This essay explores the second ghost scene in Hamlet as an experiment in social cognition. It turns to scientific experiments on the relationship between vision and theory of mind, and to Shakespearean moments where audiences' experience of the visual world of a play is shaped by what characters say they are seeing. The ‘Dover Cliff’ scene in King Lear is considered as an example of an audience's constructive demeanour, rather than of the deception at the heart of theatre. The essay (...) also recognizes the importance of the complexity of ghost belief in the period as a context for the scene's apparent attempts to switch between the perspectives of Hamlet and Gertrude. (shrink)

The prevailing assumption in literary studies tends to be that a ‘we’ narrative voice is either that of an individual purporting to speak for a group, or that of a collective of people whose perspectives have coalesced into a unified one. Recent work on social agency across the cognitive humanities suggests another way of understanding what might be conveyed by such a ‘we’. Social cognition research shows that individuals can have their capacities changed and enhanced when they interact with others, (...) and suggests that ‘we-representations’ in the individual mind may result from the transformative effects of interaction. In this paper, we draw on a specific instance of storytelling in the plural, William Faulkner’s ‘A Rose for Emily’, to articulate a theory of this ‘individual we’, and to show its potential in refining our understanding of ‘we’ narratives. We also propose that in future research the interdisciplinary study of the ‘we’ could engage with insights from literature as well as from philosophy and science. (shrink)

Kyle Stanford has recently given substance to the problem of unconceived alternatives, which challenges the reliability of inference to the best explanation (IBE) in remote domains of nature. Conjoined with the view that IBE is the central inferential tool at our disposal in investigating these domains, the problem of unconceived alternatives leads to scientific anti-realism. We argue that, at least within the biological community, scientists are now and have long been aware of the dangers of IBE. We re-analyze the nineteenth-century (...) study of inheritance and development (Stanford’s case study) and extend it into the twentieth century, focusing in particular on both classical Mendelian genetics and the studies by Avery et al. on the chemical nature of the hereditary substance. Our extended case studies show the preference of the biological community for a different methodological standard: the vera causa ideal, which requires that purported causes be shown on non-explanatory grounds to exist and be competent to produce their effects. On this basis, we defend a prospective realism about the biological sciences. (shrink)

Assume that water reduces to H2O. If so water is identical to H2O. At the same time, if water reduces to H2O then H2O does not reduce to water–the reduction relation is asymmetric. This generates a puzzle–if water just is H2O it is hard to see how we can account for the asymmetry of the reduction relation. The paper proposes a solution to this puzzle. It is argued that the reduction predicate generates intensional contexts and that in order to account (...) for the asymmetry, we should develop conditions on the meanings of expressions that flank the reduction predicate in true reduction statements. Finally, it is argued that if we adopt this interpretation, we can illuminate the epistemological difference between reduced and reducing item commonly referred to in the literature. (shrink)

This volume represents the efforts of oneof Americas leading philosophers to do just that.

'There is no Nietzsche, just a shifting set of contradictory views' suggests Hayman in this stimulating and provocative guide. Those envious contemporaries who smeared Nietzsche with the mark of madness came closer than they knew in characterising a philosopher in whose thought ambivalence approximated to disintegration of the self. Yet while the nineteenth century's coherent, consistent systems of certainty came crashing down ingloriously at the very first touch of the twentieth, Nietzsche's discourses survived. He was more modern, it seemed, than (...) the moderns. Today is work is more contemporary than ever, his various voices speaking compellingly to a sensibility for which paradox is the only truth. (shrink)

Written for independent study and suitable for an introductory course in logic, this classic text combines a sound presentation of logic with effective pedagogy ...

Dieses Lehrbuch vermittelt eines der wichtigsten Werkzeuge der Philosophie durch die Einführung in die Grundideen einer formalen Sprache. Schrittweise werden so die relevanten Sprachstrukturen aufgedeckt, die dann in der Aussagen- und Prädikatenlogik formalisiert werden. Sowohl die Semantik als auch ein Kalkül des natürlichen Schließens werden jeweils detailliert diskutiert. In Kombination mit einer Lernplattform wird der zentrale Stoff anwendungsorientiert und plastisch vermittelt, was die auch zum Selbststudium geeignete Einführung zum idealen Begleiter für das Philosophiestudium macht.

