Permissivism is the thesis that, for some body of evidence and a proposition p, there is more than one rational doxastic attitude any agent with that evidence can take toward p. Proponents of uniqueness deny permissivism, maintaining that every body of evidence always determines a single rational doxastic attitude. In this paper, we explore the debate between permissivism and uniqueness about evidence, outlining some of the major arguments on each side. We then consider how permissivism can be understood as an (...) underdetermination thesis, and show how this moves the debate forward in fruitful ways: in distinguishing between different types of permissivism, in dispelling classic objections to permissivism, and in shedding light on the relationship between permissivism and evidentialism. (shrink)

Do sensory measurements deserve the label of “measurement”? We argue that they do. They fit with an epistemological view of measurement held in current philosophy of science, and they face the same kinds of epistemological challenges as physical measurements do: the problem of coordination and the problem of standardization. These problems are addressed through the process of “epistemic iteration,” for all measurements. We also argue for distinguishing the problem of standardization from the problem of coordination. To exemplify our claims, we (...) draw on olfactory performance tests, especially studies linking olfactory decline to neurodegenerative disorders. (shrink)

Suspicion of “physics envy” surrounds the standard statistical toolbox used in the empirical sciences, from biology to psychology. Mainstream methods in these fields, various lines of criticism point out, often fall short of the basic requirements of measurement. Quantitative scales are applied to variables that can hardly be treated as measurable magnitudes, like preferences or happiness; hypotheses are tested by comparing data with conventional significance thresholds that hardly mention effect sizes. This article discusses what I call “shmeasurement.” To “shmeasure” is (...) to fail to apply quantitative tools to quantitative questions. We “shmeasure” when we try to measure what cannot be measured, or, conversely, when we ask binary questions of continuous measurements. Following the critics of standard statistical tools, it is argued that our statistical toolbox is indeed less concerned with the measurement of magnitudes than we take it to be. This article adds, however, that measurement is not all there is to scientific activity. Most techniques of proof do not resemble measurement as much as voting—a practice that makes frequent use of numbers, figures, or measurements, yet is not chiefly concerned with assessing quantities. Measurement is only one among three functions of the scientific toolbox, the other two being collating observations and deciding which hypotheses to relinquish. I thus make a plea for “shmeasurement”: the mismeasure of things starts to make more sense once we take into account the nonquantitative side of scientific practice. (shrink)

Without doubt, good numbers that characterize sharply and completely the phenomena being studied, and precise explanation of these phenomena that can be expressed mathematically, are tremendous advantages for a field of science. But not all fields of science are lucky enough to be able to achieve these features. And when they are not, nonetheless to force the phenomena studied to be characterized largely with numbers and the causal mechanisms to be described mathematically can court seriously limiting and distorting the field (...) of study. Research by economists on long-run economic development is an example of a field of research where this has happened. But unfortunately the phenomena are widespread throughout science. (shrink)

Any discipline of human knowledge is characterized by three fundamental elements: the complexity of its content, the method used for its elaboration, and the language used for its expression. This article argues that any method for making knowledge is a particular combination of three main components that we can call science, art, and revelation. The right combination depends on the complexity of the slice of reality that we wish to understand in each case. Is there a relationship between the quantity (...) and quality of a particular piece of knowledge and the quantity and quality of its eventual audience? Such a relationship serves, I believe, to avoid certain old misunderstandings. (shrink)

Biological sciences have strived to adopt the conceptual framework of physics and have become increasingly quantitatively oriented, aiming to refute the assertion that biology appears unquantifiable, unpredictable, and messy. But despite all effort, biology is characterized by a paucity of quantitative statements with universal applications. Nonetheless, many biological disciplines—most notably molecular biology—have experienced an ascendancy over the last 50 years. The underlying core concepts and ideas permeate and inform many neighboring disciplines. This surprising success is probably not so much attributable (...) to mathematical and statistical approaches in molecular biology, but rather to the preponderance of qualitative approaches, especially visualization. Visualizations can be afforded by quantitative research, but usually they rely on both, quantitative and qualitative research. I claim the following three features to be responsible for the unceasing zeal for using visualizations: visual representations facilitate reasoning, images can be cognitively processed in a “fast” manner, and abstractions of visual representations prompt conceptual advances. In summary, visualizations have largely contributed to the success of molecular biology by conveying its concepts to other disciplines, and at the same time, eclipsing mere quantitative approaches. However, visualizations also bear the risk of misinterpretation when traversing neighboring disciplines and even more so when pervading nonscientific domains. (shrink)

