Offers career guidance to Ph.D. degree holders, addressing such issues as publishing, interviews, CVs, cultivating references, avoiding career path mistakes, and transitioning to non-academic work.

I. Logic, rationality and ideology Herbert Marcuse once claimed that the ‘“rational” is a mode of thought and action which is geared to reduce ignorance, destruction, brutality, and oppression.’ He echoed a widespread folk belief that a world in which people were rational would be a better world. This could be taken as an optimistic empirical conjecture: if people were more rational then probably the world would be a better place (a trust that ‘virtue will be rewarded’, so to speak). (...) However, it is also worth considering a stronger hypothesis: that if something did not reduce ignorance, destruction, brutality, and oppression then it would not constitute rationality. On this view there is no mere correlation between rationality and a propensity toward reduction in ignorance and the rest, it is the propensity to reduce ignorance, destruction, brutality and oppression which in part constitutes rationality. Call this a broad conception of rationality, because it expands beyond the epistemic goal of reducing ignorance, and reaches out to moral concerns like oppression. (shrink)

Teaching ethics poses a dilemma for professors of business. First, they have little or no formal training in ethics. Second, they have established ethical values that they may not want to impose upon their students. What is needed is a well-recognized, yet non-sectarian model to facilitate the clarification of ethical questions. Gestalt theory offers such a framework. Four Gestalt principles facilitate ethical clarification and another four Gestalt principles anesthetize ethical clarification. This article examines each principle, illustrates that principle through current (...) business examples, and offers exercises for developing each principle. (shrink)

I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher and (...) the course. The form includes several questions in which the student is asked to rate the teacher in various respects (such as clarity and organization, availability outside the classroom, and so forth) along a numbered scale (in our case, from one to five); they are also asked one very general question in which they are told to rate the instructor’s overall effectiveness. They are also invited to write comments on these matters. Mean scores (in effect, grades) are calculated for each question and published by the university. In addition, these student evaluations of teaching (often called SETs for short) are used each year by the committee that decides merit pay increases for faculty. When the faculty member is being considered for advancement to tenure or promotion to the rank of Full Professor, these evaluation forms are supplemented by faculty evaluation of teaching, in which faculty members visit the candidate’s classes and report on her or his effectiveness as a teacher. Except for these two once-in-a-lifetime events, the student evaluation forms are the only way in which we judge the quality of teaching. In other words, teaching is for the most part evaluated by students and not by faculty. (shrink)

Richard Kennington, a professor for many years at Pennsylvania State University and the Catholic University of America, was renowned for his insight in reading and teaching early modern philosophy. Although he published articles and spoke widely, never before have his writings been collected in a book. On Modern Origins deftly shows how modern thinkers assessed the errors of the classical tradition and established in its place a philosophy that fuses a new meaning of nature and of theory with humanitarian (...) goals. This volume is an essential source for scholars seeking to understand the contemporary significance of the dawning of the modern era. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 7.2 (2002) 39-59 [Access article in PDF] Response to My Critics Karen J. Warren Introduction In the Preface to my book, Ecofeminist Philosophy: A Western Perspective on What It Is and Why It Matters, 1 I describe as both "exciting and taxing" the process of writing the book over more than one decade (Warren, x). It was exciting because I was contributing to the (...) still nascent field of ecofeminist philosophy; it was taxing because I often found it difficult to know what I wanted to say about ecofeminism as a philosophical position. The book that emerged is my attempt to say, in my own voice and in a language and style amenable to a reflective lay audience, what I understand ecofeminist philosophy to be and why I think it matters.Ecofeminist Philosophy is premised on the conviction that ecofeminist philosophy has liberating potential to generate insights and recommendations for any theory, practice, or policy that is feminist, ecofeminist, or environmental. The version of ecofeminist philosophy I defend focuses on a variety of contingent interconnections—historical, empirical, socioeconomic, conceptual, linguistic, symbolic and literary, spiritual and religious, epistemological, metaphysical, political, ethical, and theoretical—among the dominations of women, other subordinated humans, nonhuman animals, and nature. It locates the commonalities of mutually reinforcing "isms of domination" (e.g., sexism, racism, classism, heterosexism, ageism, colonialism, [End Page 39] ethnocentrism, speciesism and "naturism," or the unjustified domination of nonhuman nature) in oppressive conceptual frameworks, institutions, and practices mediated and justified by a "logic of domination." Connecting these isms of domination to pressing contemporary feminist and environmental issues, I argue for a version of ecofeminist philosophy that provides both critical analyses of and creative solutions to the intersecting practices, policies, and structures of unjustified ("isms" of) domination.From my perspective, the book is bold and daring. It advocates positions (e.g., regarding spirituality) typically eschewed by feminist and ecofeminist philosophers. It takes positions (e.g., on moral vegetarianism) that are at odds with much mainstream ecofeminist literature on nonhuman animals (particularly ecofeminist animal rights literature). It defends unfamiliar or unpopular philosophical positions (e.g., on the moral considerability of nonhuman animals and nature, on the nature of social justice, on ethics as "care-sensitive," and on theory as theory-in-process). It provides an account of ecofeminist philosophy that is grounded in good science, though not in canonical ideals of objectivity and rationality. It uses cross-cultural empirical, historical, social, and cultural data to motivate and test the theoretical claims of ecofeminist philosophy. And it supports the need for and role of emotional intelligence (including the ability to care) in ethics, ethical-decision making, and the creation of life-affirming, nonviolent communities and social systems.Given the nature of the issues I address and the positions I advocate in Ecofeminist Philosophy, it is to be expected that critics will raise questions, offer criticisms, and encourage further reflection on my part about my conception and defense of ecofeminist philosophy. That is precisely what the three critics who have written commentaries on my book for this special Symposium of Ethics & the Environment—philosophers Chris Cuomo, Trish Glazebrook, and Jim Sterba—have done. It is a humbling and gratifying experience to have one's scholarship the focus of a special issue of a journal; it is even more so when the critics offer comments that are helpful and constructive. I am grateful for the time and philosophical energy all three critics have invested in writing their commentaries.In what follows, I comment on each essay separately. My hope is to provide each essay with the thoughtful attention it deserves, while offering clarifying remarks on what I attempted to do, and the version of ecofeminist philosophy I defend, in Ecofeminist Philosophy. [End Page 40] Trish Glazebrook's Essay It was a pleasure to read Professor Trish Glazebrook's essay. Glazebrook understands what I attempted to do in this book, while also providing useful, illuminating questions and suggestions for future work. I am grateful for her supportive sensitivity and scholarly attention to what I argued in Ecofeminist Philosophy and to ways I might improve my... (shrink)

