Classically, any structure for a signature ${\rm{\Sigma }}$ may be completed to a model of a desired regular theory ${T}}$ by means of the chase construction or small object argument. Moreover, this exhibits ${\rm{Mod}}\left$ as weakly reflective in ${\rm{Str}}\left$.We investigate this in the constructive setting. The basic construction is unproblematic; however, it is no longer a weak reflection. Indeed, we show that various reflectivity principles for models of regular theories are equivalent to choice principles in the ambient set theory. (...) However, the embedding of a structure into its chase-completion still satisfies a conservativity property, which suffices for applications such as the completeness of regular logic with respect to Tarski models.Unlike most constructive developments of predicate logic, we do not assume that equality between symbols in the signature is decidable. While in this setting, we also give a version of one classical lemma which is trivial over discrete signatures but more interesting here: the abstraction of constants in a proof to variables. (shrink)

The view (held, e.g., by Davidson) that the having of beliefs and desires presupposes the having of reflective capacities is sometimes supported by appealing to the idea that the concept of belief is a concept of a mental state which involves a normative aspect: beliefs can be “successful” or “unsuccessful” from the perspective of their possessors, and sometimes discarded in light of their “failure.” This naturally invites the idea that believers must be capable of reflecting on their beliefs. Desires presuppose (...) reflectivity if only in virtue of their essential linkage with beliefs. This paper suggests a sense in which mental states—including those of non-reflective creatures—can have such a normative aspect. On this suggestion, the intelligible relations that obtain between cognitive states and conative states open the door for the possibility of normativity without reflectivity. Due to these relations, a creature's beliefs can be successful or unsuccessful from its own perspective even without its conceiving of them. (shrink)

R. M. HARE takes the following view of the task of moral philosophy, "The function of moral philosophy—or at any rate the hope with which I study it—is that of helping us think better about moral questions by exposing the logical structure of the language in which this thought is expressed." The purpose of this essay is to show that this restriction of ethics to the logical dimensions of moral discourse is grounded in an excessively narrow conception of the resources (...) of human reason. Specifically, I shall argue that a more thoroughgoing grasp of these resources shows that reason has the capacity to move beyond such a purely logical task and to function as a normative source of moral demands. Central to the argument is the contention that the capacities of reason are restricted neither to the discovery of facts, nor to the opening of human discourse to the demands of logic, but include also the capacity to function as a principle constitutive of human agency as capable of self-awareness. I shall try to show that this latter capacity enables reason to play a morally normative role in human life. The argument will be divided into three major components, beginning with a brief expository sketch of Hare’s position aimed at providing the problematic framework for my argument by stating the essentials of his case against naturalism and for prescriptivism. The second component will describe the reflective capacity of reason and will point out that this capacity is at work in Hare’s writings. Finally, the third component will be directed toward showing how reflectivity is capable of founding a normative ethics. (shrink)

Abstract I will explicate Zhuangzi's conception of wuwei as it is articulated in the image of the ?hinge of dao.? First, I will discuss the few actual instances of the term ?wuwei? in the Zhuangzi. Second, I will show that the text uses this imagery to suggest an adaptive or reflective mode of conduct. Third, I will analyse the metaphor of the hinge, and show how this metaphor can illuminate Zhuangzi's notion of wuwei and the behaviour of the realised person. (...) I will show that the hinge represents the way in which the ideal person responds to inevitability, and that Zhuangzi's ideal person could be described as ?perfectly well?adjusted?. Finally, I will demonstrate that this reading offers new meanings and textures to a text that has long been read in only certain ways, so that many of its subtleties have been overlooked. (shrink)

Evan Thompson has written a marvelous book. Waking, Dreaming, Being blends intellectual autobiography, phenomenology, cognitive science, studies in Buddhist and Vedānta philosophy, and creative metaphilosophy in an exploration of what it is to be a person, of the nature of consciousness, and of the relation of contemplative to scientific method in the understanding of human life. I have learned a great deal from it, and the community of philosophers and cognitive scientists will be reading and discussing it for some time. (...) But I have come to criticize Thompson, not to praise him. Here I raise a few issues regarding Thompson’s treatment of the self and the connections between his own account and the Madhyamaka and... (shrink)