Previous research has shown that angry and happy faces are perceived as less emotionally intense when shown with averted versus direct gaze. Other work reports that long-term memory for angry faces was poorer when they were encoded with averted versus direct gaze, suggesting that threat signals are diluted when eye contact is not engaged. The current study examined whether gaze modulates working memory for angry and happy faces. In stark contrast to LTM effects, WM for angry faces was not significantly (...) modulated by gaze direction. However, WM for happy faces was significantly enhanced when gaze was averted versus direct. These findings suggest that in WM – when rapid processing and an immediate response is required – averted gaze may alter the meaning behind a smile, and make this kind of expression particularly salient for short-term processing. (shrink)

Workplace bullying is a significant issue confronting the nursing profession. Bullying in nursing is frequently described in terms of ‘oppressed group’ behaviour or ‘horizontal violence’. It is proposed that the use of ‘oppressed group’ behaviour theory has fostered only a partial understanding of the phenomenon in nursing. It is suggested that the continued use of ‘oppressed group’ behaviour as the major means for understanding bullying in nursing places a flawed emphasis on bullying as a phenomenon that exists only among nurses, (...) rather than considering it within the broader organisational context. The work of Foucault and the ‘circuits of power’ model proposed by Clegg are used to provide an alternative understanding of the operation of power within organisations and therefore another way to conceive bullying in the nursing workforce. (shrink)

This article explores gender differences in three varieties of economic activities that supplement regular employment and housework: entrepreneurial moonlighting, self-provisioning, and casual exchanges with the members of other households. Drawing on data gathered through a random survey and interviews conducted with a white, rural, working-class population, gender differences were found in the content of these activities, their location, the time devoted to them, the degree to which they were delineated from other activities, and the opportunities they provided for sociability. These (...) differences are shown to have consequences for the internal gendered dynamics of the household and for the reinforcement of some kinds of male privilege. (shrink)

Moral psychology studies the features of cognition, judgement, perception and emotion that make human beings capable of moral action. Perspectives from feminist and race theory immensely enrich moral psychology. Writers who take these perspectives ask questions about mind, feeling, and action in contexts of social difference and unequal power and opportunity. These essays by a distinguished international cast of philosophers explore moral psychology as it connects to social life, scientific studies, and literature.

We offer obeisances to Lord Śiva, guru of knowledge, lord of the dance, who purifies by the very utterance of his name, who transcends all dualities. May he grant us permission to argue with his devotees. May he also give us his blessings to convince them.Properly speaking, comparative philosophy does not lead toward the creation of a synthesis of philosophical traditions. What is being created is not a new theory but a different sort of philosopher. The goal of comparative philosophy (...) is learning a new language, a new way of talking. The comparative philosopher does not so much inhabit both of the standpoints represented by the traditions from which he draws as he comes to inhabit an.. (shrink)

Previous long-term memory research found that angry faces were more poorly recognised when encoded with averted vs. direct gaze, while memory for happy faces was unaffected by gaze. Contrasti...

As the initial book in the Feminist Constructions series, Feminists Doing Ethics broaches the ideas of critiquing social practice and developing an ethics of universal justness. The essays collected within explore the intricacies and impact of reasoned moral action, the virtues of character, and the empowering responsibility that comes with morality. These and other essays were taken from Feminist Ethics Revisited: An International Conference on Feminist Ethics held in October of 1999. Waugh and DesAutels bring to light in these pages (...) work discussed at this conference that extends our understanding of morality and ourselves. Visit our website for sample chapters! (shrink)

In a comment on my paper "Feminism, Ethics, and the Question of Theory", Keith Burgess-Jackson argues that I have misdiagnosed the problem with modern moral theory. Burgess-Jackson misunderstands both the illustrative-"theoretical-juridical"-model I constructed there and how my critique and alternative model answer to specifically feminist concerns. Ironically, his own view seems to reproduce the very conception of morality as an individually internalized action-guiding code of principles that my earlier essay argued is the conception central to modern moral theories.

Feminists, especially radical feminists, have reason to be dissatisfied with contemporary moral theory, but they are understandably reluctant to abandon the theoretical project until it is seen as unsalvageable. The problem is not, however, as Margaret Urban Walker claims, that theory is abstract, that it seeks to guide conduct, or that it postulates moral knowledge. The problem is that contemporary moral theory is foundational.

