H. Putnam has been considered the most Peircean philosopher among the neopragmatists. This note sugests that Putnam pays great atention to the problems Peirce tackled, but he does not share Peirce's thesis on the relation between "practical interests" and science. Therefore, Putnam's realism is more Deweyan and Jamesian than Peircean.

L’Epistola ad V. C. de Henry More ( Epistola H. Mori ad V.C. quae Apologiam complectitur pro Cartesio, quaeque introductionis loco esse poterit ad universam philosophiam cartesianam ), publiée plusieurs fois du vivant de More, a toujours été lue, par les commentateurs, essentiellement comme une étape, tout à fait centrale, dans l’histoire des relations de More à Descartes. C’est une thèse interprétative que je partage, mais à laquelle je voudrais essayer d’ajouter une perspective de lecture. Je voudrais montrer que (...) l’Epistola, si elle est considérée dans toutes les étapes de son histoire éditoriale, peut être lue, davantage que comme une étape, quoique capitale, comme un condensé de l’histoire du changement d’attitude de More par rapport à Descartes. En effet, l’histoire des péripéties éditoriales qui la caractérisent reproduit à petite échelle l’histoire complexe du rapport de More à la philosophie cartésienne et, en même temps, permet de mieux l’éclairer. (shrink)

This essay investigates the demands on adult children to provide care for their elderly/ill parents from a socio-moral perspective. In order to narrow the examination, the question pursued here is agent-relative: What social and moral complexities are involved for the adult child when her parent(s) need care? First, this article examines our society’s expectation that adult children are morally obligated to provide care for their parents. Second, the essay articulates how transgressing against this normative expectation can inure significant moral criticism. (...) The final sections present these tensions within the context of disability. (shrink)

In this concise book based on his Arne Ryde Lectures in 2002, Young suggests a conceptual framework for studying strategic learning and highlights theoretical developments in the area. He discusses the interactive learning problem; reinforcement and regret; equilibrium; conditional no-regret learning; prediction, postdiction, and calibration; fictitious play and its variants; Bayesian learning; and hypothesis testing. Young's framework emphasizes the amount of information required to implement different types of learning rules, criteria for evaluating their performance, and alternative notions of equilibrium to (...) which they converge. He also stresses the limits of what can be achieved: for a given type of game and a given amount of information, there may exist no learning procedure that satisfies certain reasonable criteria of performance and convergence. In short, Young has provided a valuable primer that delineates what we know, what we would like to know, and the limits of what we can know, when we try to learn about a system that is composed of other learners. (shrink)

Ocean-based salmon farming, as presently practiced, is thought to pose an existential threat to what we today think of as wild salmon. This raises ethical questions about, first, the value of wild salmon, and, second, the value of wild salmon of the particular type that exists today. This essay uses the debate around ocean-based salmon farming as a case study of ‘irreversible damage’, a concept that figures heavily in environmental laws and regulations, in particular, in the so-called ‘precautionary principle’. It (...) is argued that although ocean-based salmon farming may, on the face of it, seem to be a prime example of a threat of irreversible damage, a wish to avoid irreversible damage does not support banning such farming. In contrast, it is argued that concern for irreplaceable value might support a ban. The findings suggest that it would often be appropriate for environmentalists and conservationists to focus more on irreplaceable value and less on irreversible damage. (shrink)

Recent studies show that the current punitive approach to bullying, in the form of zero-tolerance policies, is ineffective in reducing bullying and school violence. Despite this significant finding, anti-bullying legislation is increasing. The authors argue that these policies are not only ineffective but that they are also unjust, harmful, and stigmatizing. They advocate a broader integrative approach to bullying programs that includes both victims and bullies.

This paper defends a 'punctivist' conception of consciousness from recent attacks by Ian Phillips and Matthew Soteriou. As we intend it, 'punctivism' is the view that a subject's experience over some interval is determined by their experiential states at each instant during it. Phillips and Soteriou both offer ingenious arguments purporting to show that the punctivist is unable to make sense of motion perception; and that only by adopting an 'holistic' conception -- whereby a subject's instantaneous experiences are determined by (...) their experience over the interval -- can we make sense of the puzzles such phenomena pose. We contend that both arguments invoke dubious claims, their proffered solutions come with highly controversial commitments, and, if we take punctivism seriously, it is difficult to see why the so-called puzzles should be puzzling in the first place. A punctivist model of motion perception is proposed in response, and objections anticipated. (shrink)

Much problem solving and learning research in math and science has focused on formal representations. Recently researchers have documented the use of unschooled strategies for solving daily problems -- informal strategies which can be as effective, and sometimes as sophisticated, as school-taught formalisms. Our research focuses on how formal and informal strategies interact in the process of doing and learning mathematics. We found that combining informal and formal strategies is more effective than single strategies. We provide a theoretical account of (...) this multiple strategy effect and have begun to formulate this theory in an ACT-R computer model. We show why students may reach common impasses in the use of written algebra, and how subsequent or concurrent use of informal strategies leads to better problem-solving performance. Formal strategies facilitate computation because of their abstract and syntactic nature; however, abstraction can lead to nonsensical interpretations and conceptual errors. Reapplying the formal strategy will not repair such errors; switching to an informal one may. We explain the multiple strategy effect as a complementary relationship between the computational efficiency of formal strategies and the sense-making function of informal strategies. (shrink)

Upshot: Reflecting beyond the original intent of my paper, I respond to Luhmann-inspired commentaries by raising ontological-epistemological issues that stand before any attempt to build bridges between Maturana’s and Luhmann’s approaches to “autopoiesis.” I propose to look at the social from a vantage point from which human actors and their social doings (communications, among others) appear as equally relevant objects of knowledge in sociological theory-building.