Studies suggest college students/adult learners interacting with current search tools like Google display tendency to power-browse and adhere to page-ranking order in choosing sources to supplement writing. Such limitations may limit critical reflectivity. We present a tool, ThoughtShuffler which allows users to malleably alter neighborhoods of keywords and presents results as arrays of cards and collections that can be compared and contrasted. We conducted binary qualitative coding of essays produced by 39 users divided into experimental and control conditions and (...) computed a one-tailed t-test to understand if using ThoughtShuffler produced greater likelihood for higher-order reflectivity expressed in writing about efficacy of varied healthcare models in the US, compared to the use of Google to write about the same prompt. Our results suggest that updating search engine interfaces to afford capacity for lateral reading may present potential to augment reflective information search. (shrink)

(2012). Challenging the Domestication of Critical Reflection and Practitioner Reflectivity. Educational Philosophy and Theory: Vol. 44, No. 4, pp. 337-342.

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

We examined how the cultural dimension of universalism–particularism influences managers’ attitudes toward relational favoritism. Paradoxically, we found in a survey study that Brazilian and Chinese managers perceived more negative consequences of relational favoritism than did American managers—even though the Brazilians and the Chinese perceived stronger particularistic cultural norms in their countries than Americans did in the United States. We attribute this pattern of results to “cultural reflexivity”—the ability of people from transforming economies to be culturally self-critical during a period of (...) dramatic societal change. This pattern of results also emerged in a scenario study in which we asked these same Brazilian, Chinese, and American participants to assess managerial succession decisions made by a General Manager. We varied the scenarios so that the promoted manager was either a colleague with no pre-existing relation with the GM or a colleague who was a relative, a close friend, from the same town, or from the same school. Consistent with the results of the survey study, we found that perceived cultural norms of particularism were negatively related to perceptions of fairness. In other words, Brazilians and Chinese, even while living in more particularistic cultures, were more harsh in judging relational favoritism. We conclude with a discussion on the implications of these paradoxical relationships. (shrink)

The societal dynamism of modernity results in the theoretical upgrading and the actual development of personal reflective capacities, for example abstract reasoning, Kantian morality, and the development of the idiocentered perspective. These capacities are created in the disembedding of prereflective capacities, for example context-sensitive intelligence, care-morality, and mundocenteredness. The reflective capacities become the prerequisite of further modernization. The development-potential offered by the demands of modernity is accompanied by a risk of assimilative stress, for example pseudological reasoning, varieties of postmodernism, making (...) a fetish of the medium, and the forfeit of the morality of care. (shrink)

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

One main quandary that emerges in the context of Immanuel Kant’s moral ideal, The Highest Good, is that on the one hand Kant sets it as a moral demand, that is, as a principle that must be comprehended as an attainable end for man in practice while, on the other hand, it is set as a moral ideal, i.e. as something that cannot be concretized and realized within the empirical world. The main goal of this paper is to argue for (...) the realizability of the moral ideal by means of the principle of reflective judgment as a form of judgment that in fact clarifies human limitation. I assert that the very recognition of this limitation constitutes the possibility for hope in that ideal, or for striving towards it, and that this striving is the only way that the moral ideal can be concretized. I examine man’s recognition of self-limitation as a response to the moral demand to realize the moral ideal and the necessity of the power of imagination for this, used reflectively. Keywords: culture, final end, Highest Good, hope, imagination, Kant, moral ideal reflective judgment, ultimate end. (shrink)

How should we proceed when searching for justified answers to normative questions? A prominent proposal is to use the method of reflective equilibrium (RE). Its basic Idea—that we should start from our existing judgments about relevant cases and bring them into equilibrium with systematic principles—is readily recited, but beyond that, conceptions of RE often stay sketchy. RE is seldom explicitly implemented, which makes it difficult to critically evaluate the method and to assess its potential. In my dissertation, I present the (...) first explicit and detailed case study for an application of RE, using it to develop and defend a precautionary principle. -/- The dissertation is divided in two parts, a theoretical and an applied part. In part I, I introduce and operationalize a specific conception of RE. I first describe the central elements of RE by drawing on the most elaborate and fleshed-out conceptions of RE that can be found in the literature. Then, I survey and analyze previous applications of RE in order to both learn from them and identify desiderata for my own case study. Based on a small-scale, exploratory case study, the method is further concretized and operationalized for the implementation in my main case study on the justification of a precautionary principle. -/- In part II, this operationalization is tested in a complex case study that aims at justifying a precautionary principle which is applicable to problems arising from global climate change. In order to be able to select relevant commitments about central problems concerning precautionary principles (PPs), I start with a literature survey. The survey gives an overview on existing proposals for PPs, on which grounds they are defended, and the main objections against them. On this basis, I develop and describe the initial setup for the case study, which is conducted in three main steps and allows to examine different aspects of a RE-application. Thereby, I show that RE can be applied successfully to real problems. I go on to discuss a number of points that are not given sufficient attention in the RE literature so far. With respect to precautionary principles, I show how the commonly discussed principles fail to do justice to ethical considerations, and argue that the application of such principles should instead be triggered by threats of rights violations. (shrink)

