This book presents a comprehensive examination of Gottfried Leibniz's views on the nature of agents and their actions. Julia Jorati offers a fresh look at controversial topics including Leibniz's doctrines of teleology, the causation of spontaneous changes within substances, divine concurrence, freedom, and contingency, and also discusses widely neglected issues such as his theories of moral responsibility, control, attributability, and compulsion. Rather than focusing exclusively on human agency, she explores the activities of non-rational substances and the differences between distinctive (...) types of actions, showing how the will, appetitions, and teleology are key to Leibniz's discussions of agency. Her book reveals that Leibniz has a nuanced and compelling philosophy of action which has relevance for present-day discussions of agency. It will be of interest to scholars and students of early modern philosophy as well as to metaphysicians and philosophers of action. (shrink)

Writing philosophy well is an essential skill in our discipline. Philosophical writing must aim for clarity, precision, and rigor, but in doing so, it can often wind up dry, long-winded and boring. It can take many drafts to produce a paper that is suitable for publication in a journal, and many aspiring (and accomplished!) academic philosophers find the process of writing arduous and frustrating. Still, some people make it look easy – if you’ve read anything by Alan Hájek, you’ve probably (...) noticed his breezy style that effortlessly communicates complex ideas in simple terms. His concise and witty prose makes even formal epistemology, a notoriously complicated, math-heavy subject, accessible and engaging to readers. However, while it might look effortless, Hájek’s spirited style is in fact born out of deep and thoughtful engagement with the craft of writing. His motto is: “Work hard for your readers, so that they don’t have to.” Hájek’s approach is decidedly anti-genius: he believes that having good ideas and communicating them well can be taught, and he has devoted considerable energy to helping his graduate students improve their writing. He has written multiple articles about philosophical creativity, as well as an unpublished lengthy manuscript on the mechanics of writing. I have benefited myself from his advice – at least I believe I have, readers may judge for themselves. My aim in this article is to share a few of his insights that I have found most helpful for myself and for my students. I won’t try to summarize all of Hájek’s advice, and I also don’t claim that all of this is totally new. Rather, I will offer a small collection of greatest hits. I will cover eight aspects of philosophical writing, and for each one, I will explain the basic idea, and then discuss some ways of implementing it for oneself and one’s students. (shrink)

The concept of imagination is notoriously ambiguous. Thus one must be cautious not to use ‘imagination’ as a placeholder for diverse phenomena and processes that perhaps have not much more in common than that they are difficult to assign to some other, better defined domain, such as perception, conceptual thought, or artistic production. However, this challenge also comes with great opportunities: the fecundity and openness of ‘imagination’ appeal to researchers from different disciplines with different approaches and questions, and it draws (...) together fields of enquiry that are initially considered far apart. Hence, arguably, the field of imagination is particularly poised for interdisciplinary enquiry. In the section on Imagination in Interdisciplinary Research, I will talk about some of the issues that have already entered that field of interdisciplinary inquiry. (shrink)

Until relatively recently, researchers believed that synaesthetic sensations and their triggers were arbitrarily paired, and entirely idiosyncratic from one synaesthete to the next. Put differently, they believed that no two synaesthetes would have similar experiences from the same set of triggers, unless this had occurred by chance. This position likely arose because, prior to the internet, it was extremely difficult to recruit more than a small handful of synaesthete participants, and on the surface, synaesthetes do tend to disagree on their (...) associations when compared one-on-one. However, recent advances in communication have allowed researchers access to far larger groups of synaesthete participants, and this has changed our opinion about how similar synaesthetes might in fact be. A dedicated body of research has now shown that synaesthetic associations are built, to some extent, on a set of unconscious 'rules', shared across synaesthetes. These rules dictate the choice of sensation for certain triggers, and allow us to see patterns emerging which, although not absolute, provide a type of coherence across synaesthetes as a whole. I shall also show that some of these underlying rules operate in the population at large, to allow all individuals to make intuitive pairings across the senses. This chapter describes some of these rules, across a range of different modalities, and across different variants of synaesthesia. (shrink)

Special Issue, n. I, ch. 1, On the Transcendental.

