In an influential paper, James Lenman argues that consequentialism can provide no basis for ethical guidance, because we are irredeemably ignorant of most of the consequences of our actions. If our ignorance of distant consequences is great, he says, we can have little reason to recommend one action over another on consequentialist grounds. In this article, I show that for reasons to do with statistical theory, the cluelessness objection is too pessimistic. We have good reason to believe that certain patterns (...) of action will tend to have better consequences, and we have good reason to recommend acting in accordance with strategies based on those advantageous patterns. I close by saying something about the strategies that this argument should lead us to favour. (shrink)

It is widely believed that environmental conservation has to be guided by respect for the ‘rights’ of future generations. But it is argued in this chapter that it may not be plausible to think in terms of the ‘rights’ of future generations in general or their rights to any specific environmental assets. Future generations may well have rights when they come into existence, but these will only be rights that can be satisfied at the time. But ‘rights’ do not exhaust (...) the whole of morality, and future generations will certainly have interests, which means that we are under moral obligation to take account of them and of the effect that our environmental policies may have on them. Thus, the problem is to predict what the main interests of future generations will be and how to weigh them up against the interests of people alive today. It is argued that this approach will lead to a very different ranking of priorities among our moral obligations to future generations. (shrink)

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...) and the broader educational issues this raises, for example: historical perspectives on the field; democratic participation and epistemic, pedagogical and political relationships; philosophy as a subject and philosophy as a practice; philosophical teaching across the curriculum; embodied enquiry, emotions and space; knowledge, truth and philosophical progress; resources and texts for philosophical inquiry; ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy. (shrink)

The paper discusses some of the criticisms of contingent valuation (CV) and allied techniques for estimating the intensity of peoples' preferences for the environment. The weakness of orthodox utilitarian assumptions in economics concerning the commensurability of all items entering into peoples' choices is discussed. The concept of commensurability is explored as is the problem of rational choice between incommensurate alternatives. While the frequent claim that the environment has some unique moral intrinsic value is unsustainable, its preservation often raises ethical and (...) other motivations that are not commensurate with the values that people place on ordinary marketable goods. Nevertheless, CV is also claimed to have some advantages and it is concluded that little progress will be made in this area until both sides in the debate recognise what is valid in their opponents' arguments. (shrink)

Over the past several decades, research in the cognitive sciences has foregrounded the importance of active bodies and their continuous dependence on the changing environment, strengthening the relevance of dynamical models. These models have been steadily developed within the ecological psychology approach to cognition, which arguably contributes to the “ecological turn” we are witnessing today. The embodied and situated nature of cognition, regarded by some as a passing trend, is presently becoming a largely accepted assumption. In this paper, I claim (...) that in light of these developments, ecological psychology, in alliance with related approaches, such as enactivism and interactivism, has the potential to deeply transform our perspectives on cognition and action, restoring their pertinence to humans as persons. However, an important challenge to the realization of this potential has to be noted: neither the mainstream information-processing approach nor the dynamics-oriented perspective on cognition provides an account of how the capacity of humans to use language and think “symbolically” can be derived from the continuous flow of agent−environment interaction. I will attempt to show that posing the “dynamical” and “computational” hypotheses about the nature of cognition as mutually exclusive approaches to cognition results in undesirable reductionism, which makes it difficult to meet this challenge. There are good reasons, advanced over half a century ago by, for example, Michael Polanyi or Howard Pattee, to think that we need complementary descriptions to understand cognizing systems, in order to grasp the fact that they are governed both by physical laws and by emergent historical constraints. Details of such a complementarity-based approach still await elucidation, but some proposed solutions have the potential to ease the tension between the information-processing and dynamical approaches to cognition and to lead to a better understanding of their interrelation. (shrink)

One of the most widely applied techniques used to examine associative memory errors is the Deese-Roediger- McDermott paradigm. The aim of the present studies was to demonstrate a Polish version of the DRM paradigm and to test the characteristics of memory illusions evoked by this procedure for both recall and recognition. A normative study was conducted to prepare Polish stimuli material sharing similar characteristics as the lists in the English language version. Subsequently, the lists were applied to examine the effect (...) of prior recall on recognition, as well as the influence of retention interval on recall. The results revealed that the Polish version of the DRM paradigm induced a robust effect of false recall and recognition. Moreover, it was revealed that immediate recall of a single list led to a higher rate of both correct and false recall and that prior recall positively influenced recognition, leading to a higher rate of hits. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 195 Pages: 197-248.

