This paper addresses some connections between conceptions of the will and the theory of practical reason. The first two sections argue against the idea that volitional commitments should be understood along the lines of endorsement of normative principles. A normative account of volition cannot make sense of akrasia, and it obscures an important difference between belief and intention. Sections three and four draw on the non-normative conception of the will in an account of instrumental rationality. The central problem is to (...) explain the grip of instrumental requirements even in cases in which agents do not fully endorse the ends they are pursuing. The solution I propose appeals to coherence constraints on the beliefs that condition the distinctive volitional stance of intention. (shrink)

The Hedgehog, the Fox, and the Magister's Pox is a controversial discourse, rich with facts and observations gathered by one of the most erudite minds of our ...

Bodhicaryåvatåra was composed by the Buddhist monk scholar Íåntideva at Nalandå University in India sometime during the 8th Century CE. It stands as one the great classics of world philosophy and of Buddhist literature, and is enormously influential in Tibet, where it is regarded as the principal source for the ethical thought of Mahåyåna Buddhism. The title is variously translated, most often as A Guide to the Bodhisattva’s Way of Life or Engaging in the Bodhisattva Deeds, translations that follow the (...) canonical Tibetan translation of the title of the book (Byang chub sems pa’i spyod pa la ‘jug pa) and the commentarial tradition of Tibet. But that translation itself is a bit of a gloss on the original Sanskrit, and I think that a more natural English rendering of the Sanskrit title is simply How to Lead an Awakened Life, and that indeed describes the content of the text admirably. Taking this as the title of the text might also issue in a kind of gestalt shift in our view of the text, allowing us to see it not so much as a characterization of the extraordinary moral life of a saint, but as a guide to moral development open to any of us. So, let’s take that as the English title for now. (shrink)

The Concordance is designed around units of philosophical sense whose limits in the text are indicated to the line. Unlike research tools based merely on the occurrence of key words (e.g., cause), it provides precise and complete information about not only the location but also the diversity of content in all the items covered by its survey. Furthermore it provides the capability for tracing the family of topics to which a particular text may belong. In short, the Concordance tells you (...) as much as possible about a text before you look it up. (shrink)

In this commentary, we offer an additional function of rationalization. Namely, in certain social contexts, the proximal and ultimate function of beliefs and desires is social inclusion. In such contexts, rationalization often facilitates distortion of rather than approximation to truth. Understanding the role of social identity is not only timely and important, but also critical to fully understand the function of rationalization.

A great deal of research has demonstrated that learning is influenced by the learner’s prior background knowledge (e.g. Murphy, 2002; Keil, 1990), but little is known about the processes by which prior knowledge is deployed. We explore the role of explanation in deploying prior knowledge by examining the joint effects of eliciting explanations and providing prior knowledge in a task where each should aid learning. Three hypotheses are considered: that explanation and prior knowledge have independent and additive effects on learning, (...) that their joint effects on learning are subadditive, and that their effects are superadditive. A category learning experiment finds evidence for a superadditive effect: explaining drives the discovery of regularities, while prior knowledge constrains which regularities learners discover. This is consistent with an account of explanation’s effects on learning proposed in Williams & Lombrozo (in press). (shrink)

Wilfrid Sellars' conclusion in "Empiricism and the Philosophy of Mind" that "the Given" is a "Myth" quickly elicited philosophical opposition and remains contentious fifty years later. William Alston has challenged that conclusion on several occasions by attempting to devise an acceptable account of perception committed to the givenness of perceived objects. His most recent challenge advances a "Theory of Appearing" which posits irreducible non-conceptual relations, ostensibly overlooked by Sellars, e.g., of "looking red", between the subject and the object perceived, that (...) can playa justificatory role vis-à-vis the corresponding beliefs, e.g., that the object is red. I argue that Alston undermines his positive plausibility arguments by first blurring and then ignoring crucial differencesamong various looks-concepts, and that his own putative "phenomenal" looks-concept demonstrably cannot play the justificatory role that he envisions for it. Both his critique of Sellars' arguments and his own alternative proposal thus fail on all fronts. (shrink)