Leibniz repeatedly states that there is a very close connection between reflection and rationality. In his view, reflective acts somehow lead to self-consciousness, reason, the knowledge of necessary truths, and even to the moral liability of the respective substances. Whereas it might be relatively easy to see how reflective acts lead to self-consciousness, it is much harder to understand how they are connected to rationality. Why should a substance which is able to produce reflective acts therefore be rational? How can (...) the having of reflective acts be responsible for the substance’s ability to reason correctly and to acquire knowledge of necessary and eternal truths? The aim of my paper is to understand better the required mechanisms and to make thus conceivable Leibniz’s bold claim that reflective acts lead to rationality. In order to accomplish this, I will proceed in three steps. First, I will specify what kind of self-consciousness is, according to Leibniz, produced by reflective acts. A substance must recognize itself as a unitary substance bearing perceptions. Second, I will argue that this type of self- consciousness can be seen as the basis for the ability to form judgments. This is possible because the subject-predicate structure of judgments is mirrored by the ontology of substances and their modifications. Third, I will point out that, together with the idea of identity (which we also acquire by reflection), the combination of judgments allows us to make inferences. This ability, in turn, is sufficient for rationality. Thus, I can explain how reflective acts and rationality are connected with each other. (shrink)

_Autobiographical Reflections_ is a window into the mind of a man whose reassessment of the nature of history and thought has overturned traditional approaches to, and appraisals of, the Western intellectual tradition. Here we encounter the motivations for Voegelin's work, the stages in the development of his unique philosophy of consciousness, his key intellectual breakthroughs, his theory of history, and his diagnosis of the political ills of the modern age. Included in this revised volume is a glossary of terms used (...) in Voegelin’s writings. The glossary lists, defines, and illustrates from the author’s writings many of the key terms employed, paying particular attention to the Greek terms. Together, the glossary and enlarged index systematically include names, subjects, ideas, writings, and terms, making this volume an indispensable help for any serious study of Eric Voegelin’s oeuvre. (shrink)

"Reflections on Relativity" is a comprehensive presentation of the classical, special, and general theories of relativity, including in-depth historical perspectives, showing how the relativity principle has repeatedly inspired advances in our understanding of the physical world.

Events in the contemporary world are available through a great variety of media and most of them consist of images, seemingly reflecting some "reality". Yet there is no clear understanding what constitutes reflection, image, cultural symbolic designs and who is the reflecting Self. The text investigates the difference between visuality, images, vision and the different concepts of reality which are at the base of our understanding of the great varieties of means for reflection - from theological to technical.

This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of one term. Methods for data collection (...) included a weekly logbook, student questionnaires, teaching observations, reflective exercises, and peer discussions. The findings shed light on the complexities of teaching Greek philosophy to small groups and the challenges of the practitioner's reflective process in this teaching. (shrink)

This article examines the method of reflective equilibrium (RE) and its role in philosophical inquiry. It begins with an overview of RE before discussing some of the subtleties involved in its interpretation, including challenges to the standard assumption that RE is a form of coherentism. It then evaluates some of the main objections to RE, in particular, the criticism that this method generates unreasonable beliefs. It concludes by considering how RE relates to recent debates about the role of intuitions in (...) philosophy. (shrink)

