Some of the most problematic human behaviors involve vices of the mind such as arrogance, closed-mindedness, dogmatism, gullibility, and intellectual cowardice, as well as wishful or conspiratorial thinking. What sorts of things are epistemic vices? How do we detect and mitigate them? How and why do these vices prevent us from acquiring knowledge, and what is their role in sustaining patterns of ignorance? What is their relation to implicit or unconscious bias? How do epistemic vices and systems of social oppression (...) relate to one another? Do we unwittingly absorb such traits from the process of socialization and communities around us? Are epistemic vices traits for which we can blamed? Can there be institutional and collective epistemic vices? This book seeks to answer these important questions about the vices of the mind and their roles in our social and epistemic lives, and is the first collection of its kind. Organized into three parts, chapters by outstanding scholars explore the nature of epistemic vices, specific examples of these vices, and case studies in applied vice epistemology, including education and politics. Alongside these foundational questions, the volume offers sophisticated accounts of vices both new and familiar. These include epistemic arrogance and servility, epistemic injustice, epistemic snobbishness, conspiratorial thinking, procrastination, and forms of closed-mindedness. Vice Epistemology is essential reading for students of ethics, epistemology, and virtue theory, and various areas of applied, feminist, and social philosophy. It will also be of interest to practitioners, scholars, and activists in politics, law, and education. (shrink)

I offer a working analysis of the concept of 'epistemic corruption', then explain how it can help us to understand the relations between epistemic vices and social oppression, and use this to motivate a style of vice epistemology, inspired by the work of Robin Dillon, that I call critical character epistemology.

A great achievement makes one’s life go better independently of its results, but what makes an achievement great? A simple answer is—its difficulty. I defend this view against recent, pressing objections by interpreting difficulty in terms of competitiveness. Difficulty is determined not by how hard the agent worked for the end but by how hard others would need to do in order to compete. Successfully reaching a goal is a valuable achievement because it is difficult, and it is difficult because (...) it is competitive. Hence, both virtuosic performances and lucky successes can be valuable achievements. (shrink)

Why does it seem better to be a pauper who becomes a king rather than a king who becomes a pauper even when each life contains an equivalent sum of goods to the other? Many argue that only the pauper-to-king life can be told as a redemption story and that it is good for you to live a redemption story. This paper calls that explanation into question and proposes an alternative: upward-trending lives reveal growth. I argue that growth is a (...) valuable feature of a life, that redemption is not, and that growth explains intuitions cited in favor of redemption. (shrink)

A prominent tradition in Nietzsche scholarship reads his views about will to power as a psychological thesis and his claims about the value of power as an attempt to derive normativity from psychological necessity. This article shows that these interpretations have failed to articulate a cogent reading faithful to Nietzsche’s texts, and so casts doubt on such an approach. My argument bears not only on how we read Nietzsche, but also on the viability of one recent constitutivist reading. After presenting (...) these critical arguments, I consider an original interpretation of will to power in terms of the motivation to grow. This revised interpretation, however, still fails to support the tradition’s derivation of normativity. Thus, I conclude we should look elsewhere for Nietzsche’s normative argument. (shrink)

In this paper, I assume, perhaps controversially, that translation into a language of formal logic is not the method by which mathematicians assess mathematical reasoning. Instead, I argue that the actual practice of analyzing, evaluating and critiquing mathematical reasoning resembles, and perhaps equates with, the practice of informal logic or argumentation theory. It doesn’t matter whether the reasoning is a full-fledged mathematical proof or merely some non-deductive mathematical justification: in either case, the methodology of assessment overlaps to a large extent (...) with argument assessment in non-mathematical contexts. I demonstrate this claim by considering the assessment of axiomatic or deductive proofs, probabilistic evidence, computer-aided proofs, and the acceptance of axioms. I also consider Jody Azzouni’s ‘derivation indicator’ view of proofs because it places derivations—which may be thought to invoke formal logic—at the center of mathematical justificatory practice. However, when the notion of ‘derivation’ at work in Azzouni’s view is clarified, it is seen to accord with, rather than to count against, the informal logical view I support. Finally, I pose several open questions for the development of a theory of mathematical argument. (shrink)

