Non-epistemic values play important roles in classificatory practice, such that philosophical accounts of kinds and classification should be able to accommodate them. Available accounts fail to do so, however. Our aim is to fill this lacuna by showing how non-epistemic values feature in scientific classification, and how they can be incorporated into a philosophical theory of classification and kinds. To achieve this, we present a novel account of kinds and classification, discuss examples from biological classification where non-epistemic values play decisive (...) roles, and show how this account accommodates the role of non-epistemic values. (shrink)

Beginning with a Cuban Catholic ritual in Miami, this book takes readers on a momentous theoretical journey toward a new understanding of religion.

This essay offers a diagnosis of what may be at stake in the current preoccupation with defining science‐based educational research. The diagnosis unfolds in several readings: The first is a charitable and considerate appraisal that draws attention to the fact that advocating experimental methods as important to a science of educational research is not an inherently evil thing to do. Subsequent readings are grimmer, suggesting more deleterious consequences of the science‐based research movement for the entire enterprise of educational practice and (...) research. The central thesis of the essay is that making arguments about method and science the focal point in the current quarrel may be largely beside the point. Instead, educational researchers should join the political and public conversation about the place of educational science in society and about how science is both implicated in and confronts the politics of what counts as knowledge. (shrink)

The Genesis of God: A Theological Genealogy. By Thomas J.J. Altizer. Louisville: Westminster/John Knox Press, 1993. pp.200.

Recent ethnographic studies of lived ethics, such as those of Leela Prasad and Saba Mahmood, present valuable opportunities for comparative religious ethics. This essay argues that developments in philosophical and religious ethics over the last three decades have supported a strong interest in thick descriptions of what it means to be human. This anthropological turn has thereby laid important groundwork for the encounter between these scholars and new ethnographic studies. Nonetheless, an encounter it is. Each side brings novel questions to (...) the other. The second part of the essay focuses on one of these questions: How, exactly, are these ethnographic studies to inform normative reflection on ethical questions? (shrink)

Despite their growing usage in commercial and industrial applications, nanomaterials have yet to be been thoroughly researched as to their potential health, safety, and environmental risk to human life after incorporation into new product improvement, development, design, and manufacturing processes. Identifying the appropriate governance framework for effective risk assessment analysis of toxicological risk to human beings—specifically manufacturing employees and consumers—and other living organisms, resulting from the development and application of these nanotechnology-based products, has yet to be scientifically determined. With major (...) regulatory gaps in the public regulation framework at national and international levels of governance, a proposed private governance framework is needed to assist the existing public regulatory framework with the proliferation of products and manufacturing processes utilizing nanomaterials. There are three distinct (yet complimentary) approaches available to develop a private governance framework to complement existing national public regulatory frameworks: responsible innovation, risk management, and voluntary guidelines/industry standards. The case for supporting a hybrid governance framework, combining public and private governance mechanisms, for nanotechnology is reflective of the current public policy environment that has emerged to best address health, safety, and environmental risk assessment issues concerning nanotechnology and nanomaterials. (shrink)

In Civic Liberalism, prominent political theorist Thomas A. Spragens, Jr. asserts that most versions of democratic ideals—libertarianism, liberal egalitarianism, difference liberalism, and the liberalism of fear—lead our polity significantly astray. Spragens offers another alternative. He argues that we should recover the multiple and complex aspirations found within the tradition of democratic liberalism and integrate them into a more compelling public philosophy for our time—or what he calls civic liberalism.

While evolutionary thinking is increasingly becoming popular in fields of investigation outside the biological sciences, it remains unclear how helpful it is there and whether it actually yields good explanations of the phenomena under study. Here we examine the ontology of a recent approach to applying evolutionary thinking outside biology, the generalized Darwinism approach proposed by Geoffrey Hodgson and Thorbjørn Knudsen. We examine the ontology of populations in biology and in GD, and argue that biological evolutionary theory sets ontological criteria (...) that GD fails to meet. We suggest two options to revise the population concept in GD: reformulating the concept in terms of inheritance and reproduction such that it comes to pick out individuals similar to evolving populations, or trying to build an adequate population concept on a principle of differential retention instead of differential reproduction. 1 Introduction2 Generalized Darwinism2.1 What is generalized Darwinism?2.2 Darwinian principles3 The Ontology of Generalized Darwinism: What Are Populations?3.1 The population concept of generalized Darwinism3.2 The population concept in evolutionary theory4 Locating Evolving Systems in Generalized Darwinism5 Conclusion. (shrink)