The aim of this essay is to reflect on the Millian, utilitarian argument from truth that is held as one of the most conspicuous answers to the question Why tolerate? This argument postulates that only in a free market of ideas may the truth be discovered. Even the most unpopular idea may contain some truth in it and may contribute to the advancement of knowledge. It further commands us to contest those opinions which are believed to be true vigorously and (...) earnestly to explore some further truth, and to acknowledge their false aspects. The results of free exchange of opinions will either confirm our idea, or bring some doubt to our attention, to cast accounts and maybe change our opinion, at least to some extent. After reflecting on some of the common arguments that are frequently mentioned in this connection, I discuss Mill's formulation of the Truth Principle as it came into expression in his writings. Here I reflect on his article "Law of Libel and Liberty of the Press" which did not receive adequate attention by scholars. I show that it is difficult to reconcile what Mill had to say in this article with what he later said in On Liberty. I further maintain that the Millian view of truth as superior to all other social values might endanger the very ground which the Truth Principle is intended to safeguard, i.e., tolerance. The holding of truth as the most important value might result in harming individuals, and in generating an atmosphere of intolerance. (shrink)

In this paper, I argue that a particular assertion-based account of lying, which rests on Stalnaker’s theory of assertions, proposed by Andreas Stokke, is both too broad and too narrow. I tentatively conclude that the account fails because lying does not necessarily involve a conversational purpose.

Values Education in Schools is a new resource for teachers involved in values and ethics education. It provides a range of 'practical philosophy' resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.

This paper reflects on the articles submitted for the Symposium Confronting the Internet’s Dark Side. I discuss some of the criticisms of the book’s theory and my treatment of hate speech. The responsibilities of Internet Service Providers and Web-Hosting Services are in the fore, arguing that as they are the gatekeepers, they need to be proactive far more than they are now. This paper, like my book, strives to suggest an approach that harnesses the strengths and capabilities of the public (...) and the private sectors in offering practical solutions to pressing problems. (shrink)

The present paper argues that there is a structural difference between classical cases involving knowledge-undermining environmental luck, and cases where a subject acquires understanding in the presence of environmental luck. This difference appears to bear on arguments against the reductionist thesis that understanding is a special form of knowledge.

In recent years there has been an increase in the number of requests formercy killings by patients and their relatives. Under certain conditions,the patient may prefer death to a life devoid of quality. In contrast to thosewho uphold this quality of life approach, those who hold the sanctity oflife approach claim that life has intrinsic value and must be preservedregardless of its quality. This essay describes these two approaches,examines their flaws, and offers a golden path between the two extremepositions.We discuss (...) the halachic and the secular views, arguing for a balancebetween the sanctity of life and the quality of life. We argue that, indeed,such a balance exists in practice, and that life is important, but it is not sacred. Life can be evaluated, but quality of life is not the solecriterion. (shrink)

This paper analyses J.S. Mill's theory on the relationships between individual autonomy and State powers. It will be argued that there is a significant discrepancy between Mill's general liberal statements aimed to secure individual largest possible autonomy and the specific examples which provide the government with quite wide latitude for interference in the public and private spheres. The paper outlines the boundaries of government interference in the Millian theory. Subsequently it describes Mill's elastic paternalism designed to prevent people from inflicting (...) harm upon others as well as upon themselves, from soft paternalism on issues like compulsory education to hard paternalism on very private matters such as marriage, having children, and divorce by consent. (shrink)

(2013). Freedom of Expression v. Social Responsibility: Holocaust Denial in Canada. Journal of Mass Media Ethics: Vol. 28, No. 1, pp. 42-56. doi: 10.1080/08900523.2012.746119.

The article deals with the Dawson College Massacre, focusing on the story of Kimveer Gill, a 25-year-old man from Laval, Montreal who wished to murder young students in Dawson College. It is argued that the international community should continue working together to devise rules for monitoring specific Internet sites, as human lives are at stake. Preemptive measures could prevent the translation of murderous thoughts into murderous actions. Designated monitoring mechanisms of certain websites that promote violence and seek legitimacy as well (...) as adherents to the actualization of murderous thoughts and hateful messages have a potential of preventing such unfortunate events. Our intention is to draw the attention of the multifaceted international community to the shared interest and need in developing monitoring schemes for certain websites, in order to prevent hideous crimes. (shrink)