I describe a suite of reinforcement learning environments in which artificial agents learn to value and respond to moral content and contexts. I illustrate the core principles of the framework by characterizing one such environment, or “gridworld,” in which an agent learns to trade-off between monetary profit and fair dealing, as applied in a standard behavioral economic paradigm. I then highlight the core technical and philosophical advantages of the learning approach for modeling moral cognition, and for addressing the so-called value (...) alignment problem in AI. (shrink)

Es escasa la investigación sobre las competencias necesarias para educar eficazmente en los primeros años de vida, y sobre los factores que influyen en la adquisición de una identidad docente de calidad para trabajar en Educación Infantil (EI). Los resultados de la presente revisión integradora apuntan que (1) el profesorado excelente de EI atiende a la diversidad de su alumnado, (2) las comunidades de práctica contribuyen a la adquisición de una identidad docente excelente, y (3) ciertas deficiencias en los programas (...) de formación docente y determinados factores contextuales obstaculizan un desempeño docente excelente. (shrink)

This paper investigates a novel question about the relationship between belief and deliberation: Is it ever rationally permissible to believe an answer to a question Q prior to concluding one’s deliberation about Q? This question differs from a more commonly discussed one, insofar as it asks about the rationality of believing that p before settling on p as the answer to some question Q. By contrast, recent literature in this area has focused on whether it can ever be rational to (...) keep inquiring into a question after one has adopted a belief that answers it. I argue that it is possible for rational agents to hold beliefs of a certain kind, namely transitional beliefs, prior to settling on an answer to a question. Developing the argument for this view can help us better understand the nature of belief and its relation to inquiry and deliberation. In particular, it follows that many common claims about what beliefs are don’t identify important features of belief itself, but of attitudes that are held as conclusions of deliberations more generally. Further, the view has the surprising consequence that it is typically beneficial to have transitional beliefs that are epistemically akratic. (shrink)

Black activists made extremely compelling arguments for slavery reparations in Massachusetts 250 years ago. They demanded reparations in the form of cash payments, land, or tax exemption, as compensation for the labor that was stolen from them, their pain and suffering, and to make up for the lack of generational wealth and equal opportunities of Black and multiracial families. Their arguments, and the arguments of many others who continued the fight for reparations, have not yet convinced the government. Nevertheless, those (...) who support reparations for slavery today can learn a lot from these courageous people and their strategies. Indeed, present-day activists can use the fact that there were already demands for reparations in the 1770s to support their argument that the city of Boston, or other political entities, should pay reparations now. And even those who oppose reparations should be aware of the long and fascinating history of pro-reparations activism. (shrink)

Research on human motion perception shows that people are highly adept at inferring emotional states from body movements. Yet, this process is mediated by a number of individual factors and experie...

Wittgenstein’s On Certainty has been a source of inspiration for philosophers concerned with the notion of deep disagreement (see Fogelin in Informal Logic 25(1):3–11, 2005; Pritchard in Topoi 40:1117–1125, 2021. https://doi.org/10.1007/s11245-018-9612-y ). While Wittgenstein’s examples of certainties do not include moral certainties, some philosophers have argued that an analogy can be drawn between certainty regarding the empirical world and moral certainty (Goodman in Metaphilosophy 13:138–148,1982; Hermann in On moral certainty, justification, and practice: A Wittgensteinian perspective, Palgrave Macmillan, Basingstoke, 2015; Pleasants (...) in Inquiry 51(3):241–267, 2008. https://doi.org/10.1080/00201740802120673 ). Moral certainty manifests itself in our fundamental ways of feeling, thinking, and acting morally. It is closely related to an “agreement in form of life” (Wittgenstein in Philosophical investigations, Translated by G.E.M. Anscombe. Third ed., Basil Blackwell, Oxford, 1968, § 241.), which makes moral disagreements possible in the first place. In this paper, I aim to shed light on the phenomenon of moral deep disagreement by relating it not only to the notion of moral certainty but also to the concept of deep disruption as it is currently developed and discussed in the philosophy of technology. I argue that certainty, deep disagreement, and deep disruption are all located at the level of “bedrock practices” (Williams in Wittgenstein, mind and meaning, Routledge, Milton Park, 1999, p. 198), and that the fundamentality of their objects should be understood in terms of relationality and interconnectedness. Deep disagreements can occur through deep technology-induced disruption and can take the form of a disruption of deep conceptual agreement. Conceptual common ground can be re-established by continuous interaction and a collective process of moral articulation. Deep disruption and moral deep disagreement can lead to moral progress, for instance in the form of recognising and correcting an epistemic injustice. (shrink)