Nietzsche assesses values, moralities, religions, cultures, and persons in terms of health. He argues that we should reject those that are unhealthy and develop healthier alternatives. But what is Nietzsche’s conception of health, and why should it carry such normative force? In this paper I argue for reading Nietzsche’s concept of health as the overall ability to meet the demands of one’s motivational landscape. I show that, unlike other interpretations, this reading accounts for his rejection of particular features of a (...) prevailing, then as now, model of health; for his association of health with strength and with psychic unity; and for his claim that health is compatible with, and can even be enhanced by, functional impairments such as those from which he personally suffered. Throughout I draw connections to recent literature on health and disability. (shrink)

In the same intellectual league as Grotius, Hobbes and Locke, but today less well known, Samuel Pufendorf was an early modern master of political, juridical, historical and theological thought. Trained in an erudite humanism, he brought his copious command of ancient and modern literature to bear on precisely honed arguments designed to engage directly with contemporary political and religious problems. Through his fundamental reconstruction of the discipline of natural law, Pufendorf offered a new rationale for the sovereign territorial state, providing (...) it with non-religious foundations in order to fit it for governance of multi-religious societies and to protect his own Protestant faith. He also drew on his humanist learning to write important political histories, a significant lay theology, and vivid polemics against his many opponents. This volume makes the full scope of his thought and writing accessible to English readers for the first time"--publisher's website. (shrink)

Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this paper, we lend credibility to these theoretically-motivated concerns using the example of the research impact agenda during the period 2012-2014. Interview data from UK and Australian academics confirms the impact agenda system, at its inception, facilitated the development (...) and exercise of epistemic vices. As well as vindicating theoretically-motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda. (shrink)

What does it mean to be “strengths-based” or to be a “strengths-based practitioner?” These are diffuse areas that are generic and ill-defined. Part of the confusion arises from the customary default of practitioners and leaders across many cultures to label anything positive or complimentary as “strengths-based,” whether that be an approach, a theoretical orientation, an intervention, or a company. Additional muddle is created by many researchers and practitioners not making distinctions between very different categories of “strength” in human beings – (...) strengths of character, of talent/ability, of interest/passion, of skill/competency, to name a few. To add clarity and unification across professions, we offer seven characteristics and a comprehensive definition for a character strengths-based practitioner. We center on the type of strength referred to as character strengths and explore six guiding principles for understanding character strengths (e.g., character is plural; character is being and doing) and their practical corollaries. Reflecting this foundation and based on character strengths research, our longstanding work with strengths, discussions with practitioners across the globe, and a practitioner survey asking about strength practices (N= 113), we point out several character strengths practices or approaches we describe as soaring (e.g., explore and encourage signature strengths; practice strengths-spotting), emerging (e.g., the integration of mindfulness and character strengths), or ripe with potential (e.g., phasic strengths; the tempering effect; the towing effect). We use the same framework for describing general research domains. Some areas of research in character strengths are soaring with more than 25 studies (e.g., workplace/organizations), some are emerging with a handful of studies (e.g., health/medicine), and others are ripe with potential that have none or few studies yet opportunity looms large for integrating character science (e.g., peace/conflict studies). Using this framework, we seek to advance the exchange and collaboration between researcher and practitioner, as well as to advance the science and practice of character strengths. (shrink)