In the multi-faceted trajectory of post-Kantian thought, Schelling—both the person and his philosophy—has always been a controversial figure. Popular historical accounts focus on his precocious interventions as part of the ‘Jena set’, initially building on Fichte's philosophy of the ‘I’, but quickly coming to challenge his predecessor's philosophical dominance. In the crucial period of the late 1790s, Schelling's most notable intervention was to develop a philosophy of nature alongside the Kantian and Fichtean theories of transcendental subjectivity, which caught the attention (...) of Goethe and led to his appointment, at the age of twenty-three, as professor of philosophy at the University of Jena. But Schelling's life and philosophical work continued well beyond this well-documented period, culminating in a late system in which he developed key ideas surrounding freedom, existence, modality and the history of human consciousness that all revolved around a distinction between what he called negative and positive philosophy. This distinction, and his insistence on the need for the development of the latter mode of philosophy, came to challenge some of the core assumptions of the largely rationalist German idealist project and it remains, to this day, perhaps the most powerful alternative to the Hegelian system that rose to dominance already within Schelling's own lifetime, but also well beyond it. (shrink)

A formidable and influential work, Language and Death sheds a highly original light on issues central to Continental philosophy, literary theory, deconstruction, hermeneutics, and speech-act theory. Focusing especially on the incompatible philosophical systems of Hegel and Heidegger within the space of negativity, Giorgio Agamben offers a rigorous reading of numerous philosophical and poetic works to examine how these issues have been traditionally explored. Agamben argues that the human being is not just “speaking” and “mortal” but irreducibly “social” and “ethical.” Giorgio (...) Agamben teaches philosophy at the Collège International de Philosophie in Paris and at the University of Macerata in Italy. He is the author of Means without End, Stanzas, and The Coming Community, all published by the University of Minnesota Press. Karen E. Pinkus is professor of French and Italian at the University of Southern California. Michael Hardt is professor of literature and romance studies at Duke University. (shrink)

Online teaching is consistent with the educational tradition of extension and distance learning, but its recent expansion creates new issues, especially in teaching business ethics/business and society. Students, professors, and especially administrators benefit greatly from some aspects of online learning. Online learning has such advantages over the traditional classroom in logistical flexibility and cost efficiency that decision-making may become overly pragmatic. There are special challenges in teaching business ethics/business and society online, as the subject matter requires nuanced judgment rather than (...) right-or-wrong answers. (shrink)

I take up reflections on my book, On Manners, by Professors Van Norden, Cline, and Olberding. In response to Professor Van Norden, I further explain and defend my employment of Kant, arguing that Kantianism offers distinctive and valuable resources for thinking about manners. I suggest similarities between Kant and Xunzi 荀子. In response to Professor Cline, I take up the question of the developmental function of manners and explore in further detail the ways in which our social roles (...) both give us standing to perform certain ritual actions and also make demands on us about whether and how we perform them. In response to Professor Olberding, I revisit one of the themes from the book, virtuous hospitality. I argue that we may have moral reason to adapt ourselves and our practices to certain aesthetic standards for domestic activities, rather than adjust the standards to suit our individual tastes. (shrink)

An interview with poet and literary critic, Professor Angela Leighton (Senior Research Fellow, Trinity College, Cambridge). She is primarily interested in poetry of the nineteenth and twentieth centuries, but also in nineteenth-century aestheticism and its continuing legacy in the twentieth, in particular the work of Woolf, Yeats, Stevens, Bishop, Plath and W.S. Graham. In this interview, Leighton talks about her poetry, the philosophical potential of poetry and the way in which poetry means.

