Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

The dissertation explores certain puzzles about fiction and existence. Some historical discussion of Brentano, Meinong and Russell sets the stage for an extended account of three neo-Meinongian semantic theories: those of Terence Parsons, Richard Routley , and Edward Zalta. It is argued that these authors rely on a false understanding of fiction. A distinction between setting out linguistic precedents in storytelling and following such precedents helps allow for the notion of being true in a story. However, fictional truth is not (...) a special case of truth nor is there any set of objects called 'fictional objects'. (shrink)

“Hooking up,” a popular type of sexual behavior among college students, has become a pathway to dating relationships. Based on open-ended narratives written by 273 undergraduates, we analyze how students interpreted a vignette describing a heterosexual hookup followed by a sexless first date. In contrast to the sexual script which holds that women want relationships more than sex and men care about sex more than relationships, students generally accorded women sexual agency and desire in the hookup and validated men’s post-hookup (...) relationship interest. However, in explaining the sexless date, students typically reasoned the woman was being chaste and withholding sex to redeem her reputation whereas they often characterized the man’s abstinence in terms of a pity date. The findings underscore the tenacity of gendered sexual scripts around heterosexual dates and hookups but also reveal fissures and contradictions that suggest some changes to the sexual double standard. (shrink)

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.

R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.

R. K. Elliott; VIII—Aesthetic Theory and the Experience of Art, Proceedings of the Aristotelian Society, Volume 67, Issue 1, 1 June 1967, Pages 111–126, https:/.

In this essay, I address an objection to purpose theory (PT). PT holds that fulfilling the purpose God has assigned for humans is a way for human life to be objectively meaningful. According to the objection, PT entails the absurdity that God is irrational. There are at least two versions. I refer to them as Irrationality Objection-1 (IO-1), raised elsewhere by Thaddeus Metz, and Irrationality Objection-2 (IO-2), which I raise in this essay. I summarize IO-1 and replies to it by (...) Metz. I then articulate IO-2 and support the following thesis: if God has middle knowledge (MK), IO-2 fails. (shrink)

In this article, I argue that fallibilistic justification is insufficient for propositional knowledge if veritic luck is involved. I provide a thought experiment to demonstrate that even very strong non-factive evidence is insufficient for knowledge if veritic luck is present. I then distinguish between precise justification, which I suggest is required for knowledge in cases of veritic luck, and loose justification, which is sufficient for practical cases in which beliefs are reasonable to hold even if they fall short of being (...) items of knowledge. In addition, I provide a reason for holding that PJ is required for all items of propositional knowledge, and not only for cases of veritic luck. Lastly, I propose that Gettier-style cases pertain to an ambiguity between PJ and LJ. (shrink)

R K Elliott; Objectivity and Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 49–62, https://doi.org/10.1111/j.1467-9752.19.

R K Elliott; Louis Arnaud Reid: a remembrance, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 3–6, https://doi.org/10.1111/j.1467-97.

R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.

In Nicomachean Ethics III.5, Aristotle argues that virtue and vice are “up to us and voluntary.” Readers have long struggled to make sense of Aristotle’s arguments in this chapter and to explain how they cohere with the rest of his ethical project. Among the most influential lines of complaint is that the argument of III.5 appears to contradict his emphasis elsewhere on the power of upbringing to shape character, beginning in childhood. Scholars have developed two main interpretive approaches to III.5, (...) which I label “libertarian” and “compatibilist.” I argue that neither approach succeeds in removing the appearance of contradiction. I develop an alternative interpretation that reveals the coherence of Aristotle’s commitments, showing that for him the voluntariness of character and the power of upbringing are in reality two sides of the same philosophical coin. Both are grounded in his fundamental idea that virtue and vice are acquired by practice. (shrink)

In this article, I contend that (a) disagreement over the definition of ‘good person’ indicates a challenge for the probabilistic argument from evil (PAE) and (b) the debate between value monism and value pluralism exposes obstacles for the PAE. I also highlight areas for further axiological inquiry with respect to the problem of evil and related problems. My goal is not to argue that the PAE fails, but to examine the axiology of the argument, to investigate some of its vulnerabilities, (...) and to motivate novel evaluations of it by reframing it as an axiological rather than moral issue. (shrink)

Contemporary philosophers and psychologists seek the roots of ethically sound forms of behavior, including altruism and a sense of fairness, in the basic structure of cooperative action. I argue that recent work on cooperation in both philosophy and psychology has been hampered by what I call “the mutualistic paradigm.” The mutualistic paradigm treats one kind of cooperative situation—what I call a “mutualistic situation”—as paradigmatic of cooperation in general. In mutualistic situations, such as the primeval stag hunt described by Brian Skyrms, (...) every partner in a cooperative action has to do his part in order for the action as a whole to succeed. But many familiar cooperative situations—for example, serving on an academic committee—do not have this structure. Contemporary philosophers and psychologists are right that thinking about cooperation can shed light on how and why ethically sound behavior happens in human beings. But the deep connections between ethics and cooperation only come into view once we have a richer conception of our capacities for cooperation than the mutualistic paradigm provides. (shrink)

Can a pain-belief such as “I feel pain” be fallibly justified and luckily true? In this discussion note, I provide a Gettier-type example to show that a belief about one’s own pain can be held on fallible justification and a matter of epistemic luck for its believer. This example underscores the significance of introspection and direct awareness in such epistemic situations. Moreover, perhaps surprisingly, the example suggests that one can, at the same time and with regard to the same body (...) part, though in different respects, both know and not know “I feel pain.” The knowledge is possessed in terms of acquaintance; the lack of knowledge is explainable in terms of non-introspective justification. (shrink)

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

Quartz & Sejnowski (Q&S) disregard evidence that suggests that their view of dendrites is inadequate and they ignore recent results concerning the role of neurotrophic factors in synaptic remodelling. They misrepresent neuronal selectionism and thus erect a straw-man argument. Finally, the results discussed in section 4.2 require neuronal proliferation, but this does not occur during the period of neuronal development of relevance here. Footnotes1 Address correspondence to TE at [email protected].

