Presents five new perspectives on the free will problem, and six interpretations of what Jewish thinkers of the past had to say about the problem. Topics include the concept of freedom that exists independently of a sense of self, arguments against the principle of alternative possibilities, the denial of free will in Hasidic thought, notions of choice held by Medieval Jewish and Islamic thinkers, and Maimonides' concepts of freedom and the sense of shame. Distributed by CDL Press. Annotation copyrighted by (...) Book News, Inc., Portland, OR. (shrink)

We offer a defense of one aspect of Paul Horwich’s response to the Liar paradox—more specifically, of his move to preserve classical logic. Horwich’s response requires that the full intersubstitutivity of ‘ ‘A’ is true’ and A be abandoned. It is thus open to the objection, due to Hartry Field, that it undermines the generalization function of truth. We defend Horwich’s move by isolating the grade of intersubstitutivity required by the generalization function and by providing a (...) new reading of the biconditionals of the form “ ‘A’ is true iff A.”. (shrink)

The article presents a systemic and historical view of wars taking into account the generalization of modern concepts about their nature and causes. The generalization is produced on the basis of a political and sociological apparatus with such basic concepts as: "concerns" of different types (including "interests", "motives", "goals", "values"), an extension of the challenge-response scheme (A. Toynbee), positive and negative "reinforcement" (Thorndike-Skinner), and "support structures" (A. Stinchcombe). All the concerns related to wars are based on the (...) social universals of M. Weber and M. Mann: power-security, power-dominance, prestige-dignity-legitimacy, and wealth-resources-access to resources. Geopolitical concerns (regarding control over territories), symbolic stakes, and concerns with maintaining the international order are considered. The prioritization of relevant concerns changes in both the long run of social evolution and the short run of dynamics of interactions. The article considers spiral dynamics as a dynamic model of the cause of unintended wars "that no one wanted." Relevant decisions and actions of rulers and elites related to war are analyzed in the context of fast and slow thinking according to D. Kahneman. The general principles of social interaction and social evolution allow us to judge the conditions that increase and decrease the probability of new wars, as well as the regularities of the dynamics and termination of wars. Empirical generalizations of the characteristics of wars in world history made by modern specialists (S. Van Evera, G. Cashman, etc.) are discussed. It is shown what role wars play in the co-evolution of social, mental, and techno-natural orders, as well as in social evolution in general. (shrink)

A core symptom of anxiety disorders is the tendency to interpret ambiguous information as threatening. Using EEG and BOLD-MRI, several studies have begun to elucidate brain processes involved in fear-related perceptual biases, but thus far mainly found evidence for general hypervigilance in high fearful individuals. Recently, multi-voxel pattern analysis (MVPA) has become popular for decoding cognitive states from distributed patterns of neural activation. Here, we used this technique to assess whether biased fear generalization, characteristic of clinical fear, is already (...) present during the initial perception and categorization of a stimulus, or emerges during the subsequent interpretation of a stimulus. Individuals with low spider fear (LSF, n = 20) and high spider fear (HSF, n = 18) underwent functional MRI scanning while viewing series of schematic flowers morphing to spiders. In line with previous studies, individuals with high fear of spiders were behaviorally more likely to classify ambiguous morphs as spiders than individuals with low fear of spiders. Univariate analyses of BOLD-MRI data revealed stronger activation towards spider pictures in high fearful individuals compared to low fearful individuals in numerous areas. Yet, neither average activation, nor support vector machine classification (i.e. a form of MVPA) matched the behavioral results - i.e., a biased response towards ambiguous stimuli - in any of the regions of interest. This may point to limitations of the current design, and to challenges associated with classifying emotional and neutral stimuli in groups that differ in their judgment of emotionality. Improvements for future research are suggested. (shrink)