Emerging systems using artificial intelligence (AI) including the complexities of deep learning leading to decision-making outcomes pose challenge, risk alongside opportunities to revolutionize business sectors and thus, human life. Building AI that impact on critical decision-making must be entwined with ethical questioning from the initial conception of design. As academics educating future technologists, we must lead on embedding the importance of ethical thinking for equitable designed systems. Currently, it is unclear across UK Higher Education how widely ethics is taught across (...) programmes of study within computer science disciplines, their importance within the curriculum plus the confidence of academics for its delivery. This paper carries out a survey analysis to identify gaps, measures of engagement, expertise and knowledgebase of topics through both quantitative and qualitative questioning. The survey was distributed to 15 member universities of the Council for Professors and Heads of Computing (CPHC) randomly selected across the UK for which 32 academics engaged in the study. Results show ethics was noted as being important although one-third reported it was not widely embedded across the curriculum. Just less than half of participants schedule the teaching of ethics regularly either across one or several modules. Interestingly, 91% of respondents stated that they have not received any instruction or training and that 62% felt that they require more training on the subject matter. This paper is inspired by wider research from European studies however, this study provides a specific novel focus on a broad range of UK universities, providing comparative analysis and unique findings from the UK perspective. The significance of these findings suggest academics perspectives vary with specific training needs. This demonstrates that this early-stage research requires further exploration of the wider computer science curriculum, sharing of good practice and collaborative working. (shrink)

Os seres humanos configuram o espaço de convivência com o outro e em congruência com o meio. Estar presente e compartilhar essa presença com o outro, copresente, implica laços afetivos e sentimentos de pertencimento ao grupo, mas, principalmente, de agir juntos. Este artigo apresenta um recorte da pesquisa “Os espaços híbridos nos processos de ensinar e de aprender: a presença e a copresença no viver e conviver”. A natureza exploratória da pesquisa, por meio da metodologia estudo de caso, se justifica (...) por buscar explorar vários espaços à formação do educador, que se configura em diferentes contextos, através da presença e da copresença, proporcionada pelo hibridismo. Os dados empíricos de natureza qualitativa se referem à participação dos estudantes de graduação e pós-graduação em diferentes situações de aprendizagem. No processo de cooperação, observa-se o agir juntos num hibridismo complexo entre espaço geográfico e espaço digital-virtual. Para ampliar a compreensão acerca da construção do conhecimento em espaços digitais virtuais, precisase viver e conviver com os estudantes. Ou seja, configurar em espaços digital virtuais uma convivência com o outro, que ocorre por meio das diversas formas de interação, comunicação e representação, estabelecendo uma relação dialética, na qual professor e estudante tornam-se coensinantes e coaprendentes do processo formativo. Assim, se torna fundamental ressignificar a concepção de sala de aula, como um espaço de convivência, de produção cultural, que se configura na coexistência e no imbricamento desses espaços, proporcionados pelo uso das Tecnologias Digitais no contexto do hibridismo tecnológico-digital. Palavras-chave: Tecnologia digital. Presença. Copresença. Aprendizagem. Cooperação. (shrink)

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities (...) while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills while problem-solving in class. Even though educational research, especially research that is targeted at STEM disciplines, demonstrates what most effectively engages students and supports their learning, many of today's classrooms look much like they did a century ago, with a professor delivering a primarily one-way lecture and students passively sitting in seats bolted to the floor. At this juncture in history, colleges and universities face a public call to engage a more diverse representation of students in effective learning, persistence, and degree attainment, and to do so economically and efficiently. It is essential that institutions draw upon methods demonstrated to effectively increase student learning and success. Educational researchers have thoroughly explored the "basic" science in this area, and a body of literature documents effective evidence-based instructional practices, hereafter referred to as EBIPs. (shrink)

There has long been interest in identifying and studying ‘‘successful psychopaths.” This study sampled psychologists with an interest in law, attorneys, and clinical psychology professors to obtain descriptions of individuals considered to be psychopaths who were also successful in their endeavors. The results showed a consistent description across professions and convergence with descriptions of traditional psychopathy, though the successful psychopathy profile had higher scores on conscientiousness, as measured within the five-factor model (FFM). These results are useful in documenting the existence (...) of successful psychopathy, demonstrating the potential benefit of informant methodology, and providing an FFM description that distinguishes successful psychopaths from unsuccessful psychopaths studied more routinely within prison settings. (shrink)

