A comparative analysis was made of the public's attitudes toward the use of animals in scientific research in 15 different nations. The intensity of opposition to animal research was found to vary from relatively low levels in Japan and the United States to much higher levels in France, Belgium, and Great Britain. More women than men were opposed to animal research in all 15 nations. Scientific knowledge, or the lack of knowledge, was not found to have a consistent relationship with (...) attitudes toward animal research. Concern about the environment was found to be related to opposition to animal research in some western European nations, in particular West Germany. Cluster analysis was used to group the nations into four patterns based on intensity of opposition, level of opposition, gender differences in opposition, and the relationship between attitudes toward animal research and both environmental concern and scientific knowledge. (shrink)

Moral disagreement has long been thought to create serious problems for certain views in metaethics. More specifically, moral disagreement has been thought to pose problems for any metaethical view that rejects relativism—that is, for any view that implies that whenever two thinkers disagree about a moral question, at least one of those thinkers’ beliefs about the question is not correct. In this essay, I shall outline a solution to one of these problems. As I shall argue, it turns out in (...) the end that this problem is not really a special problem about moral disagreement at all: it is a general problem about disagreement as such. For this reason, in the later sections of this essay, I shall turn to some general questions in epistemology, about the epistemic significance of disagreement. (shrink)

This paper outlines a new approach to the task of giving an account of the meaning of moral statements: a sort of "conceptual role semantics", according to which the meaning of moral terms is given by their role in practical reasoning. This role is sufficient both to distinguish the meaning of any moral term from that of other terms, and to determine the property or relation (if any) that the term stands for. The paper ends by suggesting reasons for regarding (...) this "conceptual role semantics" approach as preferable to noncognitivism, the causal theory of reference, and noncircular conceptual analysis. (shrink)

This paper provides a new argument for a position of Crispin Wright's: given that ethical statements can be embedded within all sorts of sentential operators and are subject to definite standards of warrantedness, they must have truth conditions. Allan Gibbard's normative logic' is the only noncognitivist logic that stands a chance of avoiding Geach's Fregean objection. But what, according to Gibbard, is the point of avoiding inconsistency in one's ethical statements? He must say that it is to ensure that one's (...) ethical statements have a property that has certain features. But the only property that has those features is truth. (shrink)

Timothy Williamson has presented several arguments that seek to cast doubt on the idea that cognition can be factorized into internal and external components. In the first section of this paper, I attempt to evaluate these arguments. My conclusion will be that these arguments establish several highly important points, but in the end these arguments fail to cast any doubt either on the idea that cognitive science should be largely concerned with internal mental processes, or on the idea that cognition (...) can be analysed in terms of the existence of a suitable connection between internal and external components. I shall present an argument for the conclusion that cognition involves certain causal processes that are entirely internal. (shrink)

In this paper, we will explore two initiatives that focus on the importance of employing logical theories in educating people how to think and reason properly, one in Poland: The Lvov-Warsaw School; the other in North America: The Informal Logic Initiative. These two movements differ in the logical means and skills that they focus on. However, we believe that they share a common purpose: to educate students in logic and reasoning (logical education conceived as a process) so that they may (...) be able to apply their skills to analyze the issues in their society (logical culture as a result of logical education). The aim of the paper is to justify this claim by exploring research objectives and products that are common to both movements. (shrink)

The fundamental principle of practical reasoning (if there is such a thing) must be a rule which we ought to follow in all our practical reasoning, and which cannot lead to irrational decisions. It must be a rule that it is possible for us to follow directly - that is, without having to follow any other rule of practical reasoning in order to do so. And it must be a basic principle, in the sense that the explanation of why we (...) rationally ought to follow this rule lies purely in the structure of our rational capacities themselves (and not, for example, in empirical evidence that we merely happen to have). This fundamental principle, it is argued, requires that you decide to do something only if the basis of your decision is such that (i) it is rational for you to believe that you have given the matter enough thought, and (ii) your actual deliberation does not warrant the conclusion that the chosen option is definitely worse than some other option that you have considered. A decision formed through reasoning is rational if and only if the agent followed this rule in making the decision. The claim that this is the fundamental principle of practical reasoning conflicts with Hobbesian approaches because it implies that practical reasoning aims not only at satisfying desires, but at forming beliefs about which options are better than others. It conflicts with Kantian approaches because it implies that to think of something as a good thing to do is not just to think of it as a rational thing to choose. This account also shows how to solve some famous controversies surrounding practical reason: the key is to understand how the rationality of concluding that one option is better than another is affected by our desires, our estimates of probabilities, and our moral judgments. (shrink)

One of the distinctive features of rhetorical approaches to the study of argumentation is the emphasis placed on the role of the audience. Here one thinks immediately of the influence of Chaïm Perelman and of his and Lucie Olbrechts-Tyteca’s The New Rhetoric. There is something importantly right about an audience-centered approach to argumentation. Clearly if you wish to persuade an audience of your position (or gain the acceptance of your thesis), you must engage that audience and in some sense carry (...) them with you from your starting points to your conclusion. Still, when I read theorists who place strong emphasis on the role of audience (for example, Perelman and Olbrechts-Tyteca in The New Rhetoric .. (shrink)