According to Hume, the idea of a persisting, self-identical object, distinct from our impressions of it, and the idea of a duration of time, the mere passage of time without change, are mutually supporting "fictions". Each rests upon a "mistake", the commingling of "qualities of the imagination" or "impressions of reflection" with "external" impressions (perceptions), and, strictly speaking, we are conceptually and epistemically entitled to neither. Among Kant's aims in the First Critique is the securing of precisely these entitlements. Like (...) Hume, he acknowledges the correlativity of the notions of temporal duration and persisting self-identical objects (i.e., continuant substances). Unlike Hume, however, he undertakes to establish the legitimacy or objective validity of the schematized category of substance and, correspondingly, of the representation of time as a formal unity with duration as one of its modes. (shrink)

The Anglo-Saxon saints, like the Anglo-Saxons as a whole, once seemed to have suffered immensely because of the Norman Conquest. Respected historians, among them David Knowles and Frank Stenton, left colorful images in the historical imagination of bigoted Norman churchmen treating with contempt the old English saints who rested in the communities over which they took charge. But now, in large part because of the work of Susan Ridyard, our perceptions have altered dramatically. Norman churchmen now appear to have accepted (...) readily, rather than to have condemned suspiciously, their new saints. The present article will address these issues but will focus on a specific community—Christ Church, Canterbury. Events at Christ Church obviously have implications beyond the walls of Canterbury. As the see of Archbishop Lanfranc , it lay at the center of the Anglo-Norman ecclesiastical reform. As home to the hagiographer and historian Eadmer , it had an exceptionally rich collection of narrative sources. Hagiographic practice at Christ Church can thus tell us about the ecclesiastical thought of Lanfranc and the historical thought of Eadmer and, most interestingly, about how the two systems affected and shaped each other. (shrink)

Frost's critique reveals the limitations of the reverse-engineering approach to cognitive modeling – the style of psychological explanation in which a stipulated internal organization explains a relatively narrow set of phenomena. An alternative is to view organization as both the explanation for some phenomena and a phenomenon to be explained. This move poses new and interesting theoretical challenges for theories of word reading.

This article is an attempt to critique some of the limitations of dominant school reform discourses in education, drawing upon the work of Michel Foucault, Michael Apple, Maxine Greene, and Dennis Carlson, in addition to writers in the emerging field of what might be called ?eco-progressivism.? The intersections between ecology and education can help construct a distinct counternarrative of progressive educational reform that is informed by ecological discourses, movements, and zeitgeists. Through the field of conservation biology, I hope to connect (...) both ecology and education as crisis disciplines and suggest that the reform discourse in the field of biology utilizes a much different framework than that of current school reform orthodoxy. These differences have powerful and real consequences for the ways in which children and teachers experience school. Utilizing the well documented case of the failure of the Biosphere 2 research project as a grounding metaphor and cautionary tale, I plan to show not only the severe limitations of the current school reform orthodoxy but the ways in which the normalization of what I call the ?biospheric number? functions as a technology of power. Finally, I hope to position the emerging worldview of eco-progressivism as a useful framework for reconsidering school reform specifically and the progressive education movement more broadly. (shrink)

