This paper explores how several water technologies mediate people's relationship with nature in the domestic sphere. While septic systems are critical to the built environment in exurban North America, they remain largely unacknowledged. Their hidden participation in the backyards of private homes silently facilitates—yet outwardly denies—people's continued engagement in the water cycle. Now, a growing array of alternative practices (e.g. composting toilets and greywater systems) are being embraced by individuals choosing to intervene in their local ecology in an active manner. (...) This study shows how the domestic realm can be a site of imaginative engagement and shifting consciousness, and moreover, serve as a catalyst in society's transition toward a meaningful sustainability. (shrink)

This paper investigates the mechanisms a program may use to learn conceptual structures that represent natural language meaning. A computer program named Moran is described that infers conceptual structures from pictorial input data. Moran is presented with “snapshots” of an environment and an English sentence describing the action that takes place between the snapshots. The learning task is to associate each root verb with a conceptual structure that represents the types of objects that participate in the action and (...) the changes the objects undergo during the action. Four learning mechanisms are shown to be adequate to accomplish this learning task. The learning mechanisms are described along with the conditions under which each is invoked and the effect each has on existing memory structures. The conceptual structure Moran inferred for one root verb is shown. (shrink)

I argue that current discussions of the epistemological significance of reflection have entangled concerns about reflection with agential concerns. I begin by showing that a central strand of internalist criticism finds externalism unsatisfactory because it fails to provide a particular kind of self-knowledge, knowledge about the epistemic status of one’s own beliefs. Identifying this internalist motivation as the desire for a kind of self-knowledge opens up new possibilities and suggests new conceptual resources. I employ one of these resources—Richard Moran’s (...) distinction between the theoretical stance and the deliberative stance—to locate two types of reflection: mere reflective awareness of one’s attitudes and agent-awareness of one’s attitudes. I then examine Ernest Sosa’s account of the importance of reflection, showing how Moran’s distinction brings out the centrality of agential concerns in Sosa’s argument for reflective knowledge. I also consider briefly its relevance to fully apt knowledge. While I focus on Sosa’s epistemology, the point extends to internalism more generally. (shrink)

Christine M. Korsgaard has had a profound influence on moral philosophy over the past forty years. Through her writing and teaching she has developed a distinctive, rigorous, and historically informed way of thinking about ethics, agency, and the normative dimension of human life more generally. The twelve original essays in this volume are written in her honor on the occasion of her retirement from teaching. They engage questions that recur in her work: Why are we obligated to do what morality (...) demands? What features of our nature make us subject to moral obligation? What does it mean to be autonomous and responsible for what we do? What do we owe to nonhuman animals? Contributors include Stephen Darwall, Kyla Ebels-Duggan, Barbara Herman, Richard Moran, Japa Pallikkathayil, Faviola Rivera-Castro, T.M. Scanlon, Tamar Schapiro, Sharon Street, David Sussman, Sigrún Svavarsdóttir, and David Velleman. These essays shed light on Korsgaard's own views while staking out provocative new positions on the topics that feature centrally in her own work. (shrink)

Volume 23, Issue 3, September 2020, Page 302-313.

Contemporary realist theories of value claim to be compatible with natural science. In this paper, I call this claim into question by arguing that Darwinian considerations pose a dilemma for these theories. The main thrust of my argument is this. Evolutionary forces have played a tremendous role in shaping the content of human evaluative attitudes. The challenge for realist theories of value is to explain the relation between these evolutionary influences on our evaluative attitudes, on the one hand, and the (...) independent evaluative truths that realism posits, on the other. Realism, I argue, can give no satisfactory account of this relation. On the one hand, the realist may claim that there is no relation between evolutionary influences on our evaluative attitudes and independent evaluative truths. But this claim leads to the implausible skeptical result that most of our evaluative judgements are off track due to the distorting pressure of Darwinian forces. The realist’s other option is to claim that there is a relation between evolutionary influences and independent evaluative truths, namely that natural selection favored ancestors who were able to grasp those truths. But this account, I argue, is unacceptable on scientific grounds. Either way, then, realist theories of value prove unable to accommodate the fact that Darwinian forces have deeply influenced the content of human values. After responding to three objections, the third of which leads me to argue against a realist understanding of the disvalue of pain, I conclude by sketching how antirealism is able to sidestep the dilemma I have presented. Antirealist theories of value are able to offer an alternative account of the relation between evolutionary forces and evaluative facts —
an account that allows us to reconcile our understanding of evaluative truth with our understanding of the many non-rational causes that have played a role in shaping our evaluative judgements. (shrink)

This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.