Proof-theoretic reflection principles have been discussed in proof theory ever since Gödel’s discovery of the incompleteness theorems. But these reflection principles have not received much attention in the philosophical community. The present chapter aims to survey some of the principal meta-mathematical results on the iteration of proof-theoretic reflection principles and investigate these results from a logico-philosophical perspective; we will concentrate on the epistemological significance of these technical results and on the epistemic notions involved in the proofs. In particular, we will (...) focus on the notions of commitment to and acceptance of a theory. Special attention is given to the connection between proof-theoretic reflection and axiomatic truth theories. After distinguishing between different types of proof-theoretic reflection principles, we review some proof-theoretic results concerning extensions of formal theories by (iterated) reflection principles. As basis theories, we concentrate on standard arithmetical and elementary axiomatic truth theories. We then go on to explore the epistemological significance of these results. In this investigation, we aim to show that the epistemic notion of acceptance of (or commitment to) a theory plays a crucial role in the philosophical argumentation for reflection principles and their iteration. (shrink)

Philosophy is a reflective activity. So perhaps it is unsurprising that many philosophers have claimed that reflection plays an important role in shaping and even improving our philosophical thinking. This hypothesis seems plausible given that training in philosophy has correlated with better performance on tests of reflection and reflective reasoning has correlated with demonstrably better judgments in a variety of domains. This article reviews the hypothesized roles of reflection in philosophical thinking as well as the empirical evidence for these roles. (...) This reveals that although there are fairly reliable links between reflection and philosophical judgment among both laypeople and philosophers, the role of reflection in philosophical thinking may nonetheless depend in part on other factors, some of which have yet to be determined. So progress in research on reflection in philosophy may require further innovation in experimental methods and psychometric validation of philosophical measures. (shrink)

Elgin has presented an extensive defence of reflective equilibrium embedded in an epistemology which focuses on objectual understanding rather than ordinary propositional knowledge. This paper has two goals: to suggest an account of reflective equilibrium which is sympathetic to Elgin’s but includes a range of further developments, and to analyse its role in an account of understanding. We first address the structure of reflective equilibrium as a target state and argue that reflective equilibrium requires more than an equilibrium in the (...) sense of a coherent position. On the one hand, the position also needs to be stable between a ‘conservative’ pull of input commitments and a ‘progressive’ pull of epistemic goals; on the other hand, reflective equilibrium requires that enough of the resulting commitments have some credibility independent of the coherence of the position. We then turn to the dynamics of reflective equilibrium, the process of mutual adjustment of commitments and theories. Here, the most pressing internal challenges for defenders of reflective equilibrium arise: to characterize this process more exactly and to explain its status in relation to reflective equilibrium as a target state. Finally, we investigate the role of reflective equilibrium in Elgin’s account of understanding and argue that objectual understanding cannot be explained in terms of reflective equilibrium alone. An epistemic agent who understands a subject matter by means of a theory also needs to be able to use this theory and the theory needs to meet some external rightness condition. (shrink)

Reflecting on the Inevitable combines evidence from several disciplinary fields to explore the varying ways each of us engages with the prospect of personal mortality. In each chapter the subtleties and applicability of key ideas are enhanced through a series of illustrative narratives built up around the lives of four people at different ages living in two adjacent houses. Reflecting on the Inevitable is relevant not only to academics of death studies, but also those training and practicing in people-helping professions, (...) as well as anyone experiencing or attempting to make sense of major life events. (shrink)

Critical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a (...) clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating students about the central issue of our time. (shrink)

We reflect on a decade of Responsible Research and Innovation (RRI) as a discourse emerging from the European Commission (EC) 10 years ago. We discuss the foundations for RRI, its emergence during the Seventh Framework programme and its subsequent evolution during Horizon 2020. We discuss how an original vision for RRI became framed around five so-called ‘keys’: gender, open access, science communication, ethics and public engagement. We consider the prospects for RRI within the context of the EC’s Open Science agenda (...) and Horizon Europe programme, before closing with some reflections on the contribution RRI has made to debates concerning the relationship between science, innovation and society over the last decade. (shrink)

Reflections on the Religious, the Ethical, and the Political presents a thematic arrangement of fourteen essays on the interconnected issues of religion, ethics, and politics. A trans- or post-disciplinary praxis-based approach is advanced and employed, as the essays collected provide a critical supplement to Calvin O. Schrag's published book projects.

_Reflections on Technology for Educational Practitioners_ describes the main ideas of fourteen philosophers of technology and how these ideas are used or can be used in technology education.

Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers.