Les Burwood, Carol Brady; Changing and Explaining Behaviour by Reward, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 109–113, https.

It has been suggested that our experiences of embodiment in general appear to constitute an experiential ground for dualist philosophy and that this is particularly so with experiences of dissociation, in which one feels estranged from one’s body. Thus, Drew Leder argues that these play “a crucial role in encouraging and supporting Cartesian dualism” as they “seem to support the doctrine of an immaterial mind trapped inside an alien body”. In this paper I argue that as dualism does not capture (...) the character of such experiences there is not even an apparent separation of self and body revealed here and that one’s body is experienced as uncanny rather than alien. The general relationship between our philosophical theorizing and the phenomenology of lived experience is also considered. (shrink)

Machine generated contents note: 1 The Cartesian legacy -- The dominant paradigm -- Cartesian dualism -- The secret life of the body -- The Cartesian theatre -- The domain of reason -- The causal relevance of the mind -- Conclusion -- Further reading --2 Reductionism and the road to functionalism -- Causation, scientific realism, and physicalism -- Reductionism and central state materialism -- Problems with central state materialism -- Modified ontological physicalism: supervenience -- Modified explanatory physicalism: the disunity of -- (...) science picture -- Supervenient causation -- Functionalism -- Further reading --3 Computational models of mind -- Intentionality -- Rationality: the calculative account -- The computational model of mind -- Objections to the language of thought (1) -- Objections to the language of thought (2) -- Conclusion -- Further reading --4 The content of thought -- The internalist picture -- Externalism -- Singular thoughts -- Dual component theories -- Naturalistic externalism -- Teleological theories -- Conclusion -- Further reading --5 Anti-reductionist alternatives -- Interpretationalism -- Real patterns -- Direct interpretationalism -- Psychological causalism -- Modified psychological causalism -- Third-personalism and perspectivity -- The world from the point of view of the subject -- Context and culture -- Conclusion -- Further reading --6 The content of experience -- Consciousness -- The knowledge argument -- Absent qualia and inverted spectra -- Functionalist responses -- Internal monitoring -- Intentionalism -- Form and content -- The private language argument -- Further reading -- 7 Subjects of experience -- Subjectivity -- The subjective viewpoint -- Intersubjectivity -- Simulation theory -- Normativity and normality -- Expression -- Self-knowledge -- Conclusion -- Further reading --8 The embodied subject -- Mentality -- Desire -- Beyond the Cartesian body -- Metaphysical questions: multiple narratives -- Further reading -- Notes -- Bibliography -- Index. (shrink)

ABSTRACT John Wilson argued, in a recent paper, that equality of opportunity is neither coherent nor reasonable. It seems that we can better understand Wilson's points If we distinguish between what one might call perfect equality of opportunity and greater equality of opportunity. Further, the familiar notions of formal opportunity and substantive opportunity still seem crucial to an understanding of the issues.

In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience—in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily because it consists of mutually supporting but erroneous conceptualisations of knowledge and the human subject. In pursuit of transparency and codification we have seemingly forgotten education's existential dimension: that education is closely tied (...) to questions of personal identity and the formation of character and that this is an embodied project. (shrink)

Karl Jaspers argued that academics must be prepared to accept, perhaps even to welcome, the fact that most students 'will learn next to nothing' from a university education. In this paper I shall argue that, while Jaspers' model is unpersuasive as an ideal and inaccurate as a description, there is an uncomfortable truth lurking behind his forthright but gloomy conclusion; viz., that university teaching pays little direct attention to the needs of the student in the wider world (i.e. to the (...) needs of the student qua employee or qua citizen or even qua rounded human being) and pays even less attention, or perhaps none at all, to the needs and expectations of third parties such as employers. In terms of the political context universities now find themselves in, this is an uncomfortable and embarrassing truth for faculty to admit, for it appears to epitomise a self-regarding and inward looking academy. Yet, despite this, perhaps it is a truth that academics should be prepared to accept, even to welcome. At least, in starting any serious discussion on the nature of a university education, it should be a truth we are prepared to admit. (shrink)

My aim in this paper is to destabilise the brain-is-self thesis, something that is now regarded in some quarters as philosophical commonsense. My contention is that it is the epithelial body that enters into the formation of our sense of self and that largely bears the burden of personal identity as well as playing the key role in grounding our psychological ascriptions. Lacking any sensorimotor or social presence of its own, the brain by itself cannot "underlie" selfhood, but only as (...) part of the whole living human being. If the minded individual is embodied, this must mean more than being embrained. (shrink)

How should state schools respond to the plurality of values in a multicultural society? The liberal response has been that it is unacceptable to promote only the traditional, mainstream values of dominant groups and impose them on others. During the 1980s this response gradually evolved into an ideology of extreme subjectivism, commonly referred to as cultural relativism. This ideology is rejected and it is argued that the school must make crucial judgements about which values should be promoted, tolerated or condemned.

