We articulate a view of natural kinds as complex universals. We do not attempt to argue for the existence of universals. Instead, we argue that, given the existence of universals, and of natural kinds, the latter can be understood in terms of the former, and that this provides a rich, flexible framework within which to discuss issues of indeterminacy, essentialism, induction, and reduction. Along the way, we develop a 'problem of the many' for universals.

Simon Saunders argues that, although distinct objects must be discernible, they need only be weakly discernible (Saunders 2003, 2006a). I will argue that this combination of views is unmotivated: if there can be objects which differ only weakly, there can be objects which don’t differ at all.

How should we respond to extremist views that we know are false? This paper proposes that we should be intellectually humble, but not open-minded. We should own our intellectual limitations, but be unwilling to revise our beliefs in the falsity of the extremist views. The opening section makes a case for distinguishing the concept of intellectual humility from the concept of open-mindedness, arguing that open-mindedness requires both a willingness to revise extant beliefs and other-oriented engagement, whereas intellectual humility requires neither. (...) Building on virtue-consequentialism, the second section makes a start on arguing that intellectually virtuous people of a particular sort—people with ‘effects-virtues’—would be intellectually humble, but not open-minded, in responding to extremist views they knew were false. We suggest that while intellectual humility and open-mindedness often travel together, this is a place where they come apart. (shrink)

Vague existence can seem like the worst kind of vagueness in the world, or seem to be an entirely unintelligible notion. This bad reputation is based upon the rumour that if there is vague existence then there are non-existent objects. But the rumour is false: the modest brand of vague existence entailed by certain metaphysical theories of composition does not deserve its bad reputation.

If you love someone, is it good to believe better of her than epistemic norms allow? The partiality view says that it is: love, on this view, issues norms of belief that clash with epistemic norms. The partiality view is supposedly supported by an analogy between beliefs and actions, by the phenomenology of love, and by the idea that love commits us to the loved one’s good character. I argue that the partiality view is false, and defend what I call (...) the epistemic view. On the epistemic view, love also issues norms of belief. But these say simply that you should adhere to epistemic norms in forming and maintaining beliefs about loved ones. I offer two arguments for the epistemic view. The first appeals to the emotional responses of love, which, when sensitive to what the loved one is really like, can make love great and be morally transformative. The second is a new argument for why caring for a loved one requires true beliefs about him. We see that there may be some boundaries, such as stuffy traditions, that love is right to defy, but that epistemic boundaries are not among them. (shrink)

We start with an observation about implicit quantifier domain restriction: certain implicit restrictions (e.g., restricting objects by location and time) appear to be more natural and widely available than others (e.g., restricting objects by color, aesthetic, or historical properties). Our aim is to explain why this is. That is, we aim to explain why some implicit domain restriction possibilities are available by default. We argue that, regardless of their other explanatory virtues, extant pragmatic and metasemantic frameworks leave this question unanswered. (...) We then motivate a partially nativist account of domain restriction that involves a minimal view of joint planning around broad shared goals about navigating and influencing our environments augmented with cognitive heuristics that facilitate these. Finally, we sketch how the view can be extended to account for the ways non-default restriction possibilities become available when conversationalists have shared idiosyncratic goals. (shrink)

Epistemic analyses of stereotyping describe how they lead to misperceptions and misunderstandings of social actors and events. The analyses have tended so far to focus on how people acquire stereotypes and/or how the stereotypes lead to distorted perceptions of the evidence that is available about individuals. In this chapter, I focus instead on how the stereotypes can generate misleading evidence by influencing the policy preferences of people who harbour the biases. My case study is stereotypes that relate to people living (...) in poverty. I show how these stereotypes influence policy choices in ways that generate misleading evidence about people living in poverty. I argue that the stereotypes generate the misleading evidence by supporting policies that restrict the agency of the people in poverty. In generating this misleading evidence, the stereotypes place additional constraints on the epistemic agency of everyone, making it harder for anyone, including those who do and those who do not endorse the stereotypes, to gain true beliefs about people living in poverty. Going forward, I conclude, adequate epistemic analyses of stereotyping ought to be more expansive, acknowledging both the way that stereotypes generate misleading evidence by constraining the agency of those stereotyped, and how we can all thereby be epistemically constrained by the stereotypes harboured by others. (shrink)