This book is a comprehensive and unique text and reference in medical ethics. By far the most inclusive set of primary documents and articles in the field ever published, it contains over 100 selections. Virtually all pieces appear in their entirety, and a significant number would be difficult to obtain elsewhere. The volume draws upon the literature of history, medicine, philosophical and religious ethics, economics, and sociology. A wide range of topics and issues are covered, such as law and medicine, (...) truth-telling by the physician, research, population policy, genetics, abortion, dying, and individual rights in medical care. The selections span the centuries, beginning with material from the works of Hippocrates, continuing through Thomas Percival, John Stuart Mill, and Claude Bernard, down to modern commentators like Henry K. Beecher, Walsh McDermott, David L. Bazelon, Paul Freund, H. L. A. Hart, John Rawls, Paul Ramsey, Richard McCormick, Rashi Fein, and Bernard Barber. The text has eight major divisions, beginning with sections on the ethical dimensions of the physician-patient relationship in history; the moral bases of medical ethics; and regulation, compulsion, and protection of the consumer in clinical medicine and public health. Each of these sections includes key essays that appear for the first time. All of the book's major divisions contain primary documents: codes such as the Hippocratic Oath, Medieval Law for the Regulation of Medicine, and the first as well as the most recent code of the American Medical Association; court decisions, including those on Karen Quinlan and on abortion in the United States and West Germany; government documents such as the statement of the National Commission on the Protection of Human Subjects, the Tuskegee Syphilis Report, the British Parliamentary debate on euthanasia, and the Council of Europe on rights of the sick and dying; and various published guidelines such as the Harvard Medical School brain death criteria, the American Hospital Association on patient's rights, and Pope Pius XII on the prolongation of life. Cases that illustrate moral dilemmas are provided for discussion purposes. Each section is preceded by a succinct editor's introduction. The documents and essays are of practical value for practitioners and students in medicine, law, ethics, and counselling, and for individual patients and groups concerned with medical care. Through encompassing divergent viewpoints, the essays and primary documents were selected to encourage humane practices and deepen understanding of the multiple traditions that shaped and do shape the development of medicine. (shrink)

We hear a lot about bubbles and echo chambers these days. People talk only to others who have similar ideas to themselves. Supporters of political parties, believers in conspiracy theories (such as QAnon), members of many other groups continually talk to fellow believers, and seldom seriously consider what outsiders say. However, we need to acknowledge that we ourselves also exist within bubbles. While perhaps not in the same league as the examples above, philosophy for/with children (P4/wC) advocates and researchers can (...) also fall into the trap of listening only to others within our field. In many ways, this is understandable. Over more than 50 years, the P4/wC literature has ballooned, and it is unlikely that any one person has had the time to be able to read it all, let alone chasing down other literature. Yet we are not the only people who are interested in classroom discussions. For example, when I was doing my PhD, I read a fascinating and informative book by JT Dillon—Using Discussion in Classrooms—which I have never seen referenced in the P4/wC literature. The book under review here is another example. Published in the Ed Psych Insights series by Routledge, it is edited by P Karen Murphy, the Harry and Marion Royer Eberly Faculty Fellow and Professor of Education at The Pennsylvania State University. Of the eight other contributors to this book, seven are doctoral students, and one a post-doc, at either The Pennsylvania State University or the University of North Carolina at Chapel Hill. This is quite a tight little bubble: the Quality Talk bubble. Quality Talk (QT) is the name of the approach to classroom discussions devised by Murphy and her collaborators. (shrink)

Before we respond to Tamara Browne's proposal for an external ethics advisory review panel to oversee content in the Diagnostic and Statistical Manual of Mental Disorders, we wish to introduce ourselves. One of us is a professor of bioethics, a lawyer, and a doctor of public policy, and one of us is a philosopher of psychiatry who studies psychiatric nosology, and who has done bioethics work for two congressional advisory agencies. Based on our backgrounds, we flatter ourselves that we (...) might be considered as members of the DSM ethical review panel Browne proposes. However, we realize that one of us would likely be ineligible because of a lack of experience in psychiatry, and the other would... (shrink)