In Property Rights and Poverty, / argued that seventeenth? to mid?nineteenth?century liberal theories of the natural right to property included both the ability to exclude others from resources lawfully acquired and the ability to claim as property the resources necessary for life and livelihood. Virtually every defense of the right to exclude written during this period carried limits which allowed and even required the government to enforce the rights of those without resources to the property of others. But although Locke, (...) among others, was a theorist of welfare rights, it is a mistake to describe him as a radical, as Richard Ashcraft does, which identifies Locke's purposes too closely with the legitimately radical theorists of the early nineteenth century who were deeply influenced by his work. (shrink)

Capacitarianism says that an agent can be non-derivatively blameworthy for wrongdoing if at the time of their conduct the agent lacked awareness of the wrong-making features of their conduct but had the capacity to be aware of those features. In this paper, I raise three objections to capacitarianism in relation to its verdict of the culpability of so-called “slips” and use these objections to support a rival (“accessibility internalist”) view which requires awareness of wrong-making features for non-derivative blameworthiness. The objections (...) are that (1) the rival internalist view is just as capable of explaining the culpability of paradigm cases of slips; (2) there are some cases of slips without dispositional awareness of wrong-making features that capacitarians wrongly deem culpable; and (3) capacitarianism cannot adequately ground the reasonable expectation to avoid slips (as Fernando Rudy-Hiller has argued). I then argue that an internalist can simultaneously ground a reasonable expectation to avoid slips and account for slips’ culpability by pointing to the satisfaction of a novel epistemic condition: it is (dispositionally) obvious to the slipping agent that they need to pay enough attention to what they are doing, and how to pay enough attention, to reliably achieve the goal that they have set out to achieve. (shrink)

Present-day thought on the notion of species is troubled by a mistaken understanding of the nature of the issue: while the species problem is commonly understood as concerning the epistemology and ontology of one single scientific concept, I argue that in fact there are multiple distinct concepts at stake. An approach to the species problem is presented that interprets the term ‘species’ as the placeholder for four distinct scientific concepts, each having its own role in biological theory, and an explanation (...) is given of the concepts involved. To illustrate how these concepts are commonly conflated, two widely accepted ideas on species are criticized: species individualism and species pluralism. I argue that by failing to distinguish between the four concepts and their particular roles in contemporary biological theory, these ideas stand in the way of a final resolution of the species problem. (shrink)

The concept of equity is clearly important in Thomas Hobbes's philosophy. In his writings he repeatedly employs it in significant load bearing ways, particularly in the areas of civil law and governance. Equity is, however, not directly addressed in a sustained way in his core works and—perhaps even more frustratingly—it is often applied in ways which ask more questions about the concept than they answer. This presents an impediment to accurately understanding what equity really means to Hobbes. His late (...) Dialogue Between a Philosopher and a Student of the Common Laws of England (1681) seems to offer a solution to this challenge. This work contains extensive discussion on equity, including on the application of equity in relationship to absolute rule. However, equity in the Dialogue is not always the same as what we see in Hobbes's core works. The question is, did Hobbes change his mind on equity? This article argues no. Hobbes did not change his mind on equity; rather, within the Dialogue he is engaging with a common understanding of the term as it existed in English law. Consequently, Hobbes's discussions here should not inform us about how equity fits into his philosophy. (shrink)

An examination of Carnap's Aufbau in the context of Schlick's Allgemeine Erkenntnislehre of ten years earlier, suggests that Carnap's focus there on the sign-relation (Zeichenbeziehung) is an effort to retrieve a verificationist account of the meaning of individual scientific statements from the abyss of meaning-holism entailed by Schlick's proposal that scientific concepts be implicitly defined. The Aufbau's antipodal aspects, its reductive phenomenalism and quasi-Kantian concern with the constitution of objectivity, are seen as complementary moments of the marriage of empiricism and (...) a new emphasis on scientific concepts as "free creations of the human mind". (shrink)

This title was first published in 2002. This book builds on contemporary discussion of 'mysticism' and religious experience by examining the process and content of 'religious knowing' in classical and modern Advaita. Drawing from the work of William Alston and Alvin Plantinga, Thomas Forsthoefel examines key streams of Advaita with special reference to the conditions, contexts, and scope of epistemic merit in religious experience. Forsthoefel uniquely employs specific analytical categories of contemporary Western epistemologies as heuristics to examine the cognitive (...) dimension of religious experience in Indian Vedanta. Showing the developing nuances in the analysis of religious experience in the thought of Shankara and his immediate disciples (Suresvara and Padmapada) as well as in the teaching of Ramana Maharshi, an understudied but important South Indian saint of the 20th century, this book offers a substantial contribution to studies of Indian philosophy as well as to contemporary philosophy of religion. Using the tools of exegesis and comparative philosophy, Forsthoefel argues for a careful justification of claims following religious experience, even if such claims involve, as they do in the Advaita, a paradoxical 'knowing beyond knowledge'. (shrink)

This book originated as a Festschrift to mark the publication of Volume 50 of the journal `Acta Biotheoretica' in 2002 and the journal's 70th anniversary in ...

