In this article, I develop and defend a prioritarian principle of justice for the distribution of educational resources. I argue that this principle should be conceptualized as directing educators to confer a general benefit, where that benefit need not be mediated by improved academic outcomes. I go on to argue that it should employ a metric of all-things-considered flourishing over the course of the student's lifetime. Finally, I discuss the relationship between my proposed prioritarian principle and the meritocratic principle that (...) it is presumed to supplement. (shrink)

An arms race for an artificial general intelligence would be detrimental for and even pose an existential threat to humanity if it results in an unfriendly AGI. In this paper, an all-pay contest model is developed to derive implications for public policy to avoid such an outcome. It is established that, in a winner-takes-all race, where players must invest in R&D, only the most competitive teams will participate. Thus, given the difficulty of AGI, the number of competing teams is unlikely (...) ever to be very large. It is also established that the intention of teams competing in an AGI race, as well as the possibility of an intermediate outcome, is important. The possibility of an intermediate prize will raise the probability of finding the dominant AGI application and, hence, will make public control more urgent. It is recommended that the danger of an unfriendly AGI can be reduced by taxing AI and using public procurement. This would reduce the pay-off of contestants, raise the amount of R&D needed to compete, and coordinate and incentivize co-operation. This will help to alleviate the control and political problems in AI. Future research is needed to elaborate the design of systems of public procurement of AI innovation and for appropriately adjusting the legal frameworks underpinning high-tech innovation, in particular dealing with patenting by AI. (shrink)

Emotion suppression has been found to have negative psychological and social consequences in Western cultural contexts. Yet, in some other cultural contexts, emotion suppression is less likely to have negative consequences; relatedly, emotion suppression is also more common in those East-Asian cultural contexts. In a dyadic conflict study, we aim to conceptually replicate cultural differences found in previous research with respect to the prevalence and consequences of emotion suppression,and extend previous research by testing whether cultural differences are larger for some (...) than for other types of negative emotions. We postulate that cultural differences in suppression are less pronounced for socially engaging emotions than socially disengaging emotions, because the former foster the relationship, whereas the latter emphasize individual goals. Belgian and Japanese couples engaged in a 10-min conflict interaction followed by video-mediated recall, during which participants rated their emotions and emotion suppression every 30 s. As predicted, Japanese participants reported more suppression than their Belgian counterparts, but the cultural difference was more pronounced when participants experienced more socially disengaging emotions than when they experienced more socially engaging emotions. These results suggest that the type of emotion should be considered when describing cultural differences in emotion suppression. Finally, and consistent with previous research, emotion suppression was negatively associated with interaction outcomes in Belgian couples, but not in Japanese couples. (shrink)

In this paper, I urge feminists to re-center fetal moral status in their theorizing about abortion. I argue that fundamental feminist normative commitments are at odds with efforts to de-emphasize fetal moral status: The feminist commitment to ensuring care for dependents supports surprising conclusions with regard to the ethics of abortion, and the feminist commitment to politicizing the personal has surprising conclusions regarding the politics of abortion. But these feminist insights also support the conclusion that, conditional on fetal moral status, (...) care for unwanted fetuses would be a social obligation that only derivatively falls to women who are unwillingly pregnant. (shrink)

This paper presents new results from a detailed study of the structure of autocatalytic sets. We show how autocatalytic sets can be decomposed into smaller autocatalytic subsets, and how these subsets can be identified and classified. We then argue how this has important consequences for the evolvability, enablement, and emergence of autocatalytic sets. We end with some speculation on how all this might lead to a generalized theory of autocatalytic sets, which could possibly be applied to entire ecologies or even (...) economies. (shrink)