Written from the perspective of a liberal intellectual who has spent a lifetime as a writer, editor, and college professor, The Tyranny of Virtue is a precise and nuanced insider's look at shifts in American culture--most especially in the American academy--that so many people find alarming. Part memoir and part polemic, an anatomy of important and dangerous ideas, and a cri de coeur lamenting the erosion of standard liberal values, Boyers's collection of essays is devoted to such subjects as (...) tolerance, identity, privilege, appropriation, diversity, and ableism that have turned academic life into a minefield. Why, Robert Boyers asks, are a great many liberals, people who should know better, invested in the drawing up of enemies lists and driven by the conviction that on critical issues no dispute may be tolerated? In stories, anecdotes, and character profiles, a public intellectual and longtime professor takes on those in his own progressive cohort who labor in the grip of a poisonous and illiberal fundamentalism. The end result is a finely tuned work of cultural intervention from the front lines."--Inside front book jacket flap. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Benedict XVI: A Life. Volume 2, Professor and Prefect to Pope and Pope Emeritus 1966–The Present by Peter SeewaldEmil AntonBenedict XVI: A Life. Volume 2, Professor and Prefect to Pope and Pope Emeritus 1966–The Present by Peter Seewald, translated by Dinah Livingstone (London: Bloomsbury Continuum, 2021), viii + 568 pp.What better way to spend Pope Benedict XVI's ninety-fifth birthday (which turned out to be his last) (...) than by visiting his birth house in Marktl am Inn at his birth minute—4.15 AM! In addition to five Finnish pilgrims, twenty or so local grandmas and grandpas attended the now-traditional early morning prayer, which this year fell on Holy Saturday, the very liturgical day on which Joseph Ratzinger was born and baptized. Other destinations on a do-it-yourself Ratzinger pilgrimage included Freising (studies and ordination), Regensburg (professorial years), Altötting (favorite Marian sanctuary), childhood villages and towns (Tittmoning, Aschau am Inn, Hufschlag, Traunstein), and of course Munich (seminary and episcopal years), with beer, good food, and Apfelstrudel at the Augustiner Klosterwirt.Such a trip is highly recommended, even though there were no Ratzinger books in the "Theology" section of University of Regensburg's bookshop, reflecting his persona non grata status in German academia. In Altötting, however, Peter Seewald's magnificent biography was on offer, as well as icon-like pictures of Pope Benedict and candles with his image on them—good for both admirers and critics!In English, Seewald's biography is divided into two volumes (for my review of volume 1, see Nova et Vetera [English] 20, no. 3), the second one comprising three parts: (1) professor, (2) prefect, and (3) Pope. The book was certainly worth the wait and does not disappoint: the research and analysis are excellent, the style is enjoyable, and interesting new details are revealed, such as the "endless outbursts of crying" and "violent quarrels with cardinals" of "popess" (as the housekeeper was called in the curia) Ingrid Stampa, who "kept Ratzinger's diary, edited official speeches and even decided who could meet the Holy Father" (351).As a journalist, Seewald is especially strong on the German press coverage [End Page 285] of Ratzinger. During his time as archbishop of Munich, "Ratzinger took part so frequently in the public debate that the Süddeutsche Zeitung feared that it would be a 'big shock' for millions of Upper Bavarian Catholics if his name did not appear in any edition of the four Munich daily papers" (109). Ratzinger's predominantly negative media image seems to stem to a great extent from the actions of Hans Küng. Asked about the cancellation of Küng's missio canonica at a youth event in 1979, Ratzinger said off the cuff that it was right, since Küng was actively disputing essential doctrines of the Catholic Church (128). The comments were published without authorization, which led to Küng accusing Ratzinger of "falling back on pre-conciliar customs of heresy-hunting, insinuation and defamation" (129). After the publication of Vittorio Messori's The Ratzinger Report in 1985, Küng "crashed in with a sweeping blow in the Hamburg weekly Die Zeit" (170), not failing to bring up his "litany of complaints: the 'case of Galileo,' the 'Chinese rites controversy,' 'putting all the most important European thinkers on the Index (Descartes, Kant, Sartre etc.),' '9 million victims of witch trials'" (171). According to Seewald, this momentous article, ending with the claim that Ratzinger was "afraid of the truth more than anything else," provided the endlessly reproduced media image of the prefect.Seewald singles out the Bild journalist Andreas Englisch as a striking example of the kind of deliberate manipulation typical of so-called expert reporters. After Benedict XVI's election, Englisch admitted with apparent remorse that, in previous reporting, in order to make John Paul II's "light shine more brightly," he had "needed an enemy to make the story more dramatic" (192). Seewald continues: "However, Englisch had no scruples about later applying his business model to books about Pope Francis, whom he raised almost to heaven, in order finally to shove the retired Benedict XVI down to hell" (192... (shrink)

μxs22EF. ρ[…] τει. Professor Hunt thinks that this may be the remains of a verb ending in -εxs22EF or -λxs22EF; read perhaps 'κρινλάτει. The uncompounded verb occurs in col. iv. 1. 8. It is well known that Sophocles is fond of forming new verbs compounded with xs22EFκ. Professor Hunt tells me that this suggestion satisfies the conditions in the Papyrus. Compare κυνηλέσω, 11. 15, 44, and xs22EFκκυνηλxs22EFσαι, 1. 75.

Professor Nicholas Ryder (see Appendix A for a list of his published works) and Dr Karen Harrison (see Appendix B for a list of her published works) have produced this second edition of The Law relating to financial crime in the United Kingdom (published by Routledge of Taylor & Francis Group) in order to bring the work up-to-date; to include recent legislation and government policy developments; and also to add the financial crime topics of tax evasion, market manipulation (...) (including insider trading) and cybercrime, making this work a complete and well-rounded university-level introduction to the criminal laws relating to financial crimes as they affect the United Kingdom. (shrink)

The first work to introduce Foucault's ideas on law to both graduates and undergraduates.

The paper argues that ‘All varieties of gratitude are only overall fitting when targeted towards agents,’ for instance that any variety of gratitude for the beautiful sunset is only overall fitting if a supernatural agent such as God exists. The first premise is that ‘Prepositional gratitude is overall fitting only when targeted towards agents.’ For this premise, intuitive judgments are offered. The second premise is that ‘Prepositional gratitude is the paradigmatic variety of gratitude.’ For this premise, an aspect of the (...) common consent of philosophers about gratitude is noted and the metaphysical basicness of prepositional gratitude is argued for. This gives the intermediate conclusion that ‘The paradigmatic variety of gratitude is overall fitting only when targeted towards agents.’ The fourth premise is that ‘If the paradigmatic variety of gratitude is overall fitting only when targeted towards agents, then all varieties of gratitude are overall fitting only when targeted towards agents.’ To supply the conditional of this premise, the Paradigmatic Fittingness Principle is offered, which states that ‘Paradigmatic emotions set the fittingness conditions for their non-paradigmatic varieties.’ This principle is argued for by noting that it vindicates some popular and plausible intuitive judgements and gives an error theory of why one might think that gratitude could be fittingly targeted towards non-agents, and by suggesting the absence of any other plausible source of fittingness conditions for non-paradigmatic emotions. (shrink)