The most interesting, and problematic, claim made by film-philosophy, for me, is the proposition that film thinks. This claim is interesting because it asserts that film has something philosophical to offer that philosophy itself lacks. It is problematic because we tend to think that where there is thinking, there must be a someone doing that thinking. And whatever film is, it is not a someone. This paper brings Karl Poppers model of objective knowledge what he calls knowledge in the absence (...) of a knowing subject to bear on the proposition that film thinks, in order to sketch out an account of film as a process of objective thinking distinct from that of philosophy or any other merely human mode of thought. (shrink)

"Unabridged and unaltered republication of the work originally published ... in 1950." Bibliographical footnotes.

Natural kinds have been a constant topic in philosophy throughout its history, but many issues pertaining to natural kinds still remain unresolved. This paper considers one of these issues: the epistemic role of natural kinds in scientific investigation. I begin by clarifying what is at stake for an individual scientific field when asking whether or not the field studies a natural kind. I use an example from life science, concerning how biologists explain the similar body shapes of fish and cetaceans, (...) to show that natural kinds play a central epistemic role in scientific explanations that cannot be delegated to other explanatory factors. A task for philosophy, then, is to come up with a theory of natural kinds that adequately accounts for the epistemic role of natural kinds in science. After having sketched the spectrum of available philosophical theories of natural kinds, I argue that none of the available theories adequately performs this task and that therefore the search is still open for a theory that does. (shrink)

Despite many years of discussion, the species problem has still not been adequately resolved. Why is this the case? Here I discuss two recent suggested answers to this question that place the blame on the species problem's empirical aspects or on its philosophical aspects. In contrast, I argue that neither of these two faces of the species problem constitute the principal cause of the species problem's persistence. Rather, they are merely symptoms of the real cause: the species problem has not (...) yet gone away because of a failure to recognize that not one but a number of distinct concepts are at the heart of the problem. To illustrate this point, a recently proposed solution to the problem is examined: the suggestion to understand the concept of species as a family resemblance concept. BioEssays 26:300–305, 2004. © 2004 Wiley Periodicals, Inc. (shrink)

A major issue in philosophical debates on the species problem concerns the opposition between two seemingly incompatible views of the metaphysics of species: the view that species are individuals and the view that species are natural kinds. In two recent papers in this journal, Olivier Rieppel suggested that this opposition is much less deep than it seems at first sight. Rieppel used a recently developed philosophical account of natural kindhood, namely Richard Boyd’s “homeostatic property cluster” theory, to argue that every (...) species taxon can be conceived of as an individual that constitutes the single member of its own specific natural kind. In this paper I criticize Rieppel’s approach and argue that it does not deliver what it is supposed to, namely an account of species as kinds about which generalized statements can be made. (shrink)

Peter Singer and Helga Kuhse reject my claim that because their views on the mortality of infanticide are metaphysically incommensurate with those of Paul Ramsey they cannot refute his position. According to them, I have failed to see that Ramsey contradicts himself. Once this is seen, no further refutation is needed. I argue that there is no contradiction and offer further thoughts on the metaphysically incommensurate.