Several philosophers of education argue that schooling should facilitate students’ development of autonomy. Such arguments fall into two main categories: Student-centered arguments support autonomy education to help enable students to lead good lives; Public-goods-centered arguments support autonomy education to develop students into good citizens. Critics challenge the legitimacy of autonomy education—of the state imposing a schooling curriculum aimed at making children autonomous. In this paper, I offer a unified solution to the challenges of legitimacy that both arguments for autonomy education (...) face. I first defend a particular construal of liberal legitimacy, and then consider each legitimacy challenge in light of that construal. I argue that the legitimacy challenges confronting both types of argument can be overcome. Further, I explain why we should pursue both arguments, rather than resting the entire case for autonomy education on one or the other. I conclude that each argument—if it can justify autonomy education at all—can justify autonomy education consistent with the requirements of liberal democratic legitimacy. (shrink)

The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obligations to students as an education debt that is owed to certain disadvantaged students as descendants (...) of historic and structural injustices. Underlying this argument is a deeper conviction that the moral requirement to bring about a fair patterned distribution of educational outcomes is constrained by an obligation to rectify historical injustices. By conceptualizing the issue as a debt, rather than a gap (the argument goes), we can keep the priority of historical obligations squarely on the table. In this article, I defend the conceptual framework of achievement gaps in primary and secondary education by arguing that patterned principles of educational justice are not constrained by any claims and obligations that arise in virtue of historic injustices. (shrink)

This volume defends a particular set of progressive political interventions on the basis of their being legitimate exercises of coercive political power, specifically focusing on the gendered division of labour, which is widely regarded as the predominant form of gender injustice.

The Matter of the Mind addresses and illuminates the relationship between psychology and neuroscience by focusing on the topic of reduction. Written by leading philosophers in the field Discusses recent theorizing in the mind-brain sciences and reviews and weighs the evidence in favour of reductionism against the backdrop of recent important advances within psychology and the neurosciences Collects the latest work on central topics where neuroscience is now making inroads in traditional psychological terrain, such as adaptive behaviour, reward systems, consciousness, (...) and social cognition. (shrink)

Despite women’s increased labor force participation, household divisions of labor remain highly unequal. Properly implemented, gender egalitarian political interventions such as work time regulation, dependent care provisions, and family leave initiatives can induce families to share work more equally than they currently do. But do these interventions constitute legitimate uses of political power? In this article, I defend the political legitimacy of these interventions. Using the conception of citizenship at the heart of political liberalism, I argue that citizens would accept (...) political interventions aimed at protecting the ‘genuinely available option’ to enact gender egalitarian lifestyles. More strongly still, I argue that under certain circumstances, citizens would insist on the enactment of political interventions to protect this option. According to political liberalism’s constraints on legitimacy, this insistence renders these interventions not only legitimate but positively mandatory. It is legitimate for a state to exercise power to preserve the genuinely available option to enact a gender egalitarian lifestyle, and under certain circumstances, it is illegitimate for a state to fail to do so. (shrink)

Onze relatie met het landschap is eigenlijk heel onduidelijk. Er zijn veel vragen daarover, zoals: waarom voelen we ons in sommige landschappen thuis en in andere niet? Of waarom scheiden we natuur en cultuur? En: hoe is de relatie tussen mens en natuur in niet-westerse culturen? Wat heeft muziek met natuur te maken? Waarom zijn ongewervelde dieren zo opwindend? Hoe kunnen we een echt partnerschap met natuur vormgeven?0Ecoloog en filosoof Matthijs Schouten behandelt dit soort vragen in de beschouwingen in dit (...) boek en gaat diep in op onze complexe en ambivalente relatie met natuur en landschap. (shrink)