In this essay, I assess Timothy Blank’s “The Open Theistic Multiverse.” In his article, Blank attempts to show that Open Theism explains how God can plan the creation of a multiverse containing creatures with libertarian freedom. I underscore some benefits of Blank’s article while arguing that, despite its strengths, his paper fails to provide a sufficient explanation of God’s precreational planning.

Approximately 50 years have passed since Judith Jarvis Thomson wrote A Defense of Abortion (1971). Her article has significantly shaped the philosophical literature on abortion. In this paper, I will summarize some of the interesting and important work done on the topic since Thomson's article. I will highlight Thomson as a defender of the claim that abortion is morally permissible and Don Marquis as an influential opponent of that claim. I will start by articulating Thomson's case, focusing on the violinist (...) analogy. I will underscore key questions, concepts, and objections the analogy raises. I will then examine briefly how philosophers have addressed some of these issues. Next, I will outline Marquis’ work, provide a similar commentary on it, and discuss some of its main responses. I will then survey other philosophers who have addressed abortion beyond the scope of providing specific replies to Thomson or Marquis. I will close by highlighting significant points of agreement and disagreement in the literature, as well as crucial gaps in the current research. The paper is not an attempt to address every work on the topic over the last five decades, nor is it aimed at taking a position on the moral permissibility of abortion. My goal is to provide an overview of the dialectic. (shrink)

In this paper, I challenge a traditional assumption concerning the nature and aims of education. According to epistemic infallibilism, propositional knowledge requires epistemic certainty. Though some philosophers accept infallibilism, others consider it implausible because it does not recognize ordinary cases of supposed knowledge. On this objection, we possess many items of propositional knowledge, notwithstanding the fallibleness of these items. Infallibilism is inconsistent with such items and thus considered unwarranted. I articulate this kind of objection to infallibilism as it concerns education. (...) I then offer a cumulative case defense of infallibilism and evaluate that defense. This examination suggests that much of what we commonly consider as education does not provide knowledge, and therefore that the traditional assumption is incorrect. My paper has interdisciplinary interests with respect to epistemology, philosophy of education, philosophy of science, and pedagogical practice. (shrink)

Did Plato see something that Aristotle missed? According to a familiar narrative, Plato regarded literature as dangerous to the aims of philosophy, and he accordingly exiled the poets from his ideal republic. By contrast, Aristotle is supposed to have reconciled literature and philosophy, not only through his appreciative account of epic and tragedy in the Poetics but also through his invocations of literary examples at crucial junctures elsewhere in his corpus, for example his use of the Trojan legend of Priam (...) in the Nicomachean Ethics. (shrink)

R.K. Elliott's essays on aesthetics put forward a number of common themes that together constitute a unified approach to aesthetics. Throughout his writing, Elliott combines analytic rigour with sympathy for ideas in continental philosophy. This book, the first to gather together Elliott's key essays, powerfully illuminates the unifying role of imagination and the aesthetic in human experience.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

In the Deese-Roediger/McDermott paradigm, distinctive encoding of list items typically reduces false recognition of critical lures relative to a read-only control. This reduction can be due to enhanced item-specific processing, reduced relational processing, and/or increased test-based monitoring. However, it is unclear whether distinctive encoding reduces false recognition in a selective or global manner. To examine this question, participants studied DRM lists using a distinctive item-specific anagram generation task and then completed a recognition test which included both DRM critical lures and (...) either strongly related lures or weakly related lures. Compared to a read-control group, the generate groups showed increased correct recognition and decreased false recognition of all lure types. We then estimated the separate contributions of encoding and retrieval processes using signal-detection indices. Generation improved correct recognition by both increasing encoding of memory information for list words and by increasing memory monitoring at test. Generation reduced false recognition by reducing the encoding of memory information and by increasing memory monitoring at test. The reduction in false recognition was equivalent for critical lures and related lures, indicating that generation globally reduces the encoding of related non-presented items at study, while globally increasing list-theme-based monitoring at test. (shrink)

The classical interpretation of mathematical statements can be seen as comprising two separate but related aspects: a domain and a truth-schema. L. E. J. Brouwer’s intuitionistic project lays the groundwork for an alternative conception of the objects in this domain, as well as an accompanying intuitionistic truth-schema. Drawing on the work of Arend Heyting and Michael Dummett, I present two objections to classical mathematical semantics, with the aim of creating an opening for an alternative interpretation. With this accomplished, I then (...) make the case for intuitionism as a suitable candidate to fill this void. (shrink)

Beliefs come in degrees, and we often represent those degrees with numbers. We might say, for example, that we are 90% confident in the truth of some scientific hypothesis, or only 30% confident in the success of some risky endeavour. But what do these numbers mean? What, in other words, is the underlying psychological reality to which the numbers correspond? And what constitutes a meaningful difference between numerically distinct representations of belief? In this Element, we discuss the main approaches to (...) the measurement of belief. These fall into two broad categories—epistemic and decision-theoretic—with divergent foundations in the theory of measurement. Epistemic approaches explain the measurement of belief by appeal to relations between belief states themselves, whereas decision-theoretic approaches appeal to relations between beliefs and desires in the production of choice and preferences. -/- (This book is part of the Cambridge Elements in Decision Theory and Philosophy series.). (shrink)