Fowers et al. (2017)recently made a general argument for virtues as the characteristics necessary for individuals to flourish, given inherent human limitations. For example, people can flourish by developing the virtue of friendship as they navigate the inherent (healthy) human dependency on others. This general argument also illuminates a pathway to flourishing during the COVID-19 pandemic, the risks of which have induced powerful fears, exacerbated injustices, and rendered life and death decisions far more common. Contexts of risk and fear call (...) for the virtue of courage. Courage has emerged more powerfully as a central virtue among medical personnel, first responders, and essential workers. Longstanding inequalities have been highlighted during the pandemic, calling for the virtue of justice. When important personal and public health decisions must be made, the central virtue of practical wisdom comes to the fore. Wise decisions and actions incorporate the recognition of relevant moral concerns and aims, as well as responding in fitting and practical ways to the specifics of the situation. Practicing courage, justice, and practical wisdom illuminates a path to flourishing, even in a pandemic. (shrink)

The Description for this book, The Analysis of Knowing: A Decade of Research, will be forthcoming.

In “Conditions and Analyses of Knowledge”, Robert Shope focuses on the conditions that must be satisfied for a person to have knowledge, specifically knowledge that something is so. Traditionally, knowledge has been analyzed in terms of justified true belief. Shope addresses philosophers’ disagreements concerning the truth and belief conditions. After introducing the justification condition, he presents challenges that have provoked several attempts to replace or to supplement the justification condition for knowledge. Shope presents and assesses several of these, including (...) early causal theories, the nonaccidentality requirement, reliable process and conditional analyses, the reliable‐indicator analysis, the conclusive reasons analysis, defeasibility analyses, analyses in terms of cognitive or intellectual virtues, and proper functionalism as well as his own account of knowledge. (shrink)

In Entailment, Anderson and Belnap motivated their modification E of Ackermann’s strenge Implikation Π Π’ as a logic of relevance and necessity. The kindred system R was seen as relevant but not as modal. Our systems of Peano arithmetic R# and omega arithmetic R## were based on R to avoid fallacies of relevance. But problems arose as to which arithmetic sentences were (relevantly) true. Here we base analogous systems on E to solve those problems. Central to motivating E is the (...) rejection of fallacies of modality. Our slogan here for this is, “No diamonds entail any boxes.” Form the strenge Peano arithmetic E# like R#, adding appropriate forms of the Peano axioms to Ackermann’s E.. (shrink)

Is faith that p compatible with disbelief that p? I argue that it is. After surveying some recent literature on the compatibility of propositional and non-propositional forms of faith with the lack of belief, I take the next step and offer several arguments for the thesis that both these forms of faith are also compatible, in certain cases, with outright disbelief. This is contrary to the views of some significant recent commentators on propositional faith, including Robert Audi and Daniel (...) Howard-Snyder. The primary argument revolves around the possibility of maintaining a single faith through drastic changes in cognitive attitude. I argue that once we allow that propositional faith is compatible with weaker cognitive attitudes than belief, such as acceptance or assent, there is prima facie reason to consider propositional faith as sometimes compatible with disbelief. I then consider objections and offer some final reflections on the significance of the thesis. (shrink)

Philosophers, psychiatrists, and social scientists would welcome clarification of the distinction between rational and irrational desires. It may be proper to say that rational desires are those which manifest rationality. But since this seems a rather unilluminating characterization, philosophers sometimes offer definitions of what constitute such manifestations of rationality. I shall consider definitions provided by John Rawls and Richard Brandt. Their definitions are unsatisfactory mainly because they include subjunctive conditionals. An alternative approach, which avoids conditionals, is attractive. But it encounters (...) so many additional problems that I shall conclude that we are not now in a position to define rationality in this area and must treat it as a state or disposition which to date has only been partially characterized. Thus, if we want a definition of the difference between rational and irrational desires, we must at present settle for the rather unexciting one mentioned above. (shrink)