Many college teachers believe that teaching can promote justice. Meanwhile, many in the broader American public disparage college classrooms as spaces of left-wing partisanship. This paper engages with that charge of partisanship. Section 1 introduces the charge. Then, in Sect. 2, I consider what teaching for justice should aim to do. I argue that selective institutions of higher education impose positional costs on members of a generation who do not attend them, and that those positional costs accrue not only in (...) terms of distributive equality but also in terms of civic equality. Teaching for justice, I argue, should be understood as an attempt to lessen those costs. But the civic equality costs that selective higher education imposes can be meaningfully lessened only by a radical version of teaching for justice: educational consciousness raising for institutional reform. This sets up a high hurdle for any defense against the partisanship charge, because the kind of teaching for justice we have most justice-related reason to engage in seems especially susceptible to that charge. Section 3 gives a public reasons case in favor of teaching for justice so understood. Because civic equality is a commitment we all ought to share as free and equal citizens, teaching for justice aimed at restoring civic equality enjoys a public reasons justification. Still, an all-things-considered assessment of our permissions or obligations to engage in this teaching project awaits a careful thinking through of the case against it. (shrink)

This paper inquires into the nature of intertheoretic relations between psychology and neuroscience. This relationship has been characterized by some as one in which psychological explanations eventually will fall away as otiose, overthrown completely by neurobiological ones. Against this view it will be argued that it squares poorly with scientific practices and empirical developments in the cognitive neurosciences. We analyse a case from research on visual perception, which suggests a much more subtle and complex interplay between psychology and neuroscience than (...) a complete take-over of the former by the latter. In the case of vision, cross-theory influences between psychology and neuroscience go back and forth, resulting in refinement in both disciplines. We interpret this case study as showing that: (1) Mutual co-evolution of psychological and neurobiological theories, exemplifying persisting top-down influences from psychology, is a more empirically adequate way to describe psychoneural theory relations than a view on co-evolution, favoured by reductionists, which regards the cross-theory contributions from psychology as merely heuristically useful with no enduring influence on neurobiological theorizing; (2) In research on vision, discovering (or hypothesizing) the neural basis of functions vindicates psychological approaches, it does not eliminate them; (3) Current work on vision shows that many perceptual phenomena must be understood in terms of dynamical interactions between an observer and his/her environment. Therefore, we argue that internalist characterizations of the visual system must be supplemented with externalist accounts that address these reciprocal observer-environment interactions involved in vision. Such processes seem quite different from (internal) cellular and molecular ones, and as such seem to lie outside the scope of neuroscientific inquiry. We conclude that psychoneural reduction or elimination is implausible as a meta-theoretical prediction of theory choice in empirical work. Instead, this case study of vision shows that both psychology and neuroscience contribute to, and complement one another in the study of visual perception. (shrink)

In his 1939 Cambridge Lectures on the Foundations of Mathematics, Wittgenstein proclaims that he is not out to persuade anyone to change their opinions. I seek to further our understanding of this point by investigating an exchange between Wittgenstein and Turing on contradictions. In defending the claim that contradictory calculi are mathematically defective, Turing suggests that applying such a calculus would lead to disasters such as bridges falling down. In the ensuing discussion, it can seem as if Wittgenstein challenges Turing's (...) claim that such disasters would occur. I argue that this is not what Wittgenstein is doing. Rather, he is scrutinizing the meaning and philosophical import of Turing's claim—showing how Turing is wavering between making an empirical prediction and a logical observation, and that it is only through this wavering that Turing can believe that he has provided a proper explanation of why contradictory calculi are mathematically defective. (shrink)

In this article some of the presuppositions that underly the current ideas about decision making capacity, autonomy and independence are critically examined. The focus is on chronic disorders, especially on chronic physical disorders. First, it is argued that the concepts of decision making competence and autonomy, as they are usually applied to the problem of legal (in)competence in the mentally ill, need to be modified and adapted to the situation of the chronically (physically) ill. Second, it is argued that autonomy (...) and dependence must not be considered as two mutually exclusive categories. It is suggested that decision making may take on the form of a more or less conscious decision not to be involved in making all kinds of explicit and deliberate decisions. Elaborating on Agich's distinction between ideal and actual autonomy, the concept of Socratic autonomy is introduced. (shrink)

