What is the role of conscious experience in the epistemology of perceptual knowledge: how should we characterise what is going on in seeing that o is F in order to illuminate the contribution of seeing o to their status as cases of knowing that o is F? My proposal is that seeing o involves conscious acquaintance with o itself, the concrete worldly source of the truth that o is F, in a way that may make it evident to the subject (...) that o is an instance of ‘x is F’ as she understands this, and hence evident that o is F. Seeing that o is F is thus a way of its being evident that o is F and is therefore a way of knowing that o is F. (shrink)

When scientists act unethically, their actions can cause harm to participants, undermine knowledge creation, and discredit the scientific community. Responsible Conduct of Research training i...

This essay examines certain intersections between writing and extinction through an eco-deconstructive account of the psychoanalysis of water. Jacques Derrida has often drawn attention to the inter...

This book offers the first philosophical treatment of