Alexander Miller has recently considered an ingenious extension of Frank Jackson and Philip Pettit's account of 'program explanation' as a way of defending non-reductive naturalist versions of moral realism against Harman's explanatory criticism. Despite the ingenuity of this extension, Miller concludes that program explanation cannot help such moral realists in their attempt to defend moral properties. Specifically, he argues that such moral program explanations are dispensable from an epistemically unlimited point of view. I show that Miller's argument for this (...) negative claim is inadequate, and that he has, in spite of himself, identified a promising defence of moral realism. (shrink)

In this essay I examine Margaret Edson’s Pulitzer prizewinning play, Wit, to explore the numerous connections drawn there between damage to bodies and damage to identities. In the course of this exploration I aim to get clearer about the kinds of illness, injury, or medical interventions that damage patients’ identities; how the damage is inflicted; and what might be done to repair identities that have been damaged in these ways. I argue that just as bodily illness and injury can (...) damage the identity-constituting narratives by which we understand ourselves and others, so too (as the play demonstrates) injurious identity-constituting narratives can result in bodily harm. Because identities are narrative constructions, the damage inflicted on them requires narrative repair. The defective stories must be uprooted and replaced, but the success of the repair depends on both the soundness of the replacement story and the willingness of others to take up the new story. (shrink)

In chapter 8 of Miller 2003, I argued against the idea that Jackson and Pettit's notion of program explanation might help Sturgeon's non-reductive naturalist version of moral realism respond to the explanatory challenge posed by Harman. In a recent paper in the AJP[Nelson 2006, Mark Nelson has attempted to defend the idea that program explanation might prove useful to Sturgeon in replying to Harman. In this note, I suggest that Nelson's argument fails.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Best Love of the Child: Being Loved and Being Taught to Love as the First Human Right ed. by Timothy P. JacksonMary M. Doyle RocheReview of The Best Love of the Child: Being Loved and Being Taught to Love as the First Human Right EDITED TIMOTHY P. JACKSON Grand Rapids, MI: Eerdmans, 2011. 416 pp. $28.00With The Best Love of the Child, Eerdmans adds to an (...) already impressive roster of books on children and families. While previous contributions to the field have challenged the appropriateness of rights in addressing the needs of children, Best Love explores the “best interest” standard that is commonly used by courts and international bodies to adjudicate cases involving children. The book’s fundamental claim is that what is “best” for children involves being loved and being taught to love. Although the essays in this volume acknowledge that the primary locus for the love and care of children is the family, they also engage other contexts including religious communities, courts, and legislative bodies.In a section dealing with social-psychological perspectives on this theme, Peter Benson and Eugene Roehlkepartain make the case that doing the best for children requires shifting from a deficit model that focuses on what children lack to a model that emphasizes their developmental assets. Other chapters in this section highlight the ways parents can pursue the best for children by introducing them to spiritual practices rooted in love for God and compassion [End Page 231] toward others, and by providing them with a narrative-rich environment that deepens bonds between adults and children.A section on historical perspectives continues this trajectory by highlighting the vocations of children from the late thirteenth century on to the early modern period. In his concluding essay in this section, Charles Reid links historical and contemporary concerns by focusing on the right to life and its implications for analyses of war and healthcare access.In a section on philosophical and theological perspectives, Cynthia Willett challenges liberal understandings of rights in view of the experiences of children and argues for an approach that recognizes a central paradox of human freedom: that relationships of interdependence do not weaken freedom but rather enhance it. This paves the way for developing a sense of collective responsibility for children based on shared commitments to justice and solidarity that reach beyond the privatized family. Richard Osmer tackles the concept of original sin in order to advance a vision of a missional church in which congregations work with families to encourage authoritative—rather than authoritarian—styles of parenting that model mutual forgiveness. Marcia Bunge’s contribution is the most practical, offering a list of practices for children, families, and congregations for nurturing children’s vocations.In a concluding section on legal perspectives, Michael Broyde notes that, in the context of custody cases in Jewish law, the primary question is not who loves the child the most but rather who can best meet the child’s needs in an atmosphere of respect. Margaret Brinig and Steven Nock argue that law can, in fact, foster the love of children and the potential children have for becoming loving themselves by promoting family structures that are stable and afforded status in the community. In this way families can model the covenantal relationships of unconditional love in which children thrive. The collection concludes with an essay by Don Browning that emphasizes weaving together love’s affective elements with the very practical activities of caring for children and respecting their emerging selves.By inviting thoughtful reflection on how loving and being loved are central to the well-being of children in families and other institutions, Best Love makes an important contribution to the interdisciplinary field of childhood studies. The book is best suited for graduate students, although the essays by Osmer and Bunge are relevant to pastoral settings. [End Page 232]Mary M. Doyle RocheCollege of the Holy CrossCopyright © 2015 Society of Christian Ethics... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Chaos, Fractals, and the Pedagogical Challenge of Jackson Pollock's "All-Over" PaintingsFrancis Halsall (bio)IntroductionThe "all-over" abstract canvases that Jackson Pollock produced between 1943 and 1951 present a pedagogical challenge in how to account for their apparently chaotic structure. One reason that they are difficult to teach about is that they have proved notoriously difficult for art historians to come to terms with. This is undoubtedly a consequence of (...) their abstraction. In the face of an apparent disintegration of the traditional pictorial distinction between figure and ground, multiplicities of (sometimes contradictory) readings present themselves. The question, posed to students, as to what they represent is an open one. To many, recalling the opinions of the baffled audience of the 1950s, they are nothing but an inchoate mess. In 1950 Time magazine referred to them as "chaos," prompting Pollock to wire a heated reply, "NO CHAOS DAMN IT."1Pollock's claim of "no chaos" can, however, be unpacked. This article looks at how a scientific analysis based on Chaos Theory and fractal patterns can be used to demonstrate to students that the paintings are indeed chaotic, but that this in turn provides evidence of an internal structure, an order within the chaos. This order is mimetically similar to other chaotic patterns and systems, from coastlines to economic systems. My overall position in this article is one of skepticism as to what such analysis ultimately has to offer in art historical, aesthetic, or pedagogical terms.The ProblemFor a student encountering Pollock's work for the first time, especially after a standard first-year survey of Western art, it can seem incomprehensible. [End Page 1] The challenge of Pollock's work is that none of the multiple interpretations that have been brought to bear on the paintings have any special claim to validity. Given the suggestive ambiguity and "chaos" of the images, there is little in the work itself that challenges the numerous, often contradictory, readings that have been posited. In fact, how art historians approach such images tells students something about the way art history itself works and how art historians are faced with particular choices in applying their discursive models. They must choose whether these accounts "fit" or satisfy the conditions of "rightness," to evoke Nelson Goodman's terms.2The numerous questions that have been asked of what the paintings actually represent are themselves demonstrative of the wide variety of techniques that modern art historians have at their disposal. Analyses have been based upon observations that are couched in the vocabularies of the political (often Marxist theory), feminism, psychoanalysis, iconography, formalism, and so forth.3 At the time of the paintings' creation even the CIA was in on the act; apparently realizing the ambiguity of the work left it open to political manipulation, they secretly funded the promotion of abstract expressionism as a weapon of the cold war.4 Simultaneously, members of Congress such as George Dondero were actually claiming the opposite—that Pollock was making paintings that were a "means of espionage" (sic) and that "If you know how to read them... [they] will disclose weak spots in U.S. fortifications, and such crucial constructions as Boulder Dam."5Ernst Gombrich's celebrated frustration with abstract art highlights the problems that those following traditional art historical methods had with such art at the time. Writing on Pollock's Number 12 (1952), Gombrich also seemed perplexed in the face of chaos. His response to the lack of explicit representational content or apparently accountable meaning was to claim:It is quite consistent that these [action] painters must counteract all semblance of familiar objects or even of patterns in space. But few of them appear to realise that they can drive into the desired identification only those who know how to apply the various traditional consistency tests and thereby discover the absence of any meaning except the highly ambiguous meaning of traces.6Indeed, if there is any consensus to be communicated to students about the work, it is that a single, specific meaning will always allude them.All of the above reactions to the work makes the claims of three physicists to have found the... (shrink)