In this article, we describe the various steps that led to the digitization of the dialectological records compiled by Gaston Dulong based on surveys conducted throughout Québec since the late 1940s. Due to their heritage value and scientific interest, these records are currently added to the Fonds de données linguistiques du Québec (FDLQ). However, preparing this corpus poses significant challenges due to the large number of documents to be processed, their physical condition as well as the nature of the data (...) they contain. To ensure data quality, we have favoured an approach that allows for a reasoned way of dealing with the noise caused by computerization. (shrink)

This article critically analyses correspondence and decisions regarding children/young people who were included in the Canadian child migration schemes that ran between 1883 and 1939, and those who were deemed ‘undeserving’ and outside the scope of the schemes. Drawing on critical realist ontology, a metatheory that centralises the causal non-linear dynamics and generative mechanisms in the individual, the cultural sphere, and wider society, the research starts from the premise that the principle of ‘less or more eligibility’ lies at the heart (...) of the British welfare system, both now and historically. Through analysing case files and correspondence relating to children sent to Canada via the Waifs and Strays Society and Fegan Homes, I shed light on the complex interplay between morality, biological determinism, resistance, and resilience in decisions around which children should be included or excluded. I argue that it was the complex interplay and nuance between the moral/immoral, desirable/undesirable, degenerate, and capable/incapable child that guided practice with vulnerable children in the late 1800s. In judgements around ‘deservedness’, related stigmas around poverty and ‘bad’ behaviour were rife. Within this, the child was punished for his/her ‘immoral tendencies’ and ‘inherited traits’, with little regard for the underlying reasons for their behaviour and ‘mental deficiencies’. (shrink)

In this article thinking on corporate social responsibility is compared with the dominant political theory of the market: theneoclassical theory. The comparison shows that thinking on CSR fundamentally collides with that theory. For example, their respectivenormative views on man are incompatible, as are their respective views on the modus operandi of the market. Given that CSR is desirable it follows that a new political theory of the market is needed. This article suggests some initial steps toward developing that new political (...) theory of the market. For example, it defends the proposition that the neoclassical idea of the market as a harmonic sphere must be replaced by the idea of the market as a fragile system. (shrink)