The work of general practitioners is infused by norms from several movements, of which evidence based medicine, patient-centredness, and virtue ethics are some of the most influential. Their precepts are not clearly reconcilable, and structural factors may limit their application. In this paper, we develop a conceptual framework that explains how GPs respond, across different fields of interaction in their daily work, to the pressure exerted by divergent norms. Data was generated from unstructured interviews with and observations of sixteen Swedish (...) GPs and family medicine residents between 2015 and 2017. Straussian Grounded Theory was used for analysis. We found that GPs’ maxims of action can be characterised in terms of dichotomous responses to demands from four distinct sets of norms, or “voices”: the situation, the self, the system, and the profession. From the interactions between these voices emerge sixteen clusters of maxims of action. Based on the common features of the maxims in each cluster, we have developed a conceptual framework that appears to be rich enough to capture the meaning of the ethical decisions that GPs make in their daily work, yet has a high enough level of abstraction to be helpful when discussing the factors that influence those decisions. Our four-dimensional model of GPs’ responses to norms is a first step toward a middle-range theory of quality from GPs’ perspective. It brings out the complexity of their practice, reveals tensions that easily remain invisible in more concrete accounts of their actions, and aids the transferability of substantive theories on GPs’ ethical decision making. By explaining the nature of the ethical conflicts that they experience, we provide some clues as to why efforts to improve quality by imposing additional norms on GPs may meet with varying degrees of success. (shrink)

It is widely thought that, to be morally responsible for some action or omission, an agent must have had, at the very least, the general ability to do otherwise. As we argue, however, there are counterexamples to the claim that moral responsibility requires the general ability to do otherwise. We present several cases in which agents lack the general ability to do otherwise and yet are intuitively morally responsible for what they do, and we argue that such cases raise problems (...) for various kinds of accounts of moral responsibility. We suggest two alternative approaches to thinking about the connection between moral responsibility and abilities to do otherwise, one of which denies that there is any ability-to-do-otherwise requirement on moral responsibility and the other of which requires only an opportunity to do otherwise. We also argue that a general-ability-to-do-otherwise requirement not only faces counterexamples but also lacks positive motivation. (shrink)