A case is presented in which the therapeutic interests of the patient conflict with the safety of a community, and in which the surrogate decision maker has very limited knowledge of or concern for the patient’s preferences. The substituted judgment and best interest (or rational patient) standards for surrogate decision making are problematic in this case. It is argued that the interests of even those outside the family ought to be taken seriously when making decisions about such cases, and it (...) is proposed that clinical ethics committees could play a new role here. This case also illustrates the difficulties of making decisions regarding the treatment of a very unlikable patient. (shrink)

Volume 13 in The Middle Works of John Dewey, 1899–1924, series brings together Dewey’s writings for 1921 and 1922, with the exception of Human Nature and Conduct. A Modern Language Association Committee on Scholarly Editions textual edition. Ralph Ross notes in his Introduction that the 53 items constituting this volume “defend Dewey’s beliefs at 63 and look forward to what he was yet to write.” The essays to which Dewey responded, as well as abstracts of articles that have been (...) published only in Japanese, appear as appendixes. The article “Valuation and Experimental Knowledge” treats a favorite Dewey theme: “Most of the important crises of life are cases where tastes are the only things worth dis­cussing, and where, if the life of reason is to exist and prevail, judgment must be per­formed with regard for its logical implica­tions.” The philosophical articles stress Dewey’s view that, as Ross remarks, “philosophies are not timeless and universal, but speak to times, places and conditions.”. (shrink)

The _Symbolic Forms_ has long been considered the greatest of Cassirer’s works. Into it he poured all the resources of his vast learning about language and myth, religion, art, and science—the various creative symbolizing activities and constructions through which man has expressed himself and given intelligible objective form to this experience. “These three volumes alone make an outstanding contribution to epistemology and to the human power of abstraction. It is rather as if ‘The Golden Bough’ had been written in philosophical (...) rather than in historical terms.”—F.I.G. Rawlins, _Nature_. (shrink)

A comparison is made, pointing out the parallels, between five systems of domination?racism, sexism, classism, nationalism and speciesism (the human domination of nature). In each of these, one group of (human) beings asserts its superiority over another group and thereby seems to justify the domination, exploitation and abuse of the oppressed group. An analytical model is then presented that traces the psychological development of domination behavior through four stages: (1) perception of difference and group identification, (2) pride and self?affirmation, (3) (...) prejudice, superiority and arrogance, (4) domination, paranoia, and control. Some suggestions are made as to the conditions or events that most likely trigger the escalation from one stage to the next. This model is then applied to all five areas to arrive at a better understanding of the psychological dynamics involved. Hopefully, such an analysis may help us to devise strategies to prevent or minimize the growth of these socially destructive behavior patterns. (shrink)

Most versions of the knowledge argument say that, since scientists observing my brain wouldn't know what my consciousness "is like," consciousness isn't describable as a physical process. Although this argument unwarrantedly equates the physical with the empirically observable, we can conclude, not that consciousness is nonphysical but that consciousness isn't identical with anything empirically observable. But what kind of mind&endash;body relation would render possible this empirical inaccessibility of consciousness? Even if multiple realizability may allow a distinction between consciousness and its (...) physical substrata, why does this distinction make consciousness empirically unobservable? The reason must be that the emotions motivating attention direction, partly constitutive of phenomenal states, are executed, not undergone by self-organizing processes actively appropriating and replacing needed physical substrata; we feel motivations by generating them. But all consciousness is motivated; visual cortex activation is unconscious of red unless the emotional limbic system and anterior cingulate motivatedly "look for" red. Experiencing entails executing motivations. Experimenters do know what subjects' brain events "are like" ---; but from the standpoint of the experimenter's motivational processes. (shrink)

If I miss not the tenor of points and counterpoints, a recent discussion in this journal has been a novelly natural transaction in behalf of a great question at which many philosophers have labored—What is the place of Mind? R. S. Lillie, an eminent physiologist has been working toward a philosophical justification of certain biological key-facts, and H. Heath Bawden, a pioneer naturalist in philosophy and psychology, has been urging a physiological counter-statement. Both are logical men of science and aim (...) to rest on facts. Why do they define and value the “psychical” differently? (shrink)

This book initiates a new interdisciplinary approach in the literary and philosophical treatment of Carlyle, challenging the long-held notion that his work was solely influenced by German idealism. Tracing Carlyle's intellectual inheritance through Hume, Reid, and Hamilton, Jessop argues that Carlyle was crucially influenced by Scottish philosophy and that this philosophical discourse can in turn be used to inform critical readings of his texts. The book will be of interest to readers of Carlyle, philosophers, and specialists in the literature and (...) intellectual history of the eighteenth and nineteenth centuries. (shrink)