International business organizations are regularly addressed on their corporate social responsibility (CSR). As illustrated in this paper, it is not yet clear exactly what CSR means to organizations and how to deal with it. In this paper, the authors explore how a sensemaking approach helps to understand the business challenges of CSR within an organizational context. The theories of Karl Weick are applied to the experiences of CSR in Royal Dutch Shell. The authors argue that the key to CSR in (...) international business organizations is to engage stakeholders and start a process of joint sensemaking. Three main competencies are crucial in this: the competency to engage stakeholders through listening and understanding; the creation of an organizational language so that CSR makes sense to members of the organization; and recognizing the momentum of taking action. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Contra Spinoza? Wim Klever In Book 1 ofthe TreatiseofHumanNature1 Spinoza enjoys thehonour ofbeing the only figure from the history of philosophy and science to be explicitly and extensively discussed by Hume. This honour is, however, a dubious one as the treatment he gets is not so friendly. The passage (T 232-51) is full of insults and denunciations: Spinoza is referred to as "that famous atheist" (T 241), and (...) characterized as "universally infamous" (T 240). His doctrine contains "a true atheism" (T 240). His theory about the thinking substance is an "hideous hypothesis" (T 241); Hume does not want to enter "farther into these gloomy and obscure regions" (T 241), although he spends ten pages on the subject. Richard Popkin2 suggests on account ofthis not too well studied section: "In introducing Spinoza into the discussion of the immateriality ofthe soul, Hume follows what was common practice in his day." This statement, if true, raises the question whether Hume was sincere in writing these 'satanicverses'. Does he, after all, hide the backside of his tongue? This would bring him pretty well in line with two of his English forerunners; with Hobbes about whom Aubrey recorded: "He toldme he [Spinoza]had outthrown him [Hobbes] a bar's length, for he [Hobbes] durst not write so boldly," and with Locke, who possessedinhis privatelibraryall Spinoza's worksbutnonetheless, for one reason or another, refused to assess the theories of "those decried names," saying "I am not so well read in Hobbes or Spinoza as to be able to say what were their opinions in this matter" (namely the pre-existence ofthe soul).4 One commentator, named Gilbert Boss, wrote a two volume dissertation in order to argue for the fundamental opposition between the philosophical systems of both thinkers. In this paper I wish to propose another view and to defend their overall agreement. I will not do so with regard to their thought on religion (as this is already done byPopkin), but I shall more specificallyfocuson the theoretical (mainly epistemological) part oftheir work. Coming to Hume's text the reader of Spinoza's work who is, moreover, convinced by his geometrical demonstration of the propositions, does feel himself quite well at home chez Hume. Hume's is not another world for him. Apart from the question who is the real first modern thinker, Descartes, Hobbes, Spinoza or Hume, there is much common in their treatises on man and world, not only methodologically. Hume's rejection of "the antient philosophy," in Volume XVI Number 2 89 WIM KLEVER which he criticizes the "fictions... concerning substances, and substantial forms, and accidents, and occult qualities" (T 219), "sympathies, antipathies, and horrors ofa vacuum" (T 224) could have been written by the three other candidates as well. In fact every one of thoseitems maybe tracedoutin Spinoza's work; compare, for instance, JSp 136 ("doctrinam illam puerilem et nugatoriam de formis substantialibus, qualitatibus etc.") or 2 PPC 8s ("Quare omnia ilia figmenta de sympathie et antipathie ut falsa sunt reicienda... Nunquam dicendum erit, quod corpus aliquod movetur, ne detur vacuum; sed tantum ex alterius impulsu"). But let us go to the main theme in Book 1 ofthe Treatise, already present in Part 1, Section 1, "Ofthe Origin ofour Ideas." All our ideas result from impressions, themselves also being ideas or perceptions, though withmoreforce andliveliness. The original perceptions aresaid to be "the causes of our ideas" (T 5). We find the impressions in our mind and their effects, our ideas. Hume does not explain the cognitive status ofthe impressions by reducing them to non-cognitive processes. The "universe of the imagination" (T 68) is a world apart, irreducible to matter; we can't step out ofit, "since nothing is ever present to the mind but perceptions, and since all ideas are deriv'd from something antecedently present to the mind" (T 67). Ideas, whatever their character (about external existences or not), can only be explained by other ideas. Hume carefully avoids the category mistake of transcending the border from mental to material things and keeps consequently, at least methodologically, to the absolute caesura between mind and body. The Spinozistic reader must necessarily feel sympathy for this position. The attributes of... (shrink)

For a significant number of patients, there exists no, or only little, interest in developing a treatment for their disease or condition. Especially with regard to rare diseases, the lack of commercial interest in drug development is a burning issue. Several interventions have been made in the regulatory field in order to address the commercial disinterest in these conditions. However, existing regulations mainly focus on the provision of incentives to the sponsors of clinical trials of orphan drugs, and leave unanswered (...) the overarching question about the rightful place of orphan drugs in resource allocation systems. In this article, we analyse the ethical aspects of funding research and development in the field of rare diseases. We then propose an ethical framework that can help health policy makers move forward in the difficult matter of fairly allocating resources for the prevention, diagnosis and treatment of rare diseases. (shrink)