In this paper, a cognate of the problem of divine foreknowledge is introduced: the problem of the prophet’s foreknowledge. The latter cannot be solved referring to Ockhamism—the doctrine that divine foreknowledge could, at least in principle, be compatible with human freedom because God’s beliefs about future actions are merely soft facts, rather than hard facts about the past. Under the assumption that if Ockhamism can solve the problem of divine foreknowledge then it should also yield a solution to the problem (...) of the prophet’s foreknowledge, it is concluded that Ockhamism fails. (shrink)

It is common to note that social environment and cultural formation shape mental disorders. The details of this claim are, however, not well understood. The paper takes a look at the claim that culture has an impact on psychiatry from the perspective of metaphysics and the philosophy of science. Its aim is to offer, in a general fashion, partial explications of some significant versions of the thesis that culture and social environment shape mental disorders and to highlight some of the (...) consequences social constructionism about psychiatry has for psychiatric explanation. In particular, it will be argued that the alleged dependence of facts about particular mental disorders and about the second order property of being a mental disorder on social facts amounts to a robust form of constructivism, whereas the view that clinician–patient interaction is influenced by cultural facts is perfectly compatible with an anti-constructivist stance. (shrink)

This paper examines two models of thinking relating to the issue of the right to die in dignity: one takes into consideration the rights and interests of the individual; the other supposes that human life is inherently valuable. I contend that preference should be given to the first model, and further assert that the second model may be justified in moral terms only as long as it does not resort to paternalism. The view that holds that certain patients are not (...) able to comprehend their own interests in a fully rational manner, and therefore ‘we’ know what is good for these patients better than ‘they’ do, is morally unjustifiable. I proceed by refuting the ‘quality of life’ argument, asserting that each person is entitled to decide for herself when it is worth living and when it is not. In this connection, a caveat will be made regarding the role of the family. (shrink)

... abolished in 1869, but which we here learn still forms a deplorable factor in the social life of the poor in England, especially in breaking up homes. ...

The aims of this essay are (A) to examine the extent to which Marx, Engels and Lenin believed in revolution by peaceful means and what was their attitude towards the phenomenon of war, and (B) to reflect on the different interpretations of their writings, discerning between three schools of thought. It is argued that Marx and Engels considered violence only as an instrument of secondary importance and desirable insofar as there is no other alternative to change the system. It is (...) further contended that while they, in the course of years, adopted a more moderate position regarding the use of violence, Lenin's viewpoint radicalized as the possibility of a revolution in Russia became real. As years went by Lenin affirmed not only the use of violence but also the resort to terrorist activities. Unlike Marx and Engels he became an ardent supporter of all types of terror. (shrink)

On July 12, 2006, the Hezbollah terrorist organization attacked two Israeli Defense Forces' armored Hummer jeeps patrolling along the border with gunfire and explosives, in the midst of massive shelling attacks on Israel's north. Three soldiers were killed in the attack and two were taken hostage. The Israeli Defence Forces (IDF) began heavy artillery and tank fire. Prime Minister Ehud Olmert convened the government on Wednesday night, June 12, 2006 to decide Israel's reaction. The government agreed that the attack had (...) created a completely new situation on the northern border, and that Israel must take steps that will "exact a price", and restore its deterrence. The Israeli-Hezbollah War had started after one rushed and short governmental meeting, without realizing the full implications of the decision. The war ended on August 14, 2006 when the UN Security Council Resolution (no. 1701) entered into force. During the war, voices of protest were heard in Israel, mainly from reserve service soldiers, journalists, and distinguished writers. After the war, thousands of people have criticized the government decisions, demanded the establishment of a national inquiry committee to investigate the war events and, called for the resignation of the war architects: Prime Minister Ehud Olmert, Minister of Defence Amir Peretz, and Chief of Staff Dan Halutz. This article criticizes the establishment of the committee and the results it reached, arguing that it was a "sold game": The person under investigation should never be allowed to nominate his judges. This is mockery of justice, and travesty of social responsibility. (shrink)

The goal of this paper is to reconstruct Nagel’s approach to idealization in the sciences and present his views as a viable option. In a nutshell, the theory that emerges can be described as follows: There are various types of idealization, which can be found in theoretical and experimental laws, and which, according to Nagel, play various important epistemic roles. In particular, they help organize complex knowledge and allow for approximations to truth. A cognate of idealization, which Nagel does not (...) refer to under this label but describes in terms of assimilation to the familiar and in terms of analogy, is key to scientific models, whose value is primarily heuristic in nature. The fact that theories involve idealization supports an instrumentalist perspective on science, a perspective which also determines a particular scope of the account of idealization. By these lights, particular types of questions simply do not arise, for instance: questions pertaining to the alleged peculiarity of scientific representation, the truth of law statements, etc. (shrink)