The contributors cover a wide range of philosophical writers and texts to which the label “idealism” has been or might reasonably be attached. These include Plato, the Roman Stoics, the Neoplatonism of Plotinus, Augustinian Neoplatonism, Johannes Scottus Eriugena, the Arabic _Book of Causes_, George Berkeley, Immanuel Kant, and classical German idealism. "This is a rich, subtle, thought-provoking collection on central, though neglected topics in idealism and its history, offering fresh and important insights into both familiar and less familiar major figures, (...) views, and issues. Most important, perhaps, are its presentation and assessment of non-subjective forms of idealism, as well as mind-dependence forms of idealism prior to Descartes. Contemporary philosophers have become sophisticated about various forms of realism, anti-realism and irrealism. Such discussions, among others, will benefit significantly by accepting this volume’s invitation to become more sophisticated about idealism as well. This very welcome contribution to the literature should find a broad readership." —_Kenneth R. Westphal, University of East Anglia_ "If it is true—as Hegel and his followers have claimed—that being and truth are indissociable from history, then philosophy cannot be successful if it limits itself exclusively to investigations of individual thinkers and periods. What is at stake, ultimately, is the development of Western thought as a whole. In this volume, a fine international group of scholars investigate the meaning of idealism across the ages. Without sacrificing nuance, their contributions show that a core of shared assumptions characterizes idealist philosophies. The historical dialogue which this volume advances emphasizes the relevance of ancient and medieval thinkers for the current debate, but it also challenges us to place modern representatives of idealism—such as Berkeley, Kant, and Hegel—in historical perspective." —_Philipp W. Rosemann, University of Dallas_. (shrink)

Most current conceptions of critical thinking conceive of critical thinking in terms of abilities and dispositions. In this paper I describe a common type of problem students experience with critical thinking and argue that conceptualizations in terms of abilities and dispositions do not provide a way to understand this problem. I argue, further, that a useful way to think about the problem is in terms of epistemological understanding, and that this way of thinking about the issue can provide both pedagogical (...) and conceptual grounding to efforts to foster critical thinking. (shrink)

The 17th Century English philosopher Thomas Hobbes is now widely regarded as one of a handful of truly great political philosophers, whose masterwork Leviathan rivals in significance the political writings of Plato, Aristotle, Locke, Rousseau, Kant, and Rawls. Hobbes is famous for his early and elaborate development of what has come to be known as “social contract theory”, the method of justifying political principles or arrangements by appeal to the agreement that would be made among suitably situated rational, free, and (...) equal persons. He is infamous for having used the social contract method to arrive at the astonishing conclusion that we ought to submit to the authority of an absolute— undivided and unlimited—sovereign power. While his methodological innovation had a profound constructive impact on subsequent work in political philosophy, his substantive conclusions have served mostly as a foil for the development of more palatable philosophical positions. Hobbes's moral philosophy has been less influential than his political philosophy, in part because that theory is too ambiguous to have garnered any general consensus as to its content. Most scholars have taken Hobbes to have affirmed some sort of personal relativism or subjectivism; but views that Hobbes espoused divine command theory, virtue ethics, rule egoism, or a form of projectivism also find support in Hobbes's texts and among scholars. Because Hobbes held that “the true doctrine of the Lawes of Nature is the true Morall philosophie”, differences in interpretation of Hobbes's moral philosophy can be traced to differing understandings of the status and operation of Hobbes's “laws of nature”, which laws will be discussed below. The formerly dominant view that Hobbes espoused psychological egoism as the foundation of his moral theory is currently widely rejected, and there has been to date no fully systematic study of Hobbes's moral psychology. (shrink)