This article aims to examine the problem of political representation through the work of Lefort, Gauchet and Rosanvallon. It first looks at Lefort, who argues that a democratic society is characterized by a tension between its abstract guiding principles and its concrete reality. Political representation, then, mediates between these principles and society. This theory of representation allows Lefort, Gauchet and Rosanvallon not only to examine critically both past and present discourses of their contemporaries, but also to offer an alternative history (...) of their own. Yet, since the 1980s, increasing individualization has exacerbated the tension between abstract principles and society, thus making political mediation more difficult. This article discusses the diagnosis and remedy to this predicament, as developed by Gauchet and Rosanvallon. While Gauchet offers an interesting diagnosis, but remains sceptical about possible solutions, Rosanvallon is more voluntarist and offers concrete solutions for today’s crisis of political representation. (shrink)

This paper provides an early evaluation of Artificial Intelligence against COVID-19. The main areas where AI can contribute to the fight against COVID-19 are discussed. It is concluded that AI has not yet been impactful against COVID-19. Its use is hampered by a lack of data, and by too much data. Overcoming these constraints will require a careful balance between data privacy and public health, and rigorous human-AI interaction. It is unlikely that these will be addressed in time to be (...) of much help during the present pandemic. In the meantime, extensive gathering of diagnostic data on who is infectious will be essential to save lives, train AI, and limit economic damages. (shrink)

According to Stereotype Threat Hypothesis, fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high-stakes testing scenarios in science, technology, engineering, and math courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math-intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In considering the plausibility (...) of STH as an explanation for women's disproportionate attrition from undergraduate philosophy programs, one is struck by dissimilarities between STEM and philosophy that appear to undermine the applicability of STH to the latter. In this paper, I argue that these dissimilarities are either merely apparent or merely apparently relevant to the plausibility of STH as an explanation for gender disparities in philosophy. I argue further that, if research from STEM uncovers promising strategies for confronting stereotype threat, we should think about how to apply those strategies in our introductory philosophy classrooms. (shrink)

This paper explores the ambiguous notion of bodily integrity, focusing on male and female circumcision. In the empirical part of the study we describe and analyse the various meanings that are given to the notion of bodily integrity by people in their daily lives. In the philosophical part we distinguish (1) between a person-oriented and a body-oriented approach and (2) between four levels of interpretation, i.e. bodily integrity conceived of as a biological wholeness, an experiential wholeness, an intact wholeness, and (...) as an inviolable wholeness. We argue that bodily integrity is a prima facie principle in its own right, closely connected with, but still fundamentally different from, the principle of personal autonomy, that is, autonomy over the body. (shrink)

Recent calls for reinstituting mandatory home economics education have emphasized its potential to advance gender egalitarian aims. The thought is that, because women’s disproportionate performance of caregiving and household labor is partially caused by gender socialization that better prepares women than men for such work, we can disrupt gender inegalitarian work distributions by preparing everyone for the sort of work in question. The curricula envisioned in these calls are gender-neutral, in the sense that they recommend identical educational interventions for all (...) genders. By exploiting a parallel between gender-neutral educational policies and gender-neutral family leave policies, we argue first that gender-neutral home economics instruction is unlikely to advance gender egalitarian aims, and may in fact reinforce the very outcomes it is meant to disrupt. However, we further argue that a more radical home economics curriculum could avoid these difficulties. To the extent that we value educational interventions as a possible means for advancing gender egalitarian aims, we have good reason to seriously consider adopting a gender non-neutral program in which all and only boys receive mandatory caregiving instruction. (shrink)

This article deals with the question of how self-organization in living organisms is realized. Self-organization may be observed in open systems that are out of equilibrium. Many disequilibria-conversion phenomena exist where free energy conversion occurs by spontaneously formed engines. However, how is self-organization realized in living entities? Living cells turn out to be self-organizing disequilibria-converting systems of a special kind. Disequilibrium conversion is realized in a typical way, through employing information specifying protein complexes acting as nano engines. The genetic code (...) enables processing of information—derived from coding DNA—to produce these molecular machines. Hence, information is at the core of living systems. Two promising approaches to explaining living cells containing sequences carrying information are mentioned. Also discussed is the question of whether a second concept of self-organization—namely, the Kantian concept—applies. (shrink)