I examine a number of recent challenges to traditional individualist epistemologies. In chapter I, I examine Margaret Gilbert's claim that certain types of communities, "plural subjects," are capable of having what she calls "collective beliefs." In chapter II, I examine Lynn Hankinson Nelson's claim that communities, and not individuals, are the primary epistemological agents. In chapter III, I examine Miriam Solomon's claim that scientific rationality is a property of communities, not individuals. In chapter IV, I examine Richard Rorty's (...) claim that solidarity is the end of inquiry. Finally, in chapter V, I examine Helen Longino's claim that scientific knowledge and inquiry are mediated by processes that are irreducibly social. ;I argue that many philosophers who argue for a more social epistemology are mistaken about what role the community plays in inquiry, and that only individuals are epistemic agents--only they believe, know, and act rationally. In this respect, traditional individualist epistemologies are correct. I also argue that what is distinctively and irreducibly social about inquiry are the norms and processes that mediate our interaction with each other. These norms and processes require numerous individuals to sustain them. Further, I argue that given this understanding of the role of the community in inquiry we are required to change our understanding of both the nature and role of the individual knower, and the project of epistemology. Individual knowers are dynamic, changing their conception of themselves as they interact in the world with others. An integral but hitherto neglected part of epistemology is the evaluation of the social processes that mediate our interaction with others. (shrink)

Nelson Goodman suggests that a generalization of the form “all A’s are B” is confirmable by an observed instance only if the generalization is law-like. Jackson and Pargetter deny this and give examples of how accidental generalizations can be confirmed. A possible response from Goodman appears to make these accidental generalizations look law-like, but I show it’s defective. And Jackson and Pargetter's substitute nomological condition fares no better than Goodman’s. Because of the multiplicity of possible background assumptions, (...) I doubt that there is a single “nomological condition” that each and every act of confirmation must obey. (shrink)