Question: Do clinicians providing abortion practicing in states that restrict abortion experience more moral distress than those practicing in states that protect abortion? -/- Findings: In this national, purposive survey study of 310 clinicians providing abortion, moral distress was elevated among all clinicians, with those practicing in restrictive states reporting higher levels of moral distress compared with those practicing in protective states. -/- Meaning: The findings suggest that structural changes addressing bans on necessary health care, such as federal protection for (...) abortion, are needed at institutional, state, and federal policy levels to address clinician moral distress. (shrink)

Vague existence can seem like the worst kind of vagueness in the world, or seem to be an entirely unintelligible notion. This bad reputation is based upon the rumour that if there is vague existence then there are non-existent objects. But the rumour is false: the modest brand of vague existence entailed by certain metaphysical theories of composition does not deserve its bad reputation.

There is a growing recognition among many scientists and philosophers that metaphysical presuppositions guide scientific research. These ontological claims, in turn, prescribe a particular methodology for how to go about investigating and explaining those kinds of things. There is thus what I call a move from metaphysics to methods. Using cancer research as a case study, I defend the existence of this move, and I argue for an “agnostic” attitude towards the metaphysical presuppositions guiding cancer research. I defend this agnosticism (...) on two grounds: first, the underdetermination of metaphysical frameworks by empirical research, and second, on the ground of inductive risk, namely that when it comes to cancer research, there are more than just epistemic consequences for making the wrong metaphysical choice. I conclude that one should instead allow for a pluralism of metaphysical frameworks to guide cancer research. (shrink)

This article examines the challenges and pressures liberal arts programs are currently facing, as well as their responses to them. We argue that while liberal arts programs do in fact develop transferable skills that promote ‘work-place readiness,’ these skills are best understood as derivative goods of a liberal arts education and not the value of the education itself. Further, we argue that valuing the liberal arts for these derivative goods may be self-defeating—insofar as a liberal arts education is constituted by (...) a certain set of social norms, values, practices. Like friendship, therefore, a liberal arts education has instrumental value; however, pursuing a liberal arts education for the instrumental value may diminish (and may even preclude) the realization of these derivative goods and values. (shrink)

Between 1820 and 1870, middle-class Americans became convinced of the role nonhuman animals could play in socializing children. Companion animals in and around the household were the medium for training children into self-consciousness about, and abhorrence of, causing pain to other creatures including, ultimately, other people. In an age where the formation of character was perceived as an act of conscious choice and self-control, middle-class Americans understood cruelty to animals as a problem both of individual or familial deficiency and of (...) good and evil. Training children to be self-conscious about kindness became an important task of parenting. Domestic advisors also argued that learning kindness was critical for boys who were developmentally prone to cruelty and whose youthful cruelty had implications both for the future of family life and for the body politic. The practice of pet keeping, where children became stewards of companion animals who were then able to teach young humans such virtues as gratitude and fidelity, became a socially meaningful act. (shrink)

Margery Kempe and her Book studied in both literary and historical context.

A collection of essays with themes in human rights and legal history, spanning several centuries, containing a tribute to one of the most remarkable jurists of our time. Linked by an historical and contextual approach, these essays add to knowledge of legal history and human rights and provide a reference point for future research.

Addressing Education: Purposes, Plans, and Politics is the first in the 10-volume series, Lynchburg College Symposium Readings, 3rd edition. Each volume presents primary texts organized around an interdisciplinary, liberal arts theme such as education, politics, social issues, science and technology, morals and ethics. The series has been developed by Lynchburg College faculty for use in the Senior Symposium and the Lynchburg College Symposium Readings Program (SS/LCSR). While these programs are distinctive to Lynchburg College, the texts are used on many college (...) campuses across the nation, as well as by readers interested in significant original texts on important topics. Addressing Education: Purposes, Plans, and Politics offers primary source readings on a wide range of topics in education. Here are the original writings that readers often only read about. In this volume, the educators speak for themselves in selections and excerpts from Plato (360 B.C. E.) to Paolo Freire (1968). Familiar luminaries Mann, Rousseau, DuBois, Keller, Jefferson, 21 in all gather together all in one volume to deliver these pivotal ideas with incomparable impact. Whether consumed cover-to-cover or piece-by-piece, the volume invites useful, critical debate on this important topic. (shrink)