This important collection of essays offers a sustained philosophical examination of fundamental questions raised by multicultural education in primary and secondary schools. The essays focus on both theory and policy. They discuss the relation between culture and identity, the role of reason in bridging cultural divisions, and the civic implications of multi-culturalism in the teaching of history and literature. Several of the essays examine aspects of multicultural policies in California and New York, as well as the curriculum guidelines promulgated by (...) the National Council for Social Studies. Although much has been published on the subject of multi-culturalism, including the cultural war on American campuses, there is very little available on the impact of multicultural policies for primary and secondary education. So this is a volume that will be welcomed by all those interested in multicultural education: philosophers and historians of education, sociologists, professional educators and policy-makers. (shrink)

Forty-three years ago Max Weber observed that “the belief in the value of scientific truth is not derived from nature but is a product of definite cultures.” We may now add: and this belief is readily transmuted into doubt or disbelief. The persistent development of science occurs only in societies of a certain order, subject to a peculiar complex of tacit presuppositions and institutional constraints. What is for us a normal phenomenon which demands no explanation and secures many ‘self-evident’ cultural (...) values, has been in other times and still is in many places abnormal and infrequent. The continuity of science requires the active participation of interested and capable persons in scientific pursuits. This support of science is assured only by appropriate cultural conditions. It is, then, important to examine those controls which motivate scientific careers, which select and give prestige to certain scientific disciplines and reject or blur others. It will become evident that changes in institutional structure may curtail, modify or possibly prevent the pursuit of science. (shrink)

A major question for the relevant logics has been, “Under what conditions is Ackermann's ruleγ from -A ∨B andA to inferB, admissible for one of these logics?” For a large number of logics and theories, the question has led to an affirmative answer to theγ problem itself, so that such an answer has almost come to be expected for relevant logics worth taking seriously. We exhibit here, however, another large and interesting class of logics-roughly, the Boolean extensions of theW — (...) free relevant logics (and, precisely, the well-behaved subsystems of the 4-valued logicBN4) — for which γ fails. (shrink)

Leveling the Playing Field examines the admissions policies of contemporary American colleges and universities in light of the assumption that enhancing the educational opportunities of lower-income and minority students would make American society more just. The book evaluates controversies about such issues as the nature of merit, the missions of universities, affirmative action, the role of standardized tests, legacy preference, early decision, financial aid, the test-prep industry, and athletics.

Hume's theory of practical rationality, it has been claimed, fails to account for the intrinsically social character of practical deliberation and of the norms governing action. While the standard way of pressing this critique is unsuccessful, it can be advanced in another way. It is alleged that Hume cannot explain how it is possible to act contrary to reason because he holds that practical reasons are grounded in brute desires which are beyond the reach of rational criticism. But Hume offers (...) a rich explanation of practical irrationality. To show that Hume's theory of practical reason is too individualistic, a problem in his account of theoretical reason must first be appreciated. Hume thinks that rational agents should only trust in testimony about matters of fact when that trust can be reductively justified on the basis of their own observations. Such a stringently individualistic criterion would shrink the scope of human knowledge beyond recognition. Similarly, Hume thinks that rational agents should only trust advice---testimony about what is valuable or desirable---when that trust can be instrumentally justified in terms of their own antecedent values or desires. Individuals bound by this criterion would be unable to deliberate rationally when faced with novel and challenging circumstances. Humean theories must treat trust in advice as default justified if this problem is to be avoided. (shrink)

Within medical ethics, there is widespread agreement that morally valid consent includes an understanding condition. Disagreement centers on what is meant by that understanding condition. Tom Dougherty proposed that this understanding condition should be divided into the two mutually exclusive categories of descriptive information and contextual information. Further, Dougherty argues that each type of information is necessary to satisfy the understanding condition. In contrast, I argue that when the deontic aspect of valid consent is in view, each type of information (...) can be sufficient to satisfy the understanding condition on its own. Moreover, by analyzing delegation, which is conceptually related to consent since both are morally transformative actions, I show that delegation often depends not on descriptive or contextual information but on trust. So, I argue that trustworthiness can also be a type of information that does the same work as descriptive and contextual information in satisfying the understanding condition for valid consent. (shrink)