This is a well-behaved concept in Newtonian physics. But a center of gravity is not an atom or a subatomic particle or any other physical item in the world. It has no mass; it has no color; it has no physical properties at all, except for spatio-temporal location. It is a fine example of what Hans Reichenbach would call an abstractum. It is a purely abstract object. It is, if you like , a theorist's fiction. It is not one of (...) the real things in the universe in addition to the atoms. But it is a fiction that has nicely defined, well delineated and well behaved role within physics. (shrink)

This discussion note addresses Caleb Hazelwood’s ‘Practice-Centered Pluralism and a Disjunctive Theory of Art’. Hazelwood advances a disjunctive definition of art on the basis of an analogy with species concept pluralism in the philosophy of biology. We recognize the analogy between species and art, we applaud attention to practice, and we are bullish on pluralism—but it is a mistake to take these as the basis for a disjunctive definition.

The Nuremberg Trials of leading National Socialists established the principle that individuals may be legally punished, even by death, for obeying the laws of their country. Is there then a higher law by which enacted valid positive laws may be judged, so that persons subject to such laws would be duty-bound to defy them? In recent years the theory of natural law has been revived by a number of philosophers and jurists, who however often disagree sharply among themselves about the (...) proper methods for defining and deriving natural law. Howard Kainz surveys the history of natural law from its foreshadowing in ancient Greece down to the most recent controversies. Natural Law both introduces the subject to newcomers and sheds fresh light on such figures as Plato, Aristotle, Hume, Kant, Veatch, McInerny, Grisez, and Finnis. (shrink)

The theme of this volume is the multi-faceted 'computational turn' that is occurring through the interaction of the disciplines of philosophy and computing. In computer and information sciences, there are significant conceptual and methodological questions that require reflection and analysis. Moreover, digital, information and communication technologies have had tremendous impact on society, which raises further philosophical questions. This book tries to facilitate the task to continuously work to ensure that its diversity of perspectives and methods proves a source of strength (...) and collaboration rather than a source of instability and disintegration. The first three contributions explore the phenomenon of virtual worlds. The next four focus on robots and artificial agents. Then a group of chapters discusses the relation between human mentality and information processing in computers and the final section covers a broad range of issues at the interface of computers and society. (shrink)

In what sense can the sciences be said to constitute a (set of) specific cultural tradition(s) within broader culture? This is the proper way of posing the problem of the 'two cultures' today. For G. Bachelard the opposition between 'poem' and 'theorem' was fundamental, the elements of poetical imagination being radically different from the symbolical constructions of conceptual invention. In this article a sophisticated version of this point of view is proposed. The nowadays popular attempts to bridge all gaps between (...) the cultures by an appeal to creative imagination ('science as art', 'mathematics and poetry') are criticized. The real basis of considering research traditions nevertheless as cultural realities in a nontrivial sense is not to be found in a mediation between cognitive faculties, but has to be revealed by a comparative analysis of their respective products. In fact, science, as well as other cultural practices, is subject to variations of style (Granger, Hacking ...). Research styles are not in the first place due to external, sociological determinants, but to such factors as the necessity of individuating any idea in a work, the presence of changing images of science within each discipline, and the fundamental role of the not-yet-explicit, given the specific temporal structure of conceptual innovation with its „essential tension” (Kuhn) between the old and the new. (shrink)

The motivation for adopting reductive and anti-reductive theories of testimonial warrant is considered. Whilst both well-motivated neither position can adequately capture the dynamic aspect of the individual knowers relationship to the wider community of knowledge. A hybrid theory of testimony is proposed that attempts to do just this.

Context: Although Josef Mitterer’s non-dualism has received increasing attention in recent years, it is still underrated by philosophers. It is an ambitious and unusual treatment of epistemological problems concerning truth and reality. Problem: Is non-dualism tenable? Is conceptual relativism tenable? Method: On the basis of a pragmatic semantics, Mitterer’s arguments against conceptual relativism are shown to be unjustified. Results: Non-dualism lacks a clear conception of semantics. Given the similarities to Robert Brandom’s account of truth, as well as Mitterer’s preoccupation with (...) Wittgenstein, pragmatic semantics suggests itself for filling this gap. But then conceptual relativism seems to be the more attractive position. Implications: This paper is a critical survey of non-dualism and a defense of conceptual relativism, but it might also be a worthwhile reading for those interested in semantic issues such as the difference between Ludwig Wittgenstein’s and Robert Brandom’s approaches to “meaning as use.” Constructivist content: Non-dualism is sometimes regarded as an alternative to realistic and constructivist positions in epistemology. This paper, however, defends conceptual relativism, which is a kind of realism that can also be seen as a kind of (non-radical) constructivism. (shrink)

Virtue ethics has emerged as an alternative to deontological and utilitarian theory in recent moral philosophy. The basic notion of virtue ethics is to reassert the importance of virtuous character in ethical judgement in contrast to the emphasis on principles and consequences. Since questions of virtue have been largely neglected in modern moral theory, there has been a return to Aristotles account of virtue as character. This in turn has been questioned as the basis of virtue ethics and there has (...) been a search for alternative accounts of moral agency. One aspect of this critical reflection on virtue ethics is an engagement with social psychology as a source of criticism of the Aristotelian conception of character and as a more plausible alternative foundation for a theory of moral character with contemporary relevance. This paper aims to introduce this area of moral theory to a psychological audience and reflect on the interpretation of social psychological theory and evidence in criticisms of virtuous character, focusing on the use of Milgrams (1974) experiments on obedience to authority as an argument for situationism. A number of questions emerge concerning the interpretation and use of social psychological theory and evidence in debates within moral philosophy. (shrink)

Context: Public universities in South Africa are currently facing the challenge of decolonising knowledge. This change requires a review of curriculums, as well as teaching and learning with the goal of embracing the epistemology of the learners, addressing issues such as social justice and transformation. Problem: Human communication is subject to several perceptual errors in both listening and seeing, which challenges the success of the communication in the education system. The ability of the teacher and the learners to effectively communicate (...) with one another is a factor for the success of each reaching their goals. The teacher imparts her knowledge in the classroom, but according to von Foerster, “[i]t is the listener, not the speaker, who determines the meaning of an utterance,” for the listener contextualises this information based on her own past lived experience. Thus, the student’s epistemology and her expression of her understanding is integral in the classroom context and should be actively included into the education system. Method: I present a cybernetic approach to the teacher-learner system, challenging traditional ideas about the role of each actor within the system, with special attention given to Pask’s conversation theory. Results: Early empirical findings suggest that a conversational contextual approach results in higher student involvement and better memory retention among the learners. Conversational approaches that are epistemologically inclusive diffuse social problems where the student groups require their individual worldviews to be reflected within the curriculum. This reduces the friction of competing epistemologies within the education system, moving toward a co-created contextually-driven knowledge system. Implications: Many educators would like deeper engagement from their learners but have not found a way to successfully engage the student group. A cybernetic approach is one method that can be adopted to remedy this. This is particularly useful in contexts where there is cultural diversity and impending social change. Constructivist content: I address von Glasersfeld’s points on human cognition, linking it to Austin’s speech acts. (shrink)