This book examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity.

In the original publication of the article.

One of the assumptions that impregnate academic discourse, even that of social scientists committed to the re-incorporation of their disciplines, is its extra-corporeal character. This article analyzes the scholastic construction of producing and perceiving oral, written or silent discourses as non-corporeal acts. First, it argues that there is a certain continuity between monastic rituals that build the spirit as something different from and higher than the body and academic rituals that train people to place the source of discourse in the (...) mind. Second, it explores how the separation of discourse from the discourse-producing body is currently built and reproduced through participation in university and academic rituals. It holds that such participation installs in the bodies of academics an identification with the habit of producing discourses. Finally, it suggests that the fact that attempts to re-incorporate body to social life are performed by academics who have been trained in disembodying their discourses conditions the results of such attempts. (shrink)

Bilder in Kunst und Wissenschaft sind Orte des Denkens und Forschens.

This chapter looks at synaesthesia in school aged children from approximately 5-6 years onwards. We examine how synaesthesia develops from its earliest roots both behaviourally and neurologically, and describe how this development can be affected by literacy and learning. We present evidence showing that synaesthesia emerges over time undergoing stages of 'growth' from an immature to more mature form. We also discuss the prevalence of childhood synaesthesia and the methodologies available for testing this. Next we consider how the condition can (...) have an effect on a child's schooling experience and consider both its psychological and social impact. We show where the condition has costs and benefits for synaesthetic individuals and offer suggestions for parents and educators in their approach to dealing with the synaesthetic child. (shrink)

This volume contains papers by a group of leading experts on Aristotle and the later Aristotelian tradition of Neoplatonism. The discussion ranges from Aristotle's treatment of Parmenides, the most important pre-Socratic Greek philosopher, to Neoplatonic and medieval use of Aristotle, for which Aristotle himself set guidelines in his discussions of his predecessors. Traces of these guidelines can be seen in the work of Plotinus, and that of the later Greek commentators on Aristotle. The study of these commentators, and the recognition (...) of the philosophical interest and importance of the ideas which they expressed in their commentaries, is an exciting new development in ancient philosophy to which this book makes a unique and distinguished contribution. (shrink)

In this text, the authors confront the many issues which can confuse, frighten or ensnare young people as they struggle to make their own decisions in a world where the hard edges of moral choice have become increasingly blurred. Issues such as drug abuse and abortion are explored in their secular context, while also being placed under the microscope of both Biblical and church teaching. The positions of the Roman Catholic, Church of Ireland, Prebyterian and Methodist churches are examined through (...) their own statements and publications. (shrink)

The article presents the results of research on the relationship between social support and self-care of people with myocardial infarction. 127 patients treated in a rehabilitation centre participated in the study. The Inventory of Socially Supportive Behaviours and the Self-care Questionnaire developed by the author, were used. The findings suggest that persons receiving little support are characterised by lower level of self-care than people with medium and high level of support. No such difference was noted between people with medium and (...) high support level. This suggests that social support is of considerable importance for the changes in the level of self-care only in the case of people previously receiving little support. The research also indicates that informational support is related to higher level of self-care whereas instrumental support is related to lower level of self-care. Emotional support was significant only for the care for social functioning. (shrink)