This volume advances the contemporary debate on five central issues in the philosophy of film. These issues concern the relation between the art and technology of film, the nature of film realism, how narrative fiction films narrate, how we engage emotionally with films, and whether films can philosophize. Two new essays by leading figures in the field present different views on each issue. The paired essays contain significant points of both agreement and disagreement; new theories and frameworks are proposed at (...) the same time as authors review the current state of debate. Given their combination of richness and clarity, the essays in this volume can effectively engage both students, undergraduate or graduate, and academic researchers. (shrink)

The Laws x argument that the gods attend to humans has a surprising structure: the Athenian offers an argument that ‘forces’ the interlocutor to agree that he was wrong, then says he needs a myth in addition. I argue that the myth responds to the interlocutor’s motivation for thinking that the gods ignore human beings, and that although it is not an argument, it is a vehicle for rational persuasion.

This article proposes a reconsidered chaîne opératoire framework drawing on theories of embodied, extended, and enacted cognition. I investigate three hypotheses: (1) the chaîne opératoire framework (as it is used) takes a cognitivist approach to the mind, (2) technical tendencies and milieus can encompass and support modern theories of embodied, extended, enactive cognition, and (3) that by reconsidering these elements of the chaîne opératoire framework alongside contemporary theories of cognition we may re-envision a novel chaîne opératoire framework which takes a (...) non-cognitivist approach. First, the development of chaîne opératoire and its uses are reviewed and analyzed for evidence of a cognitivist approach. Second, I argue that elements of the chaîne opératoire framework (technical tendencies and milieus) can and do support contemporary theories of cognition. Similar methods for connecting methodological frameworks with the phenomenological nature of human being such as Cognigrams and the Four-Field Co-Evolutionary approach are analyzed to provide context for this work. Following this, I outline a unique approach to the chaîne opératoire framework which accounts for theories of embodied, enacted, and extended cognition. (shrink)

Understanding the basics of ethics is essential for a physical therapist. Diagnostic skills, technical expertise, and knowledge of the body are insufficient; being a good clinician requires a moral education as well. Bioethics in Physical Therapy: A Reader helps students develop a deeper understanding of moral principles and their philosophical underpinnings. The text encourages readers to exercise their moral imaginations and prepares them to respond to professional conflicts in an ethical manner. The reader is organized in seven units. The text (...) begins with an introduction to classical moral theories, the fundamental philosophical pillars of biomedical ethics, and a history of ethics in physical therapy. Additional units explore such topics as moral distress and the choice to be ethical, acting with integrity in the face of uncertainty, and the importance of hope in the patient encounter. Students learn about moral courage, the broad reach of justice in the medical field, and the lived experience of illness. Each unit features an opening scenario, a section on cultivating professional values, introductions to the key topic and the readings, comprehension questions, and post-reading critical thinking questions that reference the opening scenario. Written to be engaging and accessible, Bioethics in Physical Therapy: A Reader is designed to help future therapists understand the importance of ethics in practice. It is an ideal resource for all courses in the discipline. (shrink)

Although augmenting rational models with cognitive constraints is long overdue, the emotional system – our innatelyevaluative “affective” constraints– is missing from the model. Factoring in the informational nature of emotional perception, its explicitself-regulatoryfunctional logic, and the predictable pitfalls of its hardwired behavioral responses (including a maladaptive form of “identity management”) can offer dramatic enhancements.

