The Systematicity Arguments is the only book-length treatment of the systematicity and productivity arguments.

In the correspondence with Clarke, Leibniz proposes to construe physical theory in terms of physical (spatio-temporal) relations between physical objects, thus avoiding incorporation of infinite totalities of abstract entities (such as Newtonian space) in physical ontology. It has generally been felt that this proposal cannot be carried out. I demonstrate an equivalence between formulations postulating space-time as an infinite totality and formulations allowing only possible spatio-temporal relations of physical (point-) objects. The resulting rigorous formulations of physical theory may be seen (...) to follow Leibniz' suggestion quite closely. On the other hand, physical assumptions implicit in the postulation of space-time totalities are made explicit in the reconstruction of the space-time versions from the physical-relation versions. (shrink)

Kenneth Wain; Lifelong Education—a Deweyian challenge, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 257–264, https://doi.org/10.11.

The process of recognition or isolation of one or several entities from among many possible entities is termed intellego perception. It is shown that not only are many of our everyday percepts of this type, but perception of microscopic events using the methods of quantum mechanics are also intellego in nature. Information theory seems to be a natural language in which to express perceptual activity of this type. It is argued that the biological organism quantifies its sensations using an information (...) theoretical measure. This, in turn, sets the stage for a mathematical theory of sensory perception. (shrink)

One might have thought that if something has two or more distinct realizations, then that thing is multiply realized. Nevertheless, some philosophers have claimed that two or more distinct realizations do not amount to multiple realization, unless those distinct realizations amount to multiple “ways” of realizing the thing. Corey Maley, Gualtiero Piccinini, Thomas Polger, and Lawrence Shapiro are among these philosophers. Unfortunately, they do not explain why multiple realization requires multiple “ways” of realizing. More significantly, their efforts to articulate multiple (...) “ways” of realizing turn out to be problematic. (shrink)

We present a new model of skilled performance in geometry proof problem solving called the Diagram Configuration model (DC). While previous models plan proofs in a step‐by‐step fashion, we observed that experts plan at a more abstract level: They focus on the key steps and skip the less important ones. DC models this abstract planning behavior by parsing geometry problem diagrams into perceptual chunks, called diagram configurations, which cue relevant schematic knowledge. We provide verbal protocol evidence that DC's schemas correspond (...) with the step‐skipping inferences experts make in their initial planning. We compare DC with other models of geometry expertise and then, in the final section, we discuss more general implications of our research. DC's reasoning has important similarities with Larkin's (1988) display‐based reasoning approach and Johnson‐Laird's (1983) mental model approach. DC's perceptually based schemas are a step towards a unified explanation of (1) experts' superior problem‐solving effectiveness, (2) experts' superior problem‐state memory, and (3) experts' ability, in certain domains, to solve relatively simple problems by pure forward inferencing. We also argue that the particular and efficient knowledge organization of DC challenges current theories of skill acquisition as it presents an end‐state of learning that is difficult to explain within such theories. Finally, we discuss the implications of DC for geometry instruction. (shrink)

Alan Hodgkin and Andrew Huxley used abductive reasoning to draw conclusions about the ionic basis of the action potential. Here we build on that initial proposal. First, we propose that Hodgkin and Huxley’s constitutive abductive reasoning has four features. Second, we argue that Hodgkin and Huxley are not alone in giving such arguments. Tolman, 1948, and Baumgartner, 1960, also gave such arguments. The implication is that such arguments are common enough in science that philosophers of science should pay more attention (...) to them. Third, we propose that constitutive abduction describes a method that scientists use to confirm constitutive hypotheses that is an alternative to the mutual manipulability approach that is familiar in the New Mechanist literature. (shrink)

Utility- and pleasure-Friendship in the "nicomachean ethics" have commonly been held to be wholly self-Seeking relationships and of no great interest as forms of "friendship". Recently, John cooper has argued that these relationships essentially involve disinterested concern in a subtle blending of self- and other-Regarding purposes and causes. The article argues against cooper that disinterestedness has no part in these relationships but that they can nonetheless be seen as exhibiting trust, Sharing, Interdependence, And other virtues of interpersonal relationships.

