon of 'seeing entities without seeing N-entities' strictly depends on the specific number of entities we are simultaneously attending to: a problematic scenario concerning this visual process arises only when the number of entities in the visual field exceeds a specific quantity. This depends, as we argue, on the fact that the nature of our visual content is modulated, in this perceptual scenario, by the limited way we can exercise visual attention on the properties of the objects of our perception. Differently from other accounts, our proposal allows us to properly define when and why such a problem arises, and explains why such a situation has traditionally been found to be so puzzling. Our idea is also well motivated by experimental results that so far have not been taken into account in the debate. (shrink)

Book Information Well-Being and Morality: Essays in Honour of James Griffin. Edited by Roger Crisp and Brad Hooker. Clarendon Press. Oxford. 2000. Pp. xii + 316. Hardback, £35.

Open peer commentary on the target article “How and Why the Brain Lays the Foundations for a Conscious Self” by Martin V. Butz. Excerpt: In this commentary to Martin V. Butz’s target article I am especially concerned with his remarks about language (§33, §§71–79, §91) and modularity (§32, §41, §48, §81, §§94–98). In that context, I would like to bring into discussion my own work on computational models of self-monitoring (cf. Neumann 1998, 2004). In this work I explore the idea (...) of an anticipatory drive as a substantial control device for modelling high-level complex language processes such as selfmonitoring and adaptive language use. My work is grounded in computational linguistics and, as such, uses a mathematical and computational methodology. Nevertheless, it might provide some interesting aspects and perspectives for constructivism in general, and the model proposed in Butz’s article, in particular. (shrink)

A theological examination and modern restatement of a Christian understanding of God, Father, Son and Spirit.