Investments by the global finance sector contribute to industrial-scale agriculture along with its harmful environmental impacts, making their actions significant in supporting or opposing sustainable food systems transformation. Previous research has shown that institutional investors identify animal agriculture as an important consideration with respect to environmental, social and governance (ESG) issues regarding sustainable food systems. This study aimed to explore ways in which so-called ‘responsible’ investors in Australia consider risks related to animal agriculture, and whether existing ESG metrics are ‘fit-for-purpose’ (...) for assessing issues related to sustainable animal agriculture. Nineteen semi-structured interviews were conducted with responsible investors and relevant non-government organisations (NGOs) in Australia. We found that the responsible investment sector lacked mechanisms to recognise the inter-connections between animal agriculture and multiple environmental and social outcomes. Furthermore, we found that investors largely focused on ‘techno’ solutions to the impacts of animal agriculture, such as alternative proteins, through a ‘single issue’ lens. They rarely made connections to other relevant ‘food systems’ issues, such as health. We conclude that holistic approaches are needed to monitor and assess the impacts of animal agriculture in the investment sector and suggest that integrated ‘food systems’ metrics will be necessary to inform these approaches. (shrink)

This book introduces a standpoint approach to phenomenology and reconceives the phenomenological project as not an individual but a communal endeavor—one that, importantly, requires insight from across the spectrum of human experience and especially experiences of those who have traditionally been absent from the discipline. To develop this approach, the book draws on the feminist tradition of standpoint epistemology. The book borrows two of standpoint epistemology’s key theses—that of situated knowledge (what we know is shaped and often limited by our (...) social location) and inverted privilege (epistemological advantage can in some contexts be inversely related to one’s social location). In standpoint phenomenology, these develop into the thesis of situated phenomenology and inverted phenomenological privilege respectively. This book presents three specific methodologies that support the standpoint approach to phenomenology: the methodologies of breakdown, sign, and wonder. All have their origins in the classical phenomenological work of Heidegger and Merleau-Ponty. Though these methods are used by these phenomenologists, they are not explicitly articulated or explained in any detail. The book lays out how and why these methodologies can be used to reveal the conditions supporting human existence and then highlights the role each might play in a standpoint approach to phenomenology. (shrink)

This is a paper, aimed at students, which sets out some issues regarding personal identity over time.

An essay review of two books about Kuhn and Kuhnian ideas.

Throughout history, one focus of society has been expanding and educating its less fortunate or less advanced. This has not change in the twenty-first century. It seems to be a topic in every political election: what are you going to do to help the poor? What are you going to do to help the poor in other countries? The mistreatment of others is all over the media. It fills the home and the head. The squalor of poorer countries is featured (...) on the nightly news. People typically say, send food. Send medicine. One man had a different idea. Send education in the form of inexpensive laptops. (shrink)

One of the clearest signs that Psychology has impacted popular culture is the public’s familiarity with the Rorschach ink-blot test. An excellent example of the Rorschach in popular culture can be found in Watchmen, the comic/graphic novel written by Alan Moore and Dave Gibbons (1987). In the mid-20th century Psychology had an especially contentious relationship with comics; some psychologists were very anxious about the impact comics had on young people, whereas others wrote comics to subvert dominant norms about gender and (...) sexuality. Yet historians of Psychology have had almost nothing to say about this popular and critically acclaimed novel. We read Watchmen here for its narratives that most concern the history of Psychology. We focus on such themes as anti-psychiatry, sexual violence, homophobia, lesbian erasure and social psychological research on bystander intervention. We argue it is possible to align Psychology and comics more closely despite their sometimes contentious history. In doing so we demonstrate the active role of the public in the history of the Rorschach, and the public engagement of Psychology via comics, and also reveal what is possible when historians consider comics within their histories. (shrink)

We agree that conceptualisation is key in understanding the brain basis of emotion. We argue that by conflating facial emotion recognition with subjective emotion experience, Lindquist et al. understate the importance of biological predisposition in emotion. We use examples from the anxiety disorders to illustrate the distinction between these two phenomena, emphasising the importance of both emotional hardware and contextual learning.

This is part of a symposium on Paul Faulkner's book 'Knowledge on Trust'. The symposium also includes pieces by Guy Longworth, Arnon Keren, Edward S. Hinchman, and Peter J. Graham, with précis and replies by Paul Faulkner. For a more straightforward account of the book, see my review in Philosophical Quarterly 63.1 (2013), 170-71.