Hume’s account of the scope of justice, many think, is implausibly narrow, apply- ing almost exclusively to respect for property rights. Such a view would indeed be highly objectionable because it would leave out of the scope of justice altogether requirements to keep our promises, obey the law, and refrain from threats and violence (among many others). I argue that Hume’s theory of justice, properly understood, avoids this objection. And seeing how is instructive because once we understand his account correctly, (...) we can appreciate its resources for offering attractive explanations of why a number of diverse phenomena fall within the scope of justice. Overcoming this challenge is a major step- ping stone on the way to seeing Hume’s theory of justice as a genuine competitor with the other dominant theories of justice in the philosophical literature. (shrink)

We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some (...) broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted. (shrink)

This article tests the impact of Walmart's corporate decisions to end the sale of handguns at its stores in 1994 and to discontinue the sale of all firearms at approximately 59% of its stores in 2006 before resuming firearms sales at some of those stores in 2011. Using a difference-in-differences framework, we find that that from 1994 to 2005 counties with Walmarts robustly experienced a reduction in the suicide rate and experienced no change in the homicide rate. These models suggest (...) that Walmart's policy change caused a 3.3 to 7.5% reduction in the suicide rate within affected counties, which represents an estimated 5,104 to 11,970 lives saved over the studied period. In contrast, Walmart's 2006 and 2011 decisions to discontinue and subsequently resume the sale of rifles and shotguns in many of its stores was not associated with a robustly measured effect on homicide or suicide rates. We do find evidence that Walmart's 2006 decision to reduce the number of its stores that sold firearms caused a statistically significant reduction in the suicide rate for counties in which Walmart did not subsequently resume firearms sales. (shrink)

The central concept in modern democratic theory outlined by a well-respected authority.

ABSTRACT: This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer understanding of what has been done (...) and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

Our society invests hugely in education, but not always very thoughtfully. Key Debates in Education outlines all of the main issues involved in arriving at an intelligent understanding of education. In particular, it provides in-depth discussion of: the purpose of education; the nature of teaching, learning and assessment; education policy; the contribution of education to society. Above all, the authors convey the liveliness and excitement of educational debate--not least through the way that they take issue with each other. In the (...) process they show how and why people who care about education radically disagree with each other. This text includes questions, tasks, and further reading sections. (shrink)

I argue that a basic similarity analysis of analogical reasoning handles many apparent cases of visual analogy. I consider how the visual and verbal elements interact in analogical cases. Finally, I offer two analyses of visual elements. One analysis is evidential. The visual elements are evidence for their ver-bal counterparts. One is non-evidential: the visual elements link to verbal elements without providing evi-dence for those elements. The result is to make more room for the logical analysis of visual argumentation.

This deeply informed history traces the controversial record of "mercy-killing," a source of heated debate among doctors and laypeople alike. Dowbiggin examines evolving opinions about what constitutes a good death, taking into account the societal and religious values placed on sin, suffering, resignation, judgment, penance, and redemption. He also examines the bitter struggle between those who stress a right to compassionate and effective end-of-life care and those who define human life in terms of either biological criteria, utilitarian standards, a faith (...) in science, humane medical treatment, the principle of personal autonomy, or individual human rights. Considering both the influence of technological and behavioral changes in the practice of medicine and the public's surprising lack of awareness of death's many clinical and biological dimensions, this book raises profound personal and collective questions on the future of euthanasia. (shrink)

An introduction for the general reader to David Hume's Dialogues Concerning Natural Religion.

Traditionally, books on business ethics focus on CSR, companies' relations with their stakeholders, and corporate citizenship. More recently, green credentials and sustainability have been added to that agenda. Unconventionally, this book argues that business ethics are basic to running business, not a separate subject. They are inherent to the governance and management of every organization, not an optional exercise in corporate citizenship. Business ethics concern behaviour in business and the behaviour of business. Decisions at every level in a company have (...) ethical implications - strategically in the board room, managerially throughout the organization, and operationally in all of its activities. The use, and sometimes the abuse, of corporate power, the process of corporate governance, raises ethical issues. Business involves risk-taking, whether decisions are at the strategic, managerial, or operational level. Exposure to ethical risk needs to be part of every organization's strategy formulation, policy making, and enterprise risk management. Designed to be read by both undergraduates and postgraduates, this book is a primer on ethics in business. It is also relevant to ethics courses that are now part of many legal, accountancy and other professional examinations. The book is not about moral philosophy, nor does it prescribe appropriate standards of behaviour or recommend economic, legal or political solutions. Rather it enables readers to recognize ethical issues in business, to respond appropriately, and to embed ethics in business processes. The book not only considers what business ethics are, and why they are important, but offers practical approaches on how to develop a successful corporate ethics culture. (shrink)