Scientific disputes about how often different processes or patterns occur are relative frequency controversies. These controversies occur across the sciences. In some areas—especially biology—they are even the dominant mode of dispute. Yet they depart from the standard picture of what a scientific controversy is like. In fact, standard philosophical accounts of scientific controversies suggest that relative frequency controversies are irrational or lacking in epistemic value. This is because standard philosophical accounts of scientific controversies often assume that in order to be (...) rational, a scientific controversy must reach a resolution and be about a scientifically interesting question. Relative frequency controversies rarely reach a resolution, however, and some scientists and philosophers are skeptical that these controversies center on scientifically interesting questions. In this paper, I provide a novel account of the epistemic contribution that relative frequency controversies make to science. I show that these controversies are rational in the sense of furthering the epistemic aims of the scientific communities in which they occur. They do this despite rarely reaching a resolution, and independent of whether the controversies are about scientifically interesting questions. This means that assumptions and about what is required for a controversy to be rational are wrong. Controversies do not need to reach a resolution in order to be rational. And they do not need to be about anything scientifically interesting in order to make valuable epistemic contributions to science. (shrink)

ABSTRACT As doctoral students from New Zealand and Australia, advised by supervision teams with a diversity of critical realist experience from limited to none, we came independently to the 2018 Critical Realism conference – primed to seek increased understanding, confidence, motivation, and reassurance. We certainly found these things from the pre-conference, presentations, and individuals within the critical realist community. We also found each other, and a virtual writing group was born. This article is a description of what we did, why, (...) and the outcomes we experienced over the final two years completing our theses. It identifies the structures, contexts, motivations, and mechanisms from which our emotional, critical realist and writing-related outcomes emerged. We outline the roles of serendipitous timing, culture, different disciplinary approaches, administrative structures, and types of interactions on the social learning we developed. We anchor our discussion in recent theoretical literature about the role of writing groups in doctoral education. (shrink)

Et uventet og uformodet bidrag og introduktion til en filosofisk forståelse af den nye globaliserede verdensorden, der kommer fra et nyt sted i denne vores globaliserede verden: Mexiko. Ny og ukendt i hvert fald i en dansk sammenhæng – hverken vores stats- eller udenrigsminister har garanteret hørt om Enrique Dussel før. -/- Forfatteren forholder sig eksplicit til en europæisk filosofisk tradition, men udbygger en egensindig forståelse af både filosofi og dens anvendelse i enmoderne verdensorden – netop på baggrund af en (...) udkantserfaring i forhold til den fremherskende filosofi, politik og verdensforståelse. Hans idéer har et nyt og tankevækkende anderledes perspektiv i forhold til den kendte vestlige forståelsesramme af virkeligheden. -/- Dussel kan sammenlignes med en lang række tænkere og filosoffer, som han også forholder sig til og er inspireret af – blandt de europæiske især Ricœur og Lévinas – men også den nutidige Naomi Klein. Materien er tungere og kræver mere fordybelse, men den er autentisk og fornyende, også pga. forfatterens baggrund, født i Argentina, hvor hans hus blev bombesprængt i 70'erne i sidste århundrede, da det daværende diktatur mente at måtte bekæmpe anderledes tænkende på denne måde – ligesom andre alternative tænkere (f.eks. en Horatio Cerutti Guldberg), der alle emigrerede til Mexiko. (Tekst fra pressemeddelelse) -/- Filosofi kræver universel gyldighed og en frigørelsesfilosofi må derfor kræve frigørelse for alle mennesker. Frihed er dog meget ulige fordelt, og frigørelsesfilosofi tager følgelig parti for dem, der mest tydeligt er ekskluderede fra samfundsmæssige goder og politiske rettigheder: Den tredjeverdens fattige under den globaliserede kapitalisme, oprindelige folk og farvede i racistiske samfund, kvinder i mandschauvinistiske kulturer, illegale immigranter m.fl.. -/- I Enrique Dussels frigørelsesfilosofi skal etik skal derfor ikke blot diskutere formelle principper, men hele tiden medtænke afhjælpelse af materiel lidelse. Politik kan tilsvarende ikke blot understrege demokratiske principper og menneskerettigheder, men må også indeholde en kritik af selve det kapitalistiske økonomiske system, ligesom der skal være en strategi tilforbedring af kårene for de underprivilegerede. Og i en sådan strategi er staten det vigtigste bolværk mod de transnationale selskabers udbytning af verdensressourcer. -/- Med dette bevidst marginale perspektiv kan Dussel desuden vise, at der i vores almindelige kulturarv og filosofi er begreber og tankegange, der bidrager til at tilsløre den herskende globale ulighed. Over for den udbredte opfattelse af historien som en udvikling fra det traditionelle samfund til moderniteten, viser Dussel, at vores modernitet modsvares af underudvikling og globaludbytning, og at dette ikke er et enestående fænomen. Tidligere har f.eks. Spanien udviklet en meget rig og forfinet højkultur med individuel refleksivitet i sit centrum, der kun var mulig ved at udpine den daværende globale periferi, altså indianerne i på det amerikanske kontinent. -/- Dussels fremhævelse af det marginale perspektiv, hans kompromisløse stillingtagen til fordel for den svage part i ethvert menneskeligt forhold og hans stringent logiske ideologikritik har vakt respekt blandt filosoffer ogintellektuelle over hele kloden. Med denne antologi præsenteres Dussels filosofi for første gang for et dansk publikum. -/- Enrique Dussel (f. 1934), født i Argentina og videreudannet i Spanien, Frankrig, Tyskland og Israel. Doktor fra Universidad Complutense i Madrid og Sorbonne iParis. Siden 1975 professor i etik og politisk filosofi på Universidad Autónoma Metropolitana Iztapalapa og fra 1976 også på Universidad Nacional Autónoma de México, begge i Mexico by. Blandt hans vigtigste værker er Ética de la liberación [Frigørelsesetikken], der er kommet i fem udgaver siden 1998. Flere af hans øvrige værker er oversat til engelsk, tysk og fransk, universiteter over hele verden har udnævnt ham til æresdoktor, og han er hovedtaler på den filosofiske verdenskongres i Korea i 2008. (Bogens bagside tekst - udvidet version). (shrink)