ObjectivesA sample of women with persistent distress following breast cancer previously exhibited attentional bias away from supraliminally presented cancer-or threat-related information, responses consistent with avoidance coping, and showed negative interpretation bias. Here, we attempt to characterize the nature of supraliminal AB and interpretation bias in that sample of women by comparing against healthy controls.MethodsExtending our previous work, we compared AB patterns for supraliminally presented negatively valenced words and cancer-related information assessed by modified dot-probe tasks and negative interpretation bias assessed by (...) an ambiguous cue task between 140 BC women previously identified as featuring low-stable or persistent high anxiety and 150 age-matched non-BC healthy controls having HADS-defined low or high anxiety.ResultsAttentional avoidance of non-cancer-related negatively valenced words was seen among the anxious BC group, while heightened attention toward such words was seen in anxious healthy controls, F = 3.97, p = 0.009. However, all anxious women in both BC and healthy groups directed attention away from CRI under supraliminal conditions. Interpretation bias scores were significantly higher in BC women with high anxiety vs. healthy controls with high anxiety, F = 13.26, p < 0.001.ConclusionWomen with high anxiety generalized conscious attentional avoidance responses to negatively valenced stimuli, indicating a likely hypersensitivity to potential threat in ambiguous cues and exaggerated threat perception. This may cause maladaptive emotional regulation. Attention focus training, reducing threat salience or modifying threat appraisal, may help women alleviate anxiety levels after BC. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Anthony J. Palmer, “Music Education for the Twenty-First Century: A Philosophical View of the General Education Core”Ana Lcuía FregaI would like to discuss three themes related to Tony Palmer's paper: (1) my agreement with the content of his paper in general, (2) some remarks on elements of what he deals with, including notions about the concept or a vision of what music education should be in (...) the USA and in the rest of the world and an approach to training music teachers at university level in the USA and in the rest of the world, and (3) my personal conclusions.Music is a particular medium of expression, irreplaceable, not interchangeable with any other. It is also a natural medium of human communication. We do not think or propose that schools should create musicians, but that they should aid in the improvement of all humankind.1This quotation of mine allows me to introduce my general agreement with the main content of the first part of Palmer's paper. Neither of us argues against the importance of teaching music within the general system of education. We both promote this and work to make this a fact in our different parts of the world.We both view the tasks known as "music education" as a part of the teaching of the humanities as a way to maintain a certain level of civilization and of a culture; that is, to keep alive the rich tradition in each culture, to develop skills, to listen to, perform, and create music, and to become acquainted with the wealth of masterpieces.Also, as I have said,"I can only give what I have," and "a teacher does not teach what he/she knows but what he/she is."2 I agree with Palmer on the relevance and importance of the task of music educators. There should be a correlation between the school's mission and the quality of the training for prospective teachers for them. This is consistent with Palmer's thinking about the university task when training future music teachers.George Steiner articulated some of the difficulties, limitations, and new possibilities brought into university classrooms by the technology of the global village when he wrote:[Those artifacts] determine a new way to organize human knowledge and to connect contemporary research with previous books. All taxonomies are essentially [End Page 194] philosophical, any library... represents a formalized vision of how the world is structured, and what are the optimum views about both the human mind and the phenomenological whole.3He also adds, "We will not be able to avoid the illusion-and so it is when talking about Humanities-that knowledge is cumulative, that there is an improvement and an unavoidable teleology needed when expressing sentiments and ideas."4By introducing Steiner's ideas, I am opening a line of critical thinking about a kind of "universalization" of both Palmer's concept of whatmusiceducationmeans as well as whether and then how there should be a world-wide dissemination of the training model that he describes for music teachers. I have doubts about the underlying assumptions of these notions and their feasibility.The examples Palmer gives of listening would require an inordinate amount of time and effort. Although this may be a valuable expenditure of resources in some parts of the world, in other parts the focus would be better directed elsewhere. In some places many people do not complete their basic education, do not have access to good nutrition, and have not acquired basic language and communication skills. The big question is, "What should we really teach them?"My point here is that if Michael Murphy's model is indeed an inspiring framework, it may be useful for people belonging to a part of the so-called First World only. Palmer's work should be understood with that consideration in mind. Africa, Latin America, and the Arab world are certainly not looking for these kinds of skills from the music taught at the general level if there happens to be any music taught at all in schools.Multiculturalism is another significant issue in Palmer's paper. I understand the... (shrink)

It is widely believed that an agent can be morally responsible for something only if they were able to do otherwise. But what kind of ability to do otherwise is needed? Despite the obvious disagreements, incompatibilist and compatibilist leeway theorists tend to agree that, at the very least, an agent needs the ‘general’ ability to do otherwise. Cyr and Swenson [Cyr, T. W., and P. Swenson. 2019. “Moral Responsibility Without General Ability.” The Philosophical Quarterly 69/274: 22–40. https://doi.org/10.1093/pq/pqy034.] offer a series (...) of putative counterexamples to this thesis. Using their discussion as a jumping off point, I distinguish between two ways in which an ability can be general. I argue that these two types of generality – and the corresponding types of non-generality – are orthogonal and that therefore the question ‘Does moral responsibility require the general ability to do otherwise?’ needs precisifying. In failing to distinguish the two types of generality, Cyr and Swenson’s discussion comes to erroneous conclusions. I show that the ability to do otherwise only needs to be general in one of the ways identified. I also argue that the granularity of description employed in characterising the ability to do otherwise and the granularity of description employed in ascribing responsibility need not match in order for an agent to be morally responsible. (shrink)

In her critique of ethical naturalism and ethical formalism as starting points for methods in comparative religious ethics, Francisca Cho correctly identifies formalism and naturalism as modern Western versions of moral rationality, and she shows us important commonalities that the debate between formalism and naturalism may obscure. Her proposal to treat the other as a "philosophical subject" does not, however, escape the limitations of naturalism and formalism. The antifoundationalist rejection of theory and generalization in favor of the particulars of (...) moral experience is yet another version of modern Western moral rationality, and it, too, is one of the models of moral rationality with which we begin our comparative work. (shrink)