BackgroundRandom acts of kindness can improve wellbeing. However, less is known about the impacts of giving and receiving acts of kindness with strangers on wellbeing and loneliness. Therefore, this study’s objectives were to evaluate a participatory public mental health project involving sending and receiving a card with goodwill messages, to understand how such acts of kindness influence wellbeing and loneliness, and to investigate the potential mechanisms underlying the project’s impacts.Materials and MethodsThis study was an analysis of anonymized service evaluation data (...) collected in the ‘Kindness by Post’ project in 2020. It used a mixed-methods single-group design and data from 289 participants. Changes in wellbeing, loneliness, sense of belonging and hope from baseline to follow-up were analyzed using linear or multinomial logistic regression. Regression models also examined the associations between changes in wellbeing and baseline loneliness or participation level. Free text responses about experiences and suggestions for the project were analyzed using thematic analysis.ResultsParticipants had a small, but statistically significant improvement, in wellbeing equating to 0.21 standard deviations after taking part in the project, as well as improvements in loneliness, sense of belonging and hope. How lonely a participant was at baseline and whether participants both sent and received a kindness card were not associated with improvements in wellbeing. In the qualitative analysis, a desire to help others emerged as the main motivator to take part in the card exchange. Participants reported enhanced personal fulfillment, leading to improvements in wellbeing. Receiving a card could make people feel special and cherished, which was reported to establish a sense of connection with others, with potential benefits for reducing loneliness.ConclusionThis study provided preliminary evidence that the KBP project might improve wellbeing, loneliness, sense of belonging and hope. Sending a kindness card in this project played a predominant role in wellbeing enhancement, and receiving a kindness card could reduce loneliness. This study suggests that the KBP project can be replicated in more contexts in the future, and might improve wellbeing and loneliness in large communities. (shrink)

Recent scholarship has shown Nietzsche to offer an original and insightful moral psychology centering on a motivational feature he calls ‘will to power.’ In many places, though, Nietzsche presents will to power differently, as the ‘essence of life,’ an account of ‘organic function,’ even offering it as a correction to physiologists. This paper clarifies the scope and purpose of will to power by identifying the historical physiological view at which Nietzsche directs his criticisms and by identifying his purpose in doing (...) so. Nietzsche’s criticism, it is argued, is a widespread and pre-Darwinian description of the basic dispositions of organisms and their internal processes. The purpose of this criticism is to undermine the efforts of Herbert Spencer and Arthur Schopenhauer to derive moral-psychological insights from that description. The paper concludes that Nietzsche’s proposal to conceive of ‘organic function’ in terms of will to power is of little import for his moral psychology besides clearing away competing views. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This paper seeks to develop a Wittgensteinian response to the Scope Problem, which ensnares a theory of truth considered as inflationary. The scope problem challenges any inflationary truth theory to provide a single explanation which can account for the concept of truth given the diversity of statements that most of us are willing to accept as true. In line with Wittgenstein's later-views on language and philosophy and their corresponding functions, this paper provides a general diagnosis of the problem: similarities in (...) syntax do not entail similarities in meaning. By employing Wittgenstein's metaphors (i.e., "handles" and "tools") and an analysis via concrete cases and analogies, this paper responds to the challenge presented by the Scope Problem, not by providing a satisfactory definition of truth but rather by providing its "dissolution" á la Wittgenstein. (shrink)