Engagement with stakeholders and civil society is increasingly important for new scientific and technological developments. Preparation of such engagements sets the stage for engagement activities and thus contributes to their outcomes. Preparation is a demanding task, particularly if the facilitating agent aims for timely engagement related to emerging technologies. Requirements for such preparation include understanding of the emerging science & technology and its dynamics. Multi-level analysis and socio-technical scenarios are two complementary tools for constructing productive engagement. Examination of the emergence (...) of nanotechnologies in the food packaging sector demonstrates how these tools work. In light of recent policy demands for responsible innovation, but also more generally, the role of organizers of engagement activities is one that deserves reflection insofar as it can extend beyond that of preparation and facilitation. (shrink)

We report on an experiment examining whether individuals can solve a simple signal extraction problem of the type found in models with imperfect information. In one treatment, subjects must form point predictions based on observing both public and private signals, while in another they receive the same information but must decide on the weight to attach to each signal, which then determines their point prediction. We find that, at the aggregate level, signal extraction provides a good characterization of subjects’ behavior (...) in both treatments, but at the individual level, there is considerable heterogeneity in subjects’ ability to perform signal extraction. (shrink)

This paper examines critically Kretzmann's reconstruction of the project of natural theology as exemplified by Aquinas's Summa Contra Gentiles. It is argued that the notion of natural theology, as understood and advocated by Kretzmann, is particularly indebted to the epistemologically biased natural theology of modernity with its focus on rational justification of theistic belief. As a consequence, Kretzmann's view of the arguments for the existence of God and their place within Aquinas's theological project is insufficiently sensitive to the ontological conception (...) of truth and intelligibility which underlies the argumentation. From his epistemological point of view Kretzmann differs from Aquinas in two aspects. First, he contends that it is not necessary to establish the existence of God with absolute certainty at the outset; one may begin with the hypothesis that there is a God. Second, the arguments do not yet conclude to the existence of God in the specific theistic sense; they show at most the existence of a primary explanatory entity, which may be identified with God later on. Both claims are criticized in the light of a discussion of Aquinas's theological method. (shrink)

The current quality assurance culture demands the explicit articulation, by means of publication, of what have been hitherto tacit norms and conventions underlying disciplinary genres. The justification is that publication aids student performance and guarantees transparency and accountability. This requirement makes a number of questionable assumptions predicated upon what we will argue is an erroneous epistemology. It is not always possible to articulate in a publishable form a detailed description of disciplinary practices such as assessment. As a result publication cannot (...) achieve its stated goals. There are always elements of our knowledge that cannot be linguistically articulated. (shrink)

Expectations in the form of promises and concerns contribute to the sense-making and valuation of emerging nanotechnologies. They add up to what we call ‘de facto assessments’ of novel socio-technical options. We explore how de facto assessments of nanotechnologies differ in the application domains of water and food by examining promises and concerns, and their relations in scientific discourse. We suggest that domain characteristics such as prior experiences with emerging technologies, specific discursive repertoires and user-producer relationships, play a key role (...) in framing expectations of nanotechnology-enabled options. The article concludes by suggesting that domain-specific discourses may lead to undesirable lock-ins into specific de facto assessments pre-structuring anticipatory strategies of actors. (shrink)

Explaining the emergence of stochastic irreversible macroscopic dynamics from time-reversible deterministic microscopic dynamics is one of the key problems in philosophy of physics. The Mori-Zwanzig projection operator formalism, which is one of the most important methods of modern nonequilibrium statistical mechanics, allows for a systematic derivation of irreversible transport equations from reversible microdynamics and thus provides a useful framework for understanding this issue. However, discussions of the MZ formalism in philosophy of physics tend to focus on simple variants rather than (...) on the more sophisticated ones used in modern physical research. In this work, I will close this gap by studying the problems of probability and irreversibility using the example of Grabert’s time-dependent projection operator formalism. This allows to better understand how general proposals for understanding probability in statistical mechanics, namely quantum approaches and almost-objective probabilities, can be accomodated in the MZ formalism. Moreover, I will provide a detailed physical analysis, based on the MZ formalism, of various proposals from the philosophical literature, such as Robertson’s theory of justifying coarse-graining via autonomous macrodynamics, Myrvold’s problem of explaining autonomous macrodynamics, and Wallace’s simple dynamical conjecture. (shrink)

The results of an empirical study intoperceptions of the treatment of farm animals inthe Netherlands are presented. A qualitativeapproach, based on in-depth interviews withmeat livestock farmers and consumers was chosenin order to assess motivations behindperceptions and to gain insight into the waypeople deal with possible discrepancies betweentheir perceptions and their daily practices.Perceptions are analyzed with the help of aframe of reference, which consists ofvalues, norms, convictions, interests, andknowledge.

What is philosophy? How should we do it? Why should we bother to? These are the kinds of questions addressed by metaphilosophy - the philosophical study of the nature of philosophy itself. Students of philosophy today are faced with a confusing and daunting array of philosophical methods, approaches and styles and also deep divisions such as the notorious rift between analytic and Continental philosophy. This book takes readers through a full range of approaches - analytic versus Continental, scientistic versus humanistic, (...) 'pure' versus applied - enabling them to locate and understand these different ways of doing philosophy. Clearly and accessibly written, it will stimulate reflection on philosophical practice and will be invaluable for students of philosophy and other philosophically inclined readers. (shrink)