The Epicurean view is that there is nothing bad about death, and we are wrong to loathe it. This paper distinguishes several different such views, and shows that while some of them really would undermine our loathing of death, others would not. It then argues that any version that did so could be at best vacuously true: If there is nothing bad about death, that can only be because there is nothing bad about anything.

Animalism is the view that you and I are animals. That is, we are animals in the straightforward sense of having the property of being an animal, or in that each of us is identical to an animal-not merely in the derivative sense of having animal bodies, or of being "constituted by" animals. And by 'animal' I mean an organism of the animal kingdom." Sensible though it may appear, animalism is highly contentious. The most common objection is that it conflicts (...) with widespread and deep beliefs about our identity over time. These beliefs are brought out in reactions to fictional cases. Suppose, for instance, that your brain is transplanted into my head. The being who ends up with that organ, everyone assumes, will remember your life and not mine. More generally, he will have your beliefs, preferences, plans, and other mental properties, for the most part at least. Who would he be-you, me, or someone else? (shrink)

Understanding the nature of science has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes, (...) and NOS statements found in ancillary text. Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students. (shrink)

Many philosophers say that two or more people or thinking beings could share a single human being in a split‐personality case, if only the personalities were sufficiently independent and individually well integrated. I argue that this view is incompatible with our being material things, and conclude that there could never be two or more people in a split‐personality case. This refutes the view, almost universally held, that facts about mental unity and disunity determine how many people there are. I suggest (...) that the number of human people is simply the number of appropriately endowed human animals. (shrink)

This article concerns the claim that it is possible to create living organisms, not merely models that represent organisms, simply by programming computers. I ask what sort of things these computer-generated organisms are supposed to be. I consider four possible answers to this question: The organisms are abstract complexes of pure information; they are material objects made of bits of computer hardware; they are physical processes going on inside the computer; and they are denizens of an entire artificial world, different (...) from our own, that the programmer creates. I argue that could not be right, that collapses into, and that would make strong alife either absurd or uninteresting. Thus, "virtual" strong alife amounts to the claim that, by programming a computer, one can literally bring bits of its hardware to life. (shrink)

This article is a critical review of work on the concept of rights, Including the concept of human rights, From 1963 to 1978. Our focus is mainly on issues of the analysis of rights and human rights. We do not deal with the closely related issues bearing on the normative foundations of moral and human rights. Nor have we attempted much in the way of historical treatment of our topic. Section I surveys general characterizations of rights. In section ii, We (...) discuss treatments of the defeasibility of rights with special attention to the notion of a prima facie right. Section iii takes up attempts to give an account of human rights. Section iv provides a brief conclusion. A bibliography listing what we take to be the most important works in this area, Including everything cited, Concludes our essay. (shrink)

Philosophers disagree about whether there could be “zombies”: beings physically identical to normal human people but lacking consciousness. Establishing their possibility would refute physicalism. But it is seldom noted that the popular “constitution view” of human people implies that our bodies actually are zombies. This would contradict several widely held views in the philosophy of mind.

I conclude that Gibbard fails to solve several of the traditional problems for expressivism. He solves some of these problems, but his solutions to them in effect give up expressivism. Of course, one might respond that it does not really matter whether his theory is expressivist. In some ways, I agree. Gibbard says many fascinating things about morality which have at most indirect connections to his expressivist analysis. I am thinking especially of his later discussions of hyperscepticism, parochialism, and indirect (...) pragmatism. These views could still be developed even if he gave up expressivism. All I have tried to show here is that he does need to give up expressivism unless he can solve the problems that I have raised. (shrink)

PREFACE A volume of essays on Wittgenstein, arguably this century's greatest philosopher, certainly would require no apology. However, one which combines ...

Personal identity deals with the many philosophical questions about ourselves that arise by virtue of our being people. The most frequently discussed is what it takes for a person to persist through time. Many philosophers say that we persist by virtue of psychological continuity. Others say that our persistence is determined by brute physical facts, and psychology is irrelevant. In choosing among these answers we must consider not only what they imply about who is who in particular cases, both real (...) and imaginary, but also their implications about our metaphysical nature in general. (shrink)