There is a long-standing debate about whether poetry can make a substantive contribution to philosophy with compelling arguments to show that poetry and philosophy involve distinct modes of thought and aims, albeit with similar concerns. This paper argues that reading lyric poetry can play a substantive role in philosophy by helping the philosopher understand how to forge connections with the perspectives of others. The paper takes the view that poetry is not directly philosophical but can play an important role in (...) developing the philosopher's awareness of how perspective shapes beliefs and thought processes. Following Robert Nozick, David Lewis, and Helen Beebee, it argues for the need to broaden our conception of the aims of philosophy beyond aiming for conclusive proof, at the least where philosophical inquiry is focused on questions of value. It then shows how poetry cultivates an intellectual virtue essential to philosophy aimed at uncovering equilibria and collective understanding. (shrink)

I claim that there is pro tanto moral reason for parents to not raise their child on a vegan diet because a vegan diet bears a risk of harm to both the physical and the social well-being of children. After giving the empirical evidence from nutrition science and sociology that supports this claim, I turn to the question of how vegan parents should take this moral reason into account. Since many different moral frameworks have been used to argue for veganism, (...) this is a complex question. I suggest that, on some of these moral frameworks, the moral reason that some parents have for not raising their child on a vegan diet on account of this risk is plausibly as strong as the reason they have for raising their child on a vegan diet. In other words, the moral reason I outline is weighty enough to justify some vegan parents in plausibly finding it permissible to not raise their child on a vegan diet. (shrink)

The general conceit of Schiller’s aesthetic education is that our experiences with art and beauty set us free from internal and external constraints and allow us to embrace our full humanity as rational and sensuous beings. Experiencing the aesthetic, or the play impulse, puts one in a state of aesthetic determinacy—or rather indeterminacy—that Schiller calls the highest sense of freedom, aesthetic freedom. Gail K. Hart examines Anthony Burgess’s A Clockwork Orange as an example of what Schillerian aesthetic education might look (...) like in practice. Though it represents a distortion of Schiller’s aesthetic education, Hart argues that it also reveals an ineradicable element of coercion in aesthetic education. I argue that Burgess’s Ludovico Technique leaves out a key element of Schiller’s conception of aesthetic cultivation—play—and that Hart’s analysis of Schiller’s work likewise lacks a robust analysis of his notion of play. I argue that, when Schiller’s account of the play impulse is taken seriously as a necessary condition for aesthetic cultivation to take place, coercion is by definition made impossible. Aesthetic play is accomplished by the mutual destruction of physical and moral determinations, and this mutual erasure leads to a higher and more expansive freedom. External constraints and coercion cannot induce the aesthetic state, so aesthetic education as Schiller presents it in On the Aesthetic Education of Man cannot contain the element of coercion Hart suspects. (shrink)

David Lewis famously takes mereology ‘to be perfectly understood, unproblematic, and certain". In this chapter, the author proceeds by articulating four theses that Lewis holds about composition. Three of them are familiar; Lewis himself explicitly articulates and relies upon them. The fourth remains implicit, but it is nonetheless important. The four theses include: composition is unique (the same things cannot have two different fusions); composition is unrestricted (any two things whatsoever have a fusion); composition is ontologically innocent (composed entities do (...) not "count" beyond their parts); and composition is unmysterious (it is not problematic to treat it as primitive, and can function in demystifying explanations). The author devotes a section to each thesis: explaining what it says, pointing to the texts that illustrate that Lewis believes it, and explaining why Lewis believes it. Lewis uses the label ‘uniqueness’ and explicitly endorses the thesis. (shrink)