Hume raises the issue of how common life and philosophy are related. He presents the possibility that they are irreconcilably opposed, that philosophy rigorously and honestly pursued must lead to skepticism. I discuss some prominent interpretive issues about Hume in light of this opposition between common life and philosophy. I also argue that this opposition is a deep and general philosophical problem, and sketch an approach to this problem. ;These are my interpretive claims: I argue that Hume has constructive aims (...) in his epistemology, and that he is surprised when his naturalism subverts these constructive aims and leads to skepticism. I argue that Hume does not entertain a moral skepticism similar to his skepticism about the external world and causal relations, but that he should have entertained such a skepticism. I argue that, in the Dialogues, Philo does not concede that religious belief is natural and therefore secure despite its unreasonableness. Rather, Philo contends that religious belief is not natural, and contends that this lack of naturalness gives us principled grounds for preferring causal and moral beliefs to natural ones. However, I argue, the problem of general philosophical skepticism keeps this religious skepticism from being satisfactory. ;I use the interpretation of Hume to clarify and deepen Hume's Problem, and to begin working toward a solution of that problem. I argue that there is a perspective we can take up that makes skepticism about the status of our physical and moral beliefs and practices seem inevitable. To resolve Hume's Problem, we must show that this perspective is the wrong perspective on human life, or at least that there is some alternative perspective that does not lead to skepticism but is no less rational than the perspective that does lead to skepticism. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Discusses epistemic foundationalism. Examines the confrontation between Wilfrid Sellars's critique of the ‘Myth of the Given’ and William Alston's defence of ‘immediate knowledge’, and explores and endorses Sellars's strong epistemic internalism and the integrated normative accounts of justification, language‐mastery, concept‐possession, and perceptual experience that support it. The proceduralist thesis that the activity of justifying is prior to the state of being justified is elucidated and defended.

During his atomistic period, Russell felt compelled to include negative facts in his ontology. In this essay, I diagnose the grounds of that compulsion, Assess the cogency of an ontology which includes negative facts, And, Finding it inadequate, Consider finally alternative solutions within the atomistic framework to the root problems of negation.

I develop one account of propositions as pictures sharing logical form with what they depict. Two concepts of simplicity in the "tractatus" are then isolated. Since characterization of sachverhalten as configurations of referential simples does not entail their inferential simplicity, By rejecting the tractarian theory of inference, I retain the picture theory without commitment to atomistic ontology. Interpretation of inference as performance then gives rise to a second sense of picturing.

rom Flesh Gordon to Alex in Wonderland , title parodies have been a stock-in-trade of low comedy. We may not anticipate a tactical similarity between the mayhem of Mad magazine's movie reviews and the titles of major scientific works, yet two important nineteenth-century critiques of Darwin parodied his most famous phrases in their headings.

Christopher D. Stone has claimed that natural objects can and should have rights. I accept Stone’s premise that the possession of rights is tied to the possession of interests; however, I argue that the concept of a natural object needs a more careful analysis than is given by Stone. Not everything that Stone calls a natural object is an object “naturally.” Some must be taken as artificial rather than as natural. Thistype of object cannot be said to have intrinsic interests (...) and hence cannot be given rights that can protect “its own sake”-which is the sort of right that Stone focuses on. Further, there are other sorts of natural objects which, although they are objects “naturally,” cannot meaningfully be said to have intrinsic interests, and thus cannot have the sorts of rights that Stone is concerned with. Finally, there are other sorts of natural objects which are objects naturally and which have intrinsic interests, but which are not proper candidates for the possession of rights. The prerequisites for being “owed” rights are the possession of intrinsic interests and the capability to suffer when those interests are interfered with or denied or threatened. (shrink)

The Practice of Value is an exploration of a pervasive but puzzling aspect of our world: value. The starting-point is the Berkeley Tanner Lectures delivered in 2001 by the leading moral theorist Joseph Raz. His aim is to make sense of the dependence of value on social practice, without falling back on cultural relativism. The lectures are followed by discussions from three eminent philosophers, Christine Korsgaard, Robert Pippin, and Bernard Williams, and a response from Raz. The result is a fascinating (...) debate, accessible to readers throughout and beyond philosophy, about the relations between human values and human life. (shrink)

Uses an ongoing legal controversy to explore the controversial subject of religious liberty and education.

In my previous paper, "Howard J. Van Till's 'robust formational economy principle' as a Critique of Intelligent Design Theory," I argued that Howard Van Till's Robust Formational Economy Principle (RFEP) does not have a firm theological basis, and cannot serve to pre-empt a consideration of the empirical arguments for intelligent design in nature. In his response, Van Till has simply reiterated his position, without engaging my arguments in any detail. So it is fair to conclude that my original arguments against (...) his RFEP still stand. (shrink)