Among philosophers of mind, it is common to assume that at least some mental properties are functional in nature, and that functional properties are second-order properties. In the functionalist literature, the notion of being a second-order property is cashed out in three different ways: (i) in terms of semantic features of characterizations or definitions of properties, (ii) in terms of syntactic features of second-order quantification, and (iii) in terms of a metaphysical criterion, according to which properties are second order if (...) they are properties of first-order properties. It is shown that in the context of functionalism reference to these interpretations is misguided, and it is suggested that the notion of an ordering of properties in this context is best understood as being tied to dependence-relations. (shrink)

Resumo: Neste artigo, a partir de pesquisa teórica, objetiva-se refletir sobre os sentidos do conceito de autonomia da universidade moderna e algumas das suas importantes limitações epistemológicas, políticas e curriculares. Para isso, buscou-se dados nas fontes bibliográficas citadas e referenciadas no texto, de modo especial no pensamento de Bacon, Kant e Descartes. A metodologia adotada consistiu na leitura, análise, comentário e crítica dos textos selecionados, tomando-se cada um enquanto unidade de sentido, mas também confrontando e problematizando os enunciados e teses (...) diversas numa tentativa de “desconstrução” e “ampliação” de significados. Nesse exercício de reflexão, compreendeu-se que os diversos sentidos de autonomia são símbolos privilegiados da atividade universitária desde a sua origem até os dias atuais, atravessando o debate entre liberalismo e marxismo, característico da modernidade. Verificou-se que há possibilidades e limites contextuais para o exercício da autonomia e que o jogo entre ser e dever-ser da universidade atravessa diversos discursos e tempos, reunindo em torno de si uma complexa e contraditória rede de compreensões em torno deste conceito. Palavras-chave: Autonomia; Universidade; Modernidade Autonomy as a regulatory ideal of the Modern University: meanings and limits Abstract: This article, based on theoretical research, aims to reflect on the meanings of the concept of autonomy in the modern university and some of its important epistemological, political and curricular limitations. For this, information was sought in the bibliographic sources cited and referenced in the text, especially in the thinking of Bacon, Kant and Descartes. The methodology consisted of reading, analyzing, commenting and criticizing the selected texts, taking each one as a unit of meaning, but also confronting and problematizing the different statements and ideas in an attempt to “deconstruct” and “enlarge” meanings. In this exercise of reflection, it was understood that the various senses of autonomy are privileged symbols of university activity from its origins to the present, crossing the debate between liberalism and marxism, characteristic of modernity. It was found that there are possibilities and contextual limits for the exercise of autonomy and that the game between being and being-ought of the university crosses different discourses and times, gathering around itself a complex and contradictory network of comprehensions around this concept. Keywords: Autonomy; University; Modernity. La autonomía como ideal regulador de la Universidad Moderna: significados y límites Resumen: Este artículo, basado en investigación teórica, tiene como objetivo reflexionar sobre los significados del concepto de autonomía en la universidad moderna y algunas de sus importantes limitaciones epistemológicas, políticas y curriculares. Para ello se buscó información en las fuentes bibliográficas que se citan y referencian en el texto, especialmente en el pensamiento de Bacon, Kant y Descartes. La metodología adoptada consistió en leer, analizar, comentar y criticar los textos seleccionados, tomando cada uno como unidad de sentido, pero también confrontando y problematizando los diferentes enunciados y tesis en un intento de “deconstruir” y “ampliar” los significados. En este ejercicio de reflexión, se entendió que los diversos sentidos de autonomía son símbolos privilegiados de la actividad universitaria desde sus orígenes hasta la actualidad, atravesando el debate entre el liberalismo y el marxismo, característico de la modernidad. Se constató que existen posibilidades y límites contextuales para el ejercicio de la autonomía y que el juego entre el ser y el deber-ser de la universidad atraviesa diferentes discursos y tiempos, reuniendo en torno a sí una compleja y contradictoria red de entendimientos en torno a este concepto. Palabras clave: Autonomia; Universidad; Modernidad. Data de registro: 12/11/2022 Data de aceite: 23/082023. (shrink)