Preface by Daniel C. Dennett Beginning with a general theory of function applied to body organs, behaviors, customs, and both inner and outer representations, ...

How the various things that are said to have meaning—purpose, natural signs, linguistic signs, perceptions, and thoughts—are related to one another.

I defend the historical definition of "function" originally given in my Language, Thought and Other Biological Categories (1984a). The definition was not offered in the spirit of conceptual analysis but is more akin to a theoretical definition of "function". A major theme is that nonhistorical analyses of "function" fail to deal adequately with items that are not capable of performing their functions.

This paper argues for the existence of a fourth positive generic value relation that can hold between two items beyond ‘better than’, ‘worse than’, and ‘equally good’: namely ‘on a par’.

" Biosemantics " was the title of a paper on mental representation originally printed in The Journal of Philosophy in 1989. It contained a much abbreviated version of the work on mental representation in Language Thought and Other Biological Categories. There I had presented a naturalist theory of intentional signs generally, including linguistic representations, graphs, charts and diagrams, road sign symbols, animal communications, the "chemical signals" that regulate the function of glands, and so forth. But the term " biosemantics " (...) has usually been applied only to the theory of mental representation. Let me first characterize a more general class of theories called "teleological theories of mental content" of which biosemantics is an example. Then I will discuss the details that distinguish biosemantics from other naturalistic teleological theories. (shrink)

This paper begins with a response to Josh Gert’s challenge that ‘on a par with’ is not a sui generis fourth value relation beyond ‘better than’, ‘worse than’, and ‘equally good’. It then explores two further questions: can parity be modeled by an interval representation of value? And what should one rationally do when faced with items on a par? I argue that an interval representation of value is incompatible with the possibility that items are on a par (a mathematical (...) proof is given in the appendix). I also suggest that there are three senses of ‘rationally permissible’ which, once distinguished, show that parity does distinctive practical work that cannot be done by the usual trichotomy of relations or by incomparability. In this way, we have an additional argument for parity from the workings of practical reason. (shrink)

One of the most common judgments of normative life takes the following form: With respect to some things that matter, one item is better than the other, with respect to other things that matter, the other item is better, but all things considered – that is, taking into account all the things that matter – the one item is better than the other. In this paper, I explore how all-things-considered judgments are possible, assuming that they are. In particular, I examine (...) the question of how the different considerations relevant to an all-things-considered judgment come together in a way that gives each relevant consideration its proper due. I propose an answer which provides a unified account of all-things-considered judgments and highlights a deep connection between value and reason. My suggestion is that ‘all things considered’ is, in effect, a placeholder for a more comprehensive, sometimes nameless, value that includes the things considered as parts, and that this more comprehensive value determines how the things considered normatively relate. (shrink)

Heidegger argues that modern technology is quantifiably different from all earlier periods because of a shift in ethos from in situ craftwork to globalised production and storage at the behest of consumerism. He argues that this shift in technology has fundamentally shaped our epistemology, and it is almost impossible to comprehend anything outside the technological enframing of knowledge. The exception is when something breaks down, and the fault ‘shows up’ in fresh ways. Stiegler has several important addendums to Heidegger’s thesis. (...) Firstly, that Heidegger fails to fully appreciate the early Greek myth of Prometheus, and the technological depth that fire offers all human societies. Secondly, the fall, or failure, which is doubled in the myth of Prometheus, and shows up in epistemology accordingly. Thirdly the acceleration of technology since the onset of Information Technology, and the way this is disorientating our Being. I argue the fall in both Heidegger and early Stiegler has encaptured their imagination. In later work, Stiegler argues that acceleration is fused with algorithmic pretensions, that are distorting and undermining the creative political imaginary, and making it difficult to revalue the values that underpin the nihilist Anthropocene. The overcoming of the Anthropocene engages politics, economics, power, physics, and ecology. (shrink)

Suppose lightning strikes a dead tree in a swamp; I am standing nearby. My body is reduced to its elements, while entirely by coincidence (and out of different molecules) the tree is turned into my physical replica. My replica, The Swampman.....moves into my house and seems to write articles on radical interpretation. No one can tell the difference.

We discuss the important, but greatly under-researched, topic of the social aspects of human wayfinding during navigation. Wayfinding represents the planning and decision-making component of navigation and is arguably among the most common, real-world domains of both individual and group-level decision making. We highlight the myriad ways that wayfinding by people is not a solitary psychological process but is influenced by the actions of other people, even by their mere presence. We also present a novel and comprehensive framework for classifying (...) wayfinding in complex environments that incorporates the influence of other people. This classification builds upon the premises of previous wayfinding taxonomies and is further structured into four parts based upon (1) the nature of the interaction between the actors and (2) the time frame in which the interaction takes place. We highlight gaps in our current understanding of social wayfinding and outline future research opportunities. (shrink)

This is a response to Christie, Brusse, et al., ‘Are biological traits explained by their “selected effect” functions?’ The interest of their paper is that it draws our attention to those cases in which changes in a population that are brought about by natural selection in turn bring about changes in the environment that alter the selectionist pressures that were responsible for the original changes. Much of the paper, however, is an argument that the notion of a ‘proper function’ introduced (...) in my Language, Thought, and Other Biological Categories (LTOBC), exhibits deep misunderstandings about the actual workings of natural selection. Very little that they say about ‘proper functions’ and related notions from LTOBC is correct, however. I will not list the errors but I will try to make my uses of ‘proper function’ and certain related terms clearer. (shrink)

This paper compares ethics in countries with different cultural dimensions based on empirical data from 12 countries. The results indicate that dimensions of national culture could serve as predictors of the ethical standards desired in a specific society. The author divided societal cultural practices into desired and undesired practices. According to this study, ethics could be seen as the means for achieving a desired state in a society: for reducing some societal characteristics and increasing others. Finally, a model of the (...) impact of cultural dimensions on desired ethical standards is proposed. (shrink)

The commitment to evidence-based practice in clinical psychology requires scientific investigation of the effects of treatment and mechanisms of change. Empirical evidence suggests that mindfulness-based treatments provide clinically meaningful improvement for people suffering from many important problems, including depression, anxiety, pain, and stress. However, the processes of change that produce these beneficial outcomes are not entirely clear. Central questions include whether mindfulness training leads to increases in the general tendency to respond mindfully to the experiences of daily life, and if (...) so, whether these changes are responsible for the improvements in mental health that are often observed. Answering these questions requires methods for assessing mindfulness. Several tools for this purpose are now available and early evidence suggests that they are useful and informative, despite shortcomings that require additional work. This paper summarizes the rationale for mindfulness questionnaires, the methods used to construct them, and research findings on their utility. Challenges related to maintaining consistency with Buddhist conceptions of mindfulness while applying psychological research methods to the study of its assessment are discussed. (shrink)

Summary Popular science journalism flourished in the 1860s in England, with many new journals being projected. The time was ripe, Victorian men of science believed, for an ?organ of science? to provide a means of communication between specialties, and between men of science and the public. New formats were tried as new purposes emerged. Popular science journalism became less recreational and educational. Editorial commentary and reviewing the progress of science became more important. The analysis here emphasizes those aspects of popular (...) science which have been identified by Frank Turner as ?public science? and by Thomas Gieryn as ?boundary-work?. The religious, intellectual, and utilitarian values claimed for science by editors and contributors in their tasks of persuading the public to support science and of distinguishing science from what they often called ?applied science? are discussed. These values are shown to vary among editors and, for the editors examined here, Shirley Hibberd, Henry Slack, James Samuelson, William Crookes, and Henry Lawson, to differ significantly from those of T. H. Huxley, John Tyndall, and Norman Lockyer, on whom much study of the popularization of science in the 1860s has focused. (shrink)

_Race and State_ is the second of five books that Eric Voegehn wrote before his emigration to the United States from Austria in 1938. First published in Germany in 1933, the year Hitler came to power, the study was prompted in part by the rise of national socialism during the preceding year. Yet Voegelin neither descended to the level of contemporary debates on race nor dismissed these debates by way of value judgments. Although still young when he wrote this book, (...) Voegelin already demonstrates his singular analytical capacity as well as his ability to put political phenomena into a new perspective. In Part I Voegelin analyzes contemporary race theories by placing the question of race in the context of the more comprehensive philoiophical problem of the interrelationships of body, mind, and soul. He demonstrates the intellectual shortcomings and theoretical fallacies of current theories; more important, he contributes to the development of a modern philosophical anthropology that aims, as Helmuth Plessner put it in a review of _Race and State,_ "at a concept of the human being that does justice to its multilayered existence as a physical, vital, psychic, and intellectual being, without making one of these layers the measure and explanatory basis for the others." In Part II Voegelin deals with race ideas, which he distinguishes from race theories. Race ideas, like other political ideas, form a part of political reality itself, contributing to the formation of social groups and societies. Voegelin shows that the modern race idea is just one "body ideal" among others, such as the tribal state and the Kingdom of Christ, each offering a different symbolic image of community. He traces the rise of the modem race idea, analyzes its function to structure community, and offers an answer to the question of why race ideas became successful in Germany. Voegelin's meticulous sifting of all the Nazi race literature finally arrives at this blunt statement regarding its overall validity: "In order to preclude even the slightest possibility of a misunderstanding, let us again point out emphatically that the contrasting descriptions of the Semitic and the Aryan, the Jewish and the German character... contain little that is true about the nature of Jewishness.". (shrink)