This article examines the role and value of defiance in sport. I argue that defiance is a virtue in sport and make a case for it as a spirited and praiseworthy way of counteracting burdened conditi...

It has been reported by some studies that the desire to be involved in decisions concerning one’s healthcare especially with regard to obtaining informed consent is related to educational status. The purpose of this study, therefore, is to assess the influence of educational status on attitude towards informed consent practice in three south-eastern Nigerian communities.

This article is concerned with theories and therapeutic practices that interpret post-traumatic combat stress as a ‘moral injury’ produced by the shock of carrying out lethal violence in uncertain battlefield conditions. While moral injury is said to share many symptoms with post-traumatic stress disorder (PTSD), its proponents – military and Veterans Health Administration clinical psychologists, chaplains, and some psychiatrists – are concerned by PTSD’s inability to account for the meaning-based moral and ethical distress that counterinsurgency battlefields in Iraq and Afghanistan (...) are allegedly especially prone to produce in US soldiers. Moral injury theorists seem to want to describe a phenomenon that is both more profound than PTSD but which, as clinical psychologists Shira Maguen and Brett Litz state, is not itself a mental disorder. In this article, I examine the links between moral injury theory’s fringe diagnostic status and the fringe status of the kinds of violence it understands as uniquely injurious to soldiers’ psyches. Moral injury valorizes war-fighting and military culture while casting war as a source of almost inevitable psychopathology. I argue that moral injury theory represents an effort to carve out a distinct domain of psychological expertise but also a negotiation of the tension between war violence’s ‘normal’ practice and its excessive or morally hazardous manifestations – both of which link mental illness directly to the politics of war violence and post-war care. (shrink)

In The Servile Mind: How Democracy Erodes the Moral Life, Kenneth Minogue explores the intelligentsia’s love affair with social perfection and reveals how ...

Some years ago, 1985, Alasdair MacIntyre wrote a paper onThe Idea of an Educated Public in which he argued that the only route open for educators for the future, in order to emerge out of the current moral ‘crisis’ created by the ‘emotivist’ modernist culture is to bring back the idea of an ‘educated public’ from the Scottish Enlightenment and to regard education as education into such a public. The notion of an ‘educated public’, in effect, reappears also in all (...) his later books on moral philosophy, particular his latest,Three Rival Theories of Moral Enquiry, where he takes up his original proposal that educated publics should grow around universities and canvasses the new idea that under contemporary conditions what we may need is not one universal university but three kinds contextualized within the three rival kinds of cultural and moral programmes he identifies, and, correspondingly, three kinds of educated public. This paper tries to trace the evolution of MacIntyre's idea of an educated public throughout his work, arguing that there is one particular perspective on the idea which he strangely omits, that represented by Dewey/Habermas, and critiquing his final solution on the basis of its possibility and political desirability. (shrink)

There are many connections among artificial intelligence, learning, reasoning and ontologies. The Ontology Summit 2017 explored, identified and articulated the relationships among these areas. As p...

It is sometimes suggested that the history of computation in cognitive science is one in which the formal apparatus of Turing-equivalent computation, or effective computability, was exported from mathematical logic to ever wider areas of cognitive science and its environs. This paper, however, indicates some respects in which this suggestion is inaccurate. Computability theory has not been focused exclusively on Turing-equivalent computation. Many essential features of Turing-equivalent computation are not captured in definitions of computation as symbol manipulation. Turing-equivalent computation did (...) not play the role in McCulloch and Pitts’s early cybernetic work that is sometimes attributed to it. Finally, various segments of the neuroscientific community invoke a notion of computation that differs from the Turing-equivalent notion.Keywords: Circular causality; Computation; Cortical maps; Neural networks; Symbol manipulation; Turing-equivalent computation. (shrink)

Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation, truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers MacIntyre’s suggestion that the notion (...) of the educated public can solve the former tension and concurrently re-launch the notion of education in the postmodern world—central to MacIntyre’s plan is the reform of the university. And against it Rorty’s suggestion that acculturation and individuation be regarded as different but connected processes, with individuation conceived as self-creation and located in the non-vocational university. (shrink)

This is the first anthology of commentary on Sallis that shows what is genuinely unique in his thought: the transformative relation of reason and imagination in thinking "after Heidegger.".