This research investigates the perceptions of five constituent groups of an accredited business school — their perceptions of others'' ethics, of their own ethics and ideal values, and of how business ethics can be improved. Self-described behavior from the constituent groups is quite similar, yet is decidedly different from that which respondents felt others would do. Undergraduate business students tended to have the lowest estimation of others'' ethics in addition to the least ethical self-described behavior compared with other constituent groups. (...) All constituents were solidly in favor of improving ethics by developing principles of business ethics, requiring ethics courses in business schools and introducing industry codes of ethics. People are much more ethical than they are perceived to be. Knowing that others are more ethical may in turn cause other people to act more ethically. Similarly, believing that others are less ethical may encourage less ethical behavior. (shrink)

Curiosity is widely acknowledged as a crucial aspect of children’s development and as an important part of the learning process, with prior research showing associations between curiosity and achievement. Despite this evidence, there is little research on the development of curiosity or on promoting curiosity in school settings, and measures of curiosity promotion in the classroom are absent from the published literature. This article introduces the Curiosity in Classrooms Framework coding protocol, a tool for observing and coding instructional practices that (...) support the promotion of curiosity. We describe the development of the framework and observation instrument and the results of a feasibility study using the protocol, which gives a descriptive overview of curiosity-promoting instruction in 35 elementary-level math lessons. Our discussion includes lessons learned from this work and suggestions for future research using the developed observation tool. (shrink)

The purpose of this workshop is to share our current work-in-progress and solicit feedback and ideas from our colleagues as we begin to design a research study based on a paper we presented at the 2005 Academy of Management conference, “The Ethical Implications of Power in Organizations.” Our paper examines the nexus of power and ethics in organizations, and how they are treated in the management, sociology, and psychology literature. Our discussion assumes a wide range of uses and abuses of (...) power, including but not limited to sexual harassment, anti-labor practices, excessive executive compensation, manipulation of stock prices, discrimination, environmental degradation, etc. In addition we surface and discuss the assumptions, norms, paradoxes, and practices of power in organizations in relation to business ethics. We have clustered these into two levels: organizational and individual, while realizing the interaction effects. (shrink)

Le projet de Georges Duby sur l’histoire des femmes au Moyen Âge repose dans une large mesure sur l’anthropologie structurale de Claude Lévi Strauss et le marxisme structuraliste de Louis Althusser : les femmes de l’aristocratie médiévale, selon Duby, étaient des gages dans un système de parenté contrôlé par et pour les hommes ; elles formaient leurs subjectivités propres à partir de l’idéologie dominante que façonnaient les hommes. Les sources, pour Duby, ne révèlent jamais de voix féminines indépendantes. Les historien(ne)s (...) féministes américain(e)s s’accordent bien souvent avec l’opinion de Duby sur les contraintes du système patriarcal qui pesaient sur les femmes au Moyen Âge. Toutefois, à la différence de Duby, leurs recherches ont mis l’accent sur la résistance qu’expriment les voix féminines. Cette insistance de la recherche féministe, outre-Atlantique, est symptomatique du très large intérêt que porte la recherche américaine aux résistances des groupes dominés. De même, le peu d’intérêt porté par Duby aux actions des femmes semble symptomatique de tendances plus larges de la recherche française. (shrink)

I examine the argument that Ethical Internalism (the theory that moral judgment entails or guarantees motivation to act morally) must be false because of the fact of moral indifference. I argue that no facts of moral indifference can be adduced as evidence against the internalism. I begin by distinguishing two main versions of internalism. Then I identify and characterize four common forms of moral indifference and explain why each form fails to offer evidence against internalism. Only what I call Authentic (...) Moral Indifference could provide a refutation of internalism; however, this type of moral indifference cannot be shown to exist. (shrink)

In this paper I explore Husserl’s and Foucault’s approaches to the historical a priori and defend Husserl’s richer notion. Foucault borrows the expression ‘historical a priori’ from Husserl and there are continuities, but also significant and ultimately irreconcilable differences, between their conceptions. Both are looking for ‘conditions of possibility,’ forms of ‘institution’ or instauration, and patterns of transformation, for scientific knowledge. Husserl identifies the ‘a priori of history’ with the ‘historical a priori’ and believes that the ‘invariant essential structures of (...) the historical world’ can be identified. Foucault, on the other hand, is less interested in the Kantian inquiry into the limits or legitimization of knowledge than in the relation between knowledge and power. Foucault rejects the idea of universal and necessary a priori structures and denies that the structure of the conceptual framework governing an era can be fully determined. Both Foucault and Husserl contrast ‘inner’ history with external history, but, I argue, Foucault misconstrues Husserl’s transcendental phenomenology as a form of ‘absolute subjectivity’ against which his ‘archaeological’ method reacts. In fact, Foucault’s own conception of the historical a priori is ambiguous and fails to have explanatory value precisely because it misunderstands the need for the a priori to be both universal and necessary, and offers no account of the ‘a priori of historicity’ which, for Husserl, is essential to human cultural life. (shrink)