In this paper one of the popular conceptions of rigidity of general names is presented and discussed. According to this view general terms\' rigidity consists in the fact that they have the same abstract designatum (namely a kind or a property) in all possible words. It is argued that the view which says that all general names are in fact abstract names is no good, because (i) in postulating the existence of abstract designatum, it \'multiplies entities beyond necessity\', (ii) it (...) either trivialises the notion of rigidity or else entangles us in an unresolvable discussion as to the nature of universals, (iii) is ad hoc, and (iv) rigidity defined in this conception cannot play any of the roles that Kripke wanted the notion of rigidity for general terms to play. (shrink)

Qualitative data typically contain multiple identifiable characteristics about people, places and events, in the unique voice of each participant. This short report considers sensitivity and security of audio-recordings, drawing attention to a lack of guidelines for researchers on the preservation or destruction of such data. The authors urge debate on this issue, with due consideration to both ethics and scientific rigour.

DESCARTES’S PASSIONS OF THE SOUL AND THE CONTEMPORARY DISPUTE ABOUT THE NATURE OF EMOTION In my article I discuss the connection between the Cartesian theory of passions of the soul and the contemporary dispute between the cognitive and non-cognitive theories of emotions. Defenders of the cognitive theory of emotions identify emotions with judgments. On the other hand, non-cognitivists claim that emotions are feelings caused by changes in physiological conditions relating to the autonomic and motor functions. Both cognitivists’ and non-cognitivists’ approaches (...) meet serious problems. In the paper, I want to show that the Cartesian theory of passions can be considered an anticipation of contemporary views and a compromise between the cognitive and non-cognitive theories of emotions. Keywords: DESCARTES, NATURE OF EMOTION, SOUL, COGNITIVE AND NON-COGNITIVE THEORIES OF EMOTIONS. (shrink)

We explore and critically reflect on the process of science and engineering research assistant skill development both within laboratory-based research teams and, when no team is present, within the faculty supervisor-research assistant interactions. Using a performance-based measure of research skill development, we identify research assistants who, over the course of an academic year of service as a researcher, markedly developed, modestly developed, or failed to develop their research skills. Interviews with these research assistants and their faculty supervisors, seen through the (...) lens of cognitive apprenticeship, provide insight into this variation. We found that within the contours of supervisory relationships and research teams, research skill development is indelibly shaped, for better or worse, by supervisor influence and abundant trial-and-error. (shrink)

Because of its elegant simplicity, the Arabidopsis root has become a model for studying plant organogenesis. In this review we focus on recent results indicating the importance of signaling in root development. A role for positional information in root cell specification has been demonstrated by ablation analyses. Through mutational analysis, genes have been identified that play a role in radial pattern formation. The embryonic phenotypes of these mutants raised the possibility that division patterns in post‐embryonic roots are dependent on signaling (...) that originates during embryonic development. Analysis of expression of the SCARECROW gene indicates that it may play a role in this ‘top‐down’ signaling process. Characterization of root epidermis development has led to the identification of negative regulators of root‐hair formation. These appear to set up a prepattern which is reinforced by signaling by plant hormones. (shrink)

It is recalled that serious doubts can be raised concerning the status of theories such as those pertaining to the rights of future generations, or the constraints imposed on us by theories of intergenerational justice. At the same time, we do have moral obligations to future generations. But these must be based on an appraisal of what are likely to be the main interests that future generations will have and which of these are most likely to be under permanent threat. (...) These, it is argued, will be in the field of human relations rather than in the field of the environment. It is concluded, therefore, that the most important bequest we can make to future generations is to leave them a society in which there is a greater respect for basic human rights than is the case today throughout most of the world. And since the best way of bequeathing a more decent society to future generations is, of course, to improve the respect for human rights today, there is no conflict of interest between the present generation and future generations. Hence, theories of intergenerational distributive justice are not only untenable but are also unnecessary. (shrink)

Although there are many theories of justice, one crucial feature of those that are most widely accepted is that they lay down principles that determine the allocation of rights and obligations in society. They do not eliminate conflicts of interest between different groups but, by specifying such principles, they are designed to enable conflicting interests to be resolved in a peaceful and harmonious manner. But insofar as future generations cannot be said to have any rights, their interests cannot be protected (...) within the framework of any theory of intergenerational justice. This chapter discusses the general relationship between ‘rights’ and ‘justice’, and the obstacles to any theory of intergenerational justice. (shrink)

The aim of this note is to analyze the problems connected with con- straints on descriptions imposed by limitations of knowledge and/or observability, and constraints imposed by the language used.

The question of whether AI systems such as robots can or should be afforded moral agency or patiency is not one amenable either to discovery or simple reasoning, because we as societies constantly reconstruct our artefacts, including our ethical systems. Consequently, the place of AI systems in society is a matter of normative, not descriptive ethics. Here I start from a functionalist assumption, that ethics is the set of behaviour that maintains a society. This assumption allows me to exploit the (...) theoretical biology of sociality and autonomy to explain our moral intuitions. From this grounding I extend to consider possible ethics for maintaining either human- or of artefact-centred societies. I conclude that while constructing AI systems as either moral agents or patients is possible, neither is desirable. In particular, I argue that we are unlikely to construct a coherent ethics in which it it is ethical to afford AI moral subjectivity. We are therefore obliged not to build AI we are obliged to. (shrink)

An imagined retrospective of apocalyptic art.