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

This paper takes a sideways look at the controversial topic of educational assessment, raising the question: what place should the success/failure distinction have in an effective and humane educational system? Though the experience of failure may undermine the self-esteem that is conducive to learning, its possibility is clearly important educationally. Instead of asking whether teachers should be truthful about children’s achievements or dishonestly promote their self-esteem, we need to recognise a certain logical indeterminacy about what young children can do. Given (...) this, it is reasonable to presume in favour of many of their capacities rather than against them, for this is how children develop the confidence to act. This includes the confidence to fail as well as the confidence to succeed. It is argued that both are crucial for learning. (shrink)

Corporate success is understood as stakeholder value, which is based on three licenses: the licenses to innovate, to compete, and to operate. Stakeholders contribute to these three licenses through their benefit and risk potentials. Based on four cases, a stakeholder value management system is developed which provides managers with a tool to systematically use the benefit potentials that lie in stakeholder relations. The links between corporate value creation and stakeholders are identified.

This paper presents a formal characterization of a two stage decision rule. This characterization involves three conditions which, together, are satisfied by any choice function that can be represented as a two-tier choice function. And any choice function satisfying these three conditions can be represented as a two-tier choice function. The first condition identifies particular features of two-tier choice functions when they violate Property α. The other two conditions are essentially existence claims, required to ensure that the two tiers of (...) a choice function can be represented as (pseudo-) rationalizable choice functions. My aim is to offer a formal result that provides insight into the nature of two-tier decisions. The more we understand how a particular decision procedure operates, the more we should expect to predict its results accurately, and the more we should be able to understand the circumstances under which its use is (and is not) appropriate. (shrink)

What, exactly, is so hard about hard choices? I suggest that what is distinctively hard about hard choices is that they present us with the volitional difficulty of putting ourselves behind an alternative and thereby making it true of ourselves that we have most reason to do one thing rather than another. Making it true through your commitments that, for instance, you have most reason to be a philosopher rather than a lawyer makes the choice between the careers hard. This (...) answer is in contrast to that of Sergio Tenenbaum, who understands the hardness of a hard choice as a deliberative difficulty in specifying our alternatives and ends in ways that conform with certain proposed constraints of rationality. For Tenenbaum, the hardness of hard choices is not distinctive to such choices but is a general difficulty rational agents face when they need to further specify their alternatives and ends, even if the choice is easy. (shrink)

This essay reviews David Halpin's Hope and Education, which aims to bring theories of hope and utopia to bear on the practical processes of schooling in contemporary Britain, and which sees education as an intrinsically hopeful and future-oriented process. It argues that the properly utopian character of Halpin's project is subverted by his espousal of a currently fashionable pragmatism, represented by Richard Rorty and Anthony Giddens, which insists that ‘good’ utopias must be realistic and practical. Utopian hope for a better (...) world, in which a transformed educational process will be central, is ambushed by this pragmatism and reduced to managerialism. (shrink)

What is it to be a rational agent? The orthodox answer to this question can be summarized by a slogan: Rationality is a matter of recognizing and responding to reasons. But is the orthodoxy correct? In this chapter, I explore an alternative way of thinking about what it is to be a rational agent according to which a central activity of rational agency is the creation of reasons. I explain how the idea of metaphysical grounding can help make sense of (...) the idea that as rational agents, we can, quite literally, create reasons. I end by suggesting a reason to take this alternative view of rational agency seriously. The orthodoxy faces a challenge: How do rational agents make choices within ‘well-formed choice situations’? By allowing that we have the normative power to create reasons, we have a satisfying and attractive solution to this question. (shrink)