This paper reports the findings of a survey of business deans from AACSB International member universities to determine attitudes regarding the teaching ofbusiness ethics in schools of business.

The role of affection in the mass production of information and the post-truth phenomenon has returned a bias to the analysis of emotions, under which they appear as a key agent in disinformation systems, or as a distorting element that must be eliminated in order to have an "objective" access to the truth through the strict use of reason. In this work we will defend that both positions incur in problematic approaches, and that both are based on premises that deserve (...) a review. From this critical exercise, we will suggest a transversal proposal of minimums from which to carry out the analysis of emotions in the study of post-truth. (shrink)

Moran, Stuart With the solemnity of the Ascension the Year A lectionary returns momentarily to the Gospel according to Matthew and, in fact, to the very end of that Gospel. We might note in the first place that Matthew makes no attempt to describe the mysterious reality that the tradition has come to call the Ascension.

This Cambridge "little book" takes up residence in the influential aerie of psychoanalytic studies in Latin poetry, whose best-known members are the Lacanianists Paul Allen Miller and Micaela Janan. Oliensis' contribution is to introduce the father of psychoanalysis to the club. She rightly insists that "the 'Freud' of Freud's Rome is not just a synecdoche for psychoanalysis", and she carefully distinguishes Freud from Lacan. She focuses on mourning, motherhood, and sexual difference, and she studies what she calls the "textual unconscious," (...) looking at issues of sexuality in Catullus, Ovid, and Virgil, an approach she describes as "psychotextual criticism". (shrink)

This review article of Mey's When Voices Clash rethinks the links drawn by cognitive poetics between thought-representation and language in relation to the category of rhythm and metre as symptoms, in Plato's Republic and in the psychoanalytic theory of Freud, Lacan, and in particular in Nicolas Abraham's Rhythms. Utilizing Abraham's idea of rhythmizing consciousness as a non-linear psychic unfolding coeval with the Freudian unconscious, an unfolding in constant tension and interaction with cognitive consciousness's periodicity, linearity, and tendency to produce semblants (...) of verifiability, I argue that cognitive poetics' focus on conscious cognition involves a repression of unconscious processes imperative to the thinking of thought-representation. But in Jacques Lacan's terms, repression is not foreclosure, but the preservative and protective putting into operation of what Lacan theorizes as the bar. Cognitive poetics' functioning as bar with regard to metrics symptomatizing unconscious states hence creates just the comdition for the preservation and hence mediation and circulation of unconscious material whereof it refuses to speak. I hence propose a “metronymic analysis“ of sound, rhythm, and metre, not sense, as a way of reading which might enrich literary pragmatics, alowing it to hear, beyond patronymics, echoes of the matronymic archaic. (shrink)

This review article examines three recent books which offer philosophical reflections on Shakespeare's texts: Colin McGinn's Shakespeare's Philosophy, Anthony Nuttall's Shakespeare as Thinker, and Tzachi Zamir's Double Vision: Moral Philosophy and Shakespearean Drama. Taking as its points of departure Freudian-Lacanian psychoanalysis and Heideggerean philosophy, as well as Shakespearean stylistics, the article argues that, whereas the books examined approach the Shakespearean text with a rationalist and thematic conception of thinking as conscious and cognitive content, this conception is precisely what the Shakespearean (...) text — in its being primarily a poetic work of art — objects to. Thrusting forth its style as object to thematization, making cognitive content leak, the Shakespearean text calls forth not thinking but thinging, a rememoration of an object always already lost. (shrink)

of Iddo Landau, (from Notre Dame Philosophical Reviews).