Reading is an affective and reflective relationship with a text, whether it is a new, groundbreaking monograph or one of those books that keeps getting pulled off the shelf year after year. Unlike traditional reviews, the pieces in this section may veer off in new directions as critical reading becomes an extended occurrence of thinking, being, and creation. Retromania: Pop Culture’s Addiction to Its Own Past, by Simon Reynolds. New York: Faber and Faber, 2011.

A new theory of time; Events and observability; Multimedial units and language: verbal and nonverbal communication; Judgment formation and problems of description; Memory and perception: some new models; Stochastic models of expertise formation, opinion change, and learning.

A blueprint for social change showing how we can reverse the destructive attitudes that threaten our world.

Everyone knows what is feels like to be in pain. Scraped knees, toothaches, migraines, giving birth, cancer, heart attacks, and heartaches: pain permeates our entire lives. We also witness other people - loved ones - suffering, and we 'feel with' them. It is easy to assume this is the end of the story: 'pain-is-pain-is-pain', and that is all there is to say. But it is not. In fact, the way in which people respond to what they describe as 'painful' has (...) changed considerably over time. In the eighteenth and nineteenth centuries, for example, people believed that pain served a specific (and positive) function - it was a message from God or Nature; it would perfect the spirit. 'Suffer in this life and you wouldn't suffer in the next one'. Submission to pain was required. Nothing could be more removed from twentieth and twenty-first century understandings, where pain is regarded as an unremitting evil to be 'fought'. Focusing on the English-speaking world, this book tells the story of pain since the eighteenth century, addressing fundamental questions about the experience and nature of suffering over the last three centuries. How have those in pain interpreted their suffering - and how have these interpretations changed over time? How have people learnt to conduct themselves when suffering? How do friends and family react? And what about medical professionals: should they immerse themselves in the suffering person or is the best response a kind of professional detachment? (shrink)

Heidegger and ethics is a contentious conjunction of terms. Martin Heidegger himself rejected the notion of ethics, while his endorsement of Nazism is widely seen as unethical. This major new study examines the complex and controversial issues involved in bringing them together. By working backwards through his work, from his 1964 claim that philosophy has been completed to _Being and Time_, his first major work, Joanna Hodge questions Heidegger's denial that his enquires were concerned with ethics. She discovers a (...) form of ethics in Heidegger's thinking which elucidates his important distinction between metaphysics and philosophy. Against many contemporary views, she proposes therefore that ethics can be retrieved and questions the relation between ethics and metaphysics that Heidegger had made so pervasive. (shrink)

In this issue, our authors examine premodern art and theories of art, which preceded Descartes and the onset of philosophical modernity.

This paper draws on the philosophy of Karl Popper to present a descriptive evolutionary epistemology that offers philosophical solutions to the following related problems: ‘What happens when learning takes place?’ and ‘What happens in human learning?’ It provides a detailed analysis of how learning takes place without any direct transfer of information from the environment to the learner, and it significantly extends the author's earlier published work on this topic. She proposes that learning should be construed as a special case (...) of ‘problem solving’ and as a fundamentally critical and creative process in which learning organisms develop ‘expectations’ that are not purely an outcome of genetic inheritance or random mutation. Human learning is then characterised with reference to: objectified knowledge; descriptive and argumentative language; theoretical problems; the search for error and specific limitation. If the author's evolutionary analysis of learning is valid, it would suggest that we should, if we wish to promote learning, be wary of corralling children and older students in environments that inhibit autonomous activity, that discourage criticality and creativity and generally limit opportunities for trial and error‐elimination. But education institutions, particularly those for older children and adolescents, are very often environments of this constraining kind. Traditionally, educationists have vastly underestimated the human potential for imaginative criticism—because in general they have not recognised the extent to which it lies at the heart of what humans, including the youngest children, do in order to succeed at even the most basic tasks. (shrink)

One of the interesting and occasionally controversial aspects of Dennett’s career is his direct involvement in the scientific process. This article describes some of Dennett’s participation on one particular project conducted at MIT, the building of the humanoid robot named Cog. One of the intentions of this project, not to date fully realized, was to test Dennett’s multiple drafts theory of consciousness. I describe Dennett’s involvement and impact on Cog from the perspective of a graduate student. I also describe the (...) problem of coordinating distributed intelligent systems, drawing examples from robot intelligence, human intelligence, and the Cog project itself. (shrink)