This paper defends P.F. Strawson's controversial ‘reversal move’, the view that the reactive attitudes determine what it means to be responsible. Many are critical of this account, arguing that it leads to the result that if we were to start to hold very young children responsible, they would be responsible. I argue that it is possible to read Strawson as providing a grammatical analysis of our moral responsibility language‐game by drawing two parallels between Strawson and Wittgenstein. This interpretation shows that (...) the formulation of the problem associated with the ‘reversal move’ rests on a grammatical mistake. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Anthony J. Palmer, “A Philosophical View of the General Education Core”Nico SchülerAnthony J. Palmer's paper is not only an interesting one but it also continues an absolutely necessary discussion on the general education core curriculum for American undergraduate students. Initially, Palmer summarized the global conditions with which we are presently confronted. This discussion led him to the re-examination of the general education core at the undergraduate (...) level. The goal of such education should be to "prepare students to develop a world where haphazard processes be minimized.... To accomplish that goal, the student must be enabled to integrate a wide variety of facts and ideas, theories, and applications that will become holistic in substance and unified in practice." More specifically, he then focused on the general education courses for music education students and finally, since the current concept is failing in presenting integrated knowledge, he proposed a new philosophy of the general education core. This new philosophy contains three steps: (1) cultivating personal qualities, (2) understanding multiculturalism, and (3) understanding the complexities of humanity itself and its relationship to the earth. [End Page 198]This philosophy is intriguing and does indeed deserve a broad discussion. To start that discussion, I would like to raise several fundamental issues. First, such a philosophy of general education cannot exist as a pure philosophy of the undergraduate general education core (nor can it specifically focus on music students). The ultimate goal of such a philosophy must be to turn toward the general education core of all levels of education, especially beginning with the youngest age groups. A student, educated according to existing philosophies up to age eighteen, will have the hardest time in suddenly connecting the various areas and fields of study in a globalized worldview. The reasons for this problem are cultural. At eighteen, students are culturally so formed that a new cultural opening is hardly possible. The philosophy should, instead, focus on the spiral that professors stimulate: our graduates are the teachers of the next generation, some of whom become teachers and will educate the following generation, and so on. Palmer's goal can, in my opinion, only be reached if we first focus on the general education of all ages, and then stimulate a slow but continuous change throughout the next generations. This change may exploit the cultural open-mindedness of students of all ages within the educational and cultural limitations that were set by their previous education. Indeed, such cultivation in early adulthood can benefit our university students, as Palmer states, but cultivation at such a late stage is limited.Second, the philosophy suggested by Palmer may be hard to realize practically. All mass media would work against such a realization. The organization of classes is, with our current commercialized course offering system, impractical in terms of Palmer's suggestions. Academic units within universities generate money through large general education classes. Who would pay for smaller classes? (I am not speaking about the small, private liberal arts colleges that Palmer mentions but about public colleges and universities, many of which are very large.) If general education were to be moved to a newly created academic unit, as Palmer suggests, who would reimburse the academic units that would lose the credit hours? How could we create the additional classes that would be needed to bring all the areas together that he suggests (music, art, religion, myth, history, language, philosophy, psychology, paleontology, archeology, anthropology, biology, and zoology)? In addition, some of his philosophy is based on Carl Roger's view of personal relationships, which parents as well as teachers have to establish. But how are the parents of our students to establish such relationships? And who is going to educate the parents? American culture itself would certainly be an obstacle for the realization of such an educational philosophy. Furthermore, how do we select the students who are unsuccessful in becoming self-initiated learners? How do we identify those who are not well-read? Should they not be removed? Much of the current educational system is based on the assumption that all, or most, [End Page 199] students are very talented. Realizing Palmer's philosophy would mean... (shrink)

Explores the ethical issues faced by GPs in their everyday practice, addressing two central themes; the uncertainty of outcomes and effectiveness in general practice and the changing pattern of general practitioners' responsibilities.