Individuals with major depressive disorder (MDD) often ruminate about past experiences, especially those with negative content. These repetitive thoughts may interfere with cognitive processes related to attention and conflict monitoring. However, the temporal nature of these processes as reflected in event-related potentials (ERPs) has not been well-described. We examined behavioral and ERP indices of conflict monitoring during a modified flanker task and the allocation of attention during an attentional blink (AB) task in 33 individuals with MDD and 36 healthy controls, (...) and whether their behavioral performance and ERPs varied with level of rumination. N2 amplitude elicited by the flanker task was significantly reduced in participants with MDD compared to healthy controls. Level of self-reported rumination was also correlated with N2 amplitude. In contrast, P3 amplitude during the AB task was not significantly different between groups, nor was it correlated with rumination. No significant differences were found in behavioral task performance measures between groups or by rumination levels. These findings suggest that rumination in MDD is associated with select deficits in cognitive control, particularly related to conflict monitoring. (shrink)

The Birds of Aristophanes is unique among his extant plays in that it employs a chorus in which each member has an individual identity, that is, in which each chorus-member represents a different kind of bird. The consequent variety of costume must have been a great visual embellishment to the play, and one is led to wonder how commonly the device employed in Birds featured in Old Comedy in general. Two parallels are frequently cited in the choruses of Eupolis' and (...) Ameipsias' , both of which will be considered below, but, although those plays do indeed provide our best evidence outside Birds, I wish to argue here that we may reasonably suspect that some other old comedies known to us had choruses of the type in question, which I designate ‘individualized’ or ‘multiform’ choruses. (shrink)

This chapter contains section titled: Background A Global Difference Principle? Two Main Cases A Closer Look Rawls's Background Thinking Puzzlement Rawls's Arguments: an Appraisal Notes.

Roderick Chisholm argues that in giving an account of knowledge, we must either begin with an account of what knowledge is, and proceed on that basis to identify the particular things that we know, or else start with instances of knowledge, and proceed on that basis to formulate a definition of knowledge. Either approach begs the question against the other. This is the epistemic wheel. This article responds to Chisholm's challenge. It begins with cases of knowledge attribution and builds its (...) account from there, identifying those features that we take to be present in the cases where we have attributed knowledge and those features that seem important when we want to withhold an attribution of knowledge. The proposal does not beg the question against either particularists or methodists; it takes the best features of each view, without beginning with either, and thereby removes us from the wheel. (shrink)

The technique of the normal ordering of non-commuting operators is an important tool in the solution of problems involving creation and annihilation operators in quantum physics, such as in many-body theory or quantum optics. We point out the inconsistencies in previous definitions of the two standard normal ordering procedures for such operators, and show how consistent definitions may be made.

Revisionists and traditionalists appeal to Acts 15, welcoming the Gentiles, for analogies directing the church's response to homosexual persons. John Perry has analyzed the major positions. He faults revisionists for inadequate attention to the Jerusalem Decree and faults one traditionalist for using the Decree literally rather than through analogy. I argue that analogical use of the Decree must supplement rather than displace the plain sense. The Decree has been neglected due to assumptions that Paul opposed it, that it expired, or (...) because Gentiles wanted non-kosher meat. I argue that Paul continued to observe the Torah and supported the Decree, that it has not expired, and that Gentile desire for non-kosher meat is not a firm obstacle. Affirming the plain sense of the Decree, I develop the analogy from Acts 15 to homosexual persons. (shrink)

The history of ideas is an interdisciplinary field that began as an offshoot of the history of philosophy and was transformed by notions of perspective and cultural context drawn from the tradition of historical studies. The result is the practice of intellectual history, which has been carried out between the poles of inquiry commonly known as internalist and externalist, corresponding to mental phenomena and collective behavior in cultural surroundings. These are not opposed but rather complementary methods, and intellectual history may (...) be seen as the inside of cultural history and cultural history as the outside of intellectual history, the intellectual historian's task being to bring the two into alliance. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.1 (2002) 93-96 [Access article in PDF] Phenomenological Methods in Psychiatry:A Necessary First Step M. Gupta and L. Rex Kay Keywords: behavior, empathy, human science, methodology, natural science, phenomenology. WE ARE GRATEFUL to the journal for prviding the opportunity for exchange and discussion of some of the themes raised in our paper, "The impact of phenomenology on North American psychiatric assessment" and we are pleased (...) to be able to reply to the two excellent commentaries by McMillan and Morley. Both McMillan and Morley question the prospect of employing phenomenology and its methods in psychiatric assessment, and in psychiatric practice more generally. McMillan questions the utility of such a step, and Morley is pessimistic about its feasibility. We shall address each author's concerns in turn.Initially, let us restate the aims of our paper to contextualize our arguments and those made in the commentaries. First, we sought an understanding of what is meant by North American psychiatrists, working within the DSM framework, when they refer to the phenomenological approach to psychiatric assessment. To elucidate this meaning, we compared the contemporary North American usage to a small number of definitions of phenomenology, particularly those definitions that were, and are now, applied to clinical psychiatric work. Contrary to McMillan's suggestion, we did not intend to state definitively what should or should not count as phenomenological, but rather to compare North American psychiatric assessment to what typically has counted as phenomenological. Second, we sought to examine phenomenology's influence on North American psychiatric practice, particularly psychotherapy.Morley argues that such influences usually exemplify the inappropriate appending of phenomenology to psychiatric practice rather than true integration of different paradigms. Although we do not disagree with this general contention, we will argue that the deployment of phenomenological methods in psychiatric assessment is a necessary first step toward the kind of integration he proposes.McMillan makes two related but unintegrated points. First, he argues that objective, behavioral data are phenomenological, according to his broad definition of the term. Second, he proposes that, if the behavioral and the phenomenological are different, we are better off staying with the behavioral when it comes to psychiatric nosology. Let us consider these two points in succession.McMillan seeks to broaden Jasper's definition of phenomenology to include objective observations [End Page 93] as phenomenological. To this end, he distinguishes methods from aims. He summarizes Jasper's definition of phenomenology as "an empirical method for investigating 'individual psychic experience (p 55)" and claims that this is a statement of aim or objectives. He then urges us to "consider the merits of different phenomenological methodologies in terms of their success in achieving this objective" whether or not they utilize "all the methods" of phenomenology. This is much like saying that if we treat waving one's hand as a method for greeting someone, we are then free to treat the objective of the wave as one of greeting someone, and then say that anything that serves as a greeting is, by definition, a "wave." Whatever else McMillan's objective observations are, he has not convinced us that they are phenomenological, anymore than we are likely to convince you that a kiss on the lips is really just a wave.Nonetheless, it is worthwhile seeing what McMillan does with this argument. He tells us that we can "read the first-person experience from behavior in a fairly accurate and informative way." He uses the example of a father gazing at his young child and notes that it is not unreasonable to infer that he is experiencing loving and nurturing feelings. It is, indeed, not unreasonable to draw such an inference. But it is far more reasonable to infer that the father is experiencing a cacophony of feelings, including, but not limited to, love, concern, anxiety, pride, envy, hope, and sadness (Stern 1995, 18-58). If we are able to distinguish which of these feelings is dominant at any given moment—which we are—and if we are also able to track subtle shifts in such feelings... (shrink)

Two jarring results concerning the main theses of Georg Henrik von Wright's Explanation and Understanding are reached through an examination and criticism of his project. It is shown, contrary to his settled judgment both in EU and subsequently, that the schema of practical inference is a causal principle, and that it is nomological in character. But one feature of von Wright's overall analysis holds up and continues to show promise: his idea of understanding explanation. This idea combines the EU account (...) of the schema and its instantiation with the notion of an intelligible connection of these instantiating elements with one another. Here the schema is deployed in conjunction with the test of intelligible connection as one of its conditions of application. The schema, so deployed, is revisable on the basis of experiences that do not conform to what we expect them to be when they are regimented in accordance with the model of understanding explanation; thus, even though the schema is not a general law, we have a basis for characterizing it as nomological, nonetheless. (shrink)

This paper argues that Walter Benjamin’s “The Work of Art in the Age of its Technical Reproducibility” provides a rich analytic framework for understanding how the many dimensions of aesthe...

Higher education has a dual responsibility, both to the academy and to society at large, to effectively confront racism on campus. And yet, in the United States and perhaps elsewhere, it fails to effectively confront racism as the result of systemic flaws, expressed as organizational intransigence, even as new “supportive and protective” structures are created. Thus, the central question raised by the anonymized, composite narrative case study at the core of this paper is as follows: To what extent, if any, (...) do the familiar organizational structures of higher education, encompassing both leadership and management processes, reinforce or resist racism on campus? Consistent with other social science researchers, the authors believe that richly contextualized narrative cases help to bridge the world of ideas and conjecture and actual situations. We used an iterative process spanning three months for drawing our case, involving a back-and-forth communication of actual experiences involving campus racism. The resulting composite narrative provides a richly contextualized situation drawn from real life, while still preserving anonymity. We regarded this later aspect as crucial for making possible the close examination of an ethically challenging situation that might otherwise remain invisible due to sensitive information. Our analysis focused on campus responsiveness to the challenge of racism within a mechanistic organization, rooted in structuralism, versus an organic organization, rooted in post-structuralism. Four aspects of a more organic university design are identified as key to bringing about meaningful, ethically sound change within the academy: deep, reflective listening; a more horizontal, consensus-based leadership structure that empowers professionals at various ranks; freedom within a framework; and a broadly shared, continually reinforced focus on overarching principles, goals, and ideals. (shrink)