The idea that reasoning is a singular accomplishment of the human species has an ancient pedigree.Yet this idea remains as controversial as it is ancient. Those who would deny reasoning to nonhuman animals typically hold a language-based conception of inference which places it beyond the reach of languageless creatures. Others reject such an anthropocentric conception of reasoning on the basis of similar performance by humans and animals in some reasoning tasks, such as transitive inference. Here, building on the modal similarity (...) theory of Vigo [J Exp Theor Artif Intell, 2008 (in press)], we offer an account in which reasoning depends on a core suite of subsymbolic processes for similarity assessment, discrimination, and categorization. We argue that premise-based inference operates through these subsymbolic processes, even in humans. Given the robust discrimination and categorization abilities of some species of nonhuman animals, we believe that they should also be regarded as capable of simple forms of inference. Finally, we explain how this account of reasoning applies to the kinds of transitive inferences that many nonhuman animals display. (shrink)

The moral problem, as articulated by Smith, arises out of the attempt to introduce the experimental method of reasoning into moral subjects, developed by Hume. This paper returns to Locke’s earlier attempt to provide an empirically adequate account of morality and the debate his attempt generated. It argues that the seeds of a more adequate, naturalistic account of the metaphysics and epistemology of morals than that developed by either Locke or Hume can already be found in aspects of Locke’s Essay (...) and in the defence of his views published by Catharine Trotter Cockburn. Locke and Cockburn find a natural, intrinsically moral, human disposition in our tendency to judge the moral good or evil of persons or actions in the light of their conformity with a moral law. It is constitutive of our nature as social beings that we are endowed ‘with a moral sense or conscience, that approves of virtuous actions, and disapproves the contrary.’ Moral laws are those prohibitions and obligations that benefit others and society as a whole. Thus, the question of natural, moral motivation is seen to be independent of the question of the objective grounds of moral truth. In virtue of our nature as social beings we are motivated to do what is approved of by other members of our society. Whether what is approved of by a society genuinely fosters the welfare of its members is an independent, a posteriori question that can only be answered through reasoned, empirically informed debate. (shrink)

I am very grateful to Stephan Leuenberger, Erica Shumener and Naomi Thompson for their excellent and thoughtful commentaries on Making Things Up. I have learned a lot from thinking through their replies. As it happens, they focus on pretty disparate aspects of the book: necessitation, relative fundamentality, and what builds the building facts, respectively. I will thus engage with their remarks separately.

You can find countless books dedicated to student success and resilience. But what about the faculty? What do we do to help college faculty cultivate their professional and personal growth and resilience? During more than three decades as a teacher and workshop facilitator, Steve Piscitelli noticed that many educators can become isolated from their colleagues and their larger institutional culture. They become "islands" disconnected from the potential power of the teaching and learning community. That isolation can affect teaching efficacy and (...) resilience. To encourage educators to embrace the power of collaboration, Piscitelli outlines the "7Rs" for success: relationships, relevance, resources, rainbows, responsibility, reflection, and resilience. He created thirty-seven scenarios, based on real life issues. Each shows how to apply these seven themes to better adapt to professional and personal challenges educators face. The scenarios raise questions about the classroom, work-life integration, collaboration with coworkers, and interpersonal relationships with supervisors. Every teaching and learning situation-every one-gives us the opportunity to take stock of and strengthen our own resilience level. And we do not have to do it alone. That is the beauty of our calling! And that is the strength of this book. It recognizes the power of a collegial teaching and learning community. Piscitelli supplements the information and scenarios with links to brief thought-provoking videos (approximately sixty seconds each) that encapsulate major themes and discussion points. More information at www.stevepiscitelli.com. I think it's brilliant. I often feel like I'm on an island as a professor. -Ashli Archer, Professor I like how you let people know that even though you have developed a table of contents, they might want to skip around. The flexibility will be very appealing.-Erin Hoag, VP of Financial Services and Strategic Development, Innovative Educators This book will be a welcome resource! -Todd Stanislav, Director, Faculty Center for Teaching and Learning Wow, you are covering some controversial topics! This book is going to be different and invaluable!-Pam Ranallo, Co-Owner, Innovative Educators Your scenario addressing the issue of favoritism vs. jealousy demonstrates amazing insight and ability to address the "hard" topics. Bravo!-Karen Armstrong, Career Counselor I think this is a wonderful idea and have never seen anything along these lines before!-Mary Boone Treuting, Director of Center for Academic Success and the Center for Teaching Excellence. (shrink)

I examine how co-parents should handle differing commitments about how to raise their child. Via thought experiment and the examination of our practices and affective reactions, I argue for a thesis about the locus of parental authority: that parental authority is invested in full in each individual parent, meaning that that the command of one parent is sufficient to bind the child to act in obedience. If this full-authority thesis is true, then for co-parents to command different things would be (...) for them to contest one another’s authority. The only course that respects the authority of both parents is for co-parents to agree to command the same thing. Further, what is commanded must not result from a ‘capitulation’ by one co-parent, rather, it should result from a compromise. Parental authority involves a duty to deliberate about which commands it is best to give the child. If a command results from a capitulation, one parent will rightly think of themselves as not having fulfilled their parental duty. Parental compromises are not best understood as bargains or conflicts, but by the metaphor of gifts given by each parent out of respect for the other’s authority. (shrink)