In lieu of an abstract, here is a brief excerpt of the content:A Response to Roger Mantie, Book Review, Thomas A. Regelski, A Brief Introduction to a Philosophy of Music and Music Education as Social Praxis in Philosophy of Music Education Review 24, no. 2 (Fall, 2016): 213–219.Thomas A. RegelskiWhile I am appreciative of Roger Mantie’s generous compliments about my past scholarship, his review is often misleading and philosophically misinformed. In particular, what he refers to as my “editorialized, (...) overview of the history of aesthetics,”1 I clearly describe as a critical philosophy2 of the aesthetic theory of art according to recent philosophy of art.3Kantian aesthetic theory was not a theory of art.... It is primarily a theory of free beauty and of the sublime, of our responses to flowers and cascades and the starry sky at night.... [I]t is hotly disputed and probably false.... [T]he theory hardly suffices to characterize art in general, for the obvious reason that art as we know it is not divorced from the rest of society.4Therefore distinguishing between an aesthetic rationale for justifying school music and a philosophy of music education is vitally important. [End Page 99]The legitimation crisis facing music education in today’s schools (viz., declining schedules and resources) is one result of taken-for-granted belief by many teachers of music’s automatic aesthetic benefits as their supposition for advocating its inclusion in schooling. Such a tacit belief assumes, with Kant, that “being in an aesthetic state is as easy as rolling off a log, and, furthermore, it is available to everyone.”5 It supposedly occurs spontaneously in the presence of so-called “aesthetic properties.” According to analytic aesthetics, these properties qualify the “autonomania”6 (spelled incorrectly in the review) of music’s “for its own sake” value, and its “sacralization” (also misspelled) as a spiritual source of veneration. Unfortunately, the autonomy of school music from music’s social roots and role, under the aegis of an aesthetic paradigm, drastically limits its contribution to the general education of all students.Moreover, my position on what music “is” and “is good for” does not represent the “is/ought fallacy,” as Mantie mistakenly asserts.7 That fallacy in ethics depends on an unwarranted deduction from “is” (fact, description) to “ought” (value, norm)8 which is not at stake in my discussion. A Finnish child came home upset that he had left his “notes” on the tram. In English, he probably would have bemoaned leaving his “music” behind. Teachers who are content to stress mainly notation can miss “the music” (for example, what is meant when judging a performance to be unmusical). The “ersatz Kantian theory of art”9 postulates that art and music are created to evoke the aesthetic responses the theory hypothesizes (according to an aesthetic attitude, disinterestedness, free beauty, and many other putative criteria). When, instead, viewing music’s origins and purposes (for example, as in anthropology and ethnomusicology) as always social in meaning, consequences, and worth, then teaching that stresses music’s sociality (not its autonomy) is promoted and becomes a warranted curricular goal.Moreover, the aesthetic experiences postulated by aesthetic theory are covert, thus lacking empirical evidence of teaching or learning effectiveness, or for curricular planning! Their effects are just presumed. In praxis-based teaching, instead, results are amply observable to learners (thus motivating), to administrators (thus promoting curricular support), and to parents (thus for taxpayers). This is all the more the case when musicing is chosen as “worthwhile” (that is, literally, “good time”) after school and graduation: the ongoing disposition to engage in musicing is thus my praxial definition of music appreciation. All this is argued in my book, but is neglected in the review, except where, in minimizing the effects of the resulting legitimation crisis facing music educators, Mantie concedes that school music has “almost always been contested and fragile”10—as though it has not progressively suffered from recent trends (No Child Left Behind Act in the US, common core, testing mania, and so on). [End Page 100]Mantie proposes that because musical praxes exist in society does not justify their inclusion as part of school music.11 That leaves out a lot of commonplace... (shrink)

Business schools play an instrumental role in laying the foundations for ethical behavior and socially responsible actions in the business community. Drawing on social learning and identity theories and using data collected from undergraduate business students, we found that ethical climate was a significant predictor of unethical behavior, such that students with positive perceptions about their business school’s ethical climate were more likely to refrain from unethical behaviors. Moreover, we found that high moral and institutional identities strengthened the effect of (...) ethical climate on unethical behavior. In addition to novel theoretical contributions to the business ethics and socio-psychology literature, this study offers practical pathways through which business schools can nurture and instill the values and behaviors that ultimately help shape positive organizational ethics. Directions for future research are provided. (shrink)

Species in biology are traditionally perceived as kinds of organisms about which explanatory and predictive generalizations can be made, and biologists commonly use species in this manner. This perception of species is, however, in stark contrast with the currently accepted view that species are not kinds or classes at all, but individuals. In this paper I investigate the conditions under which the two views of species might be held simultaneously. Specifically, I ask whether upon acceptance of an ontology of species (...) as diachronic segments of the tree of life species can perform the epistemic role of kinds of organisms to which explanatory and predictive generalizations apply. I show that, for species-level segments of the tree of life, several requirements have to be met before the performance of this epistemic role is possible, and I argue that these requirements can be met by defining species according to the Composite Species Concept proposed by Kornet and McAllister in the 1990s. (shrink)

There is an interesting parallel between two debates in different domains of contemporary analytic philosophy. One is the endurantism– perdurantism, or three-dimensionalism vs. four-dimensionalism, debate in analytic metaphysics. The other is the debate on the species problem in philosophy of biology. In this paper I attempt to cross-fertilize these debates with the aim of exploiting some of the potential that the two debates have to advance each other. I address two issues. First, I explore what the case of species implies (...) regarding the feasibility of particular positions in the endurantism– perdurantism debate. I argue that the case of species casts doubt on the recent claim that three-dimensionalism and four-dimensionalism are equivalent descriptions of the same underlying reality. Second, and conversely, I examine whether the metaphysical worry about three-dimensionalism and four-dimensionalism can help us to better understand the nature of biological species. I show that analyzing the thesis that species are individuals against the background of the endurantism– perdurantism debate allows us to explicate two different ways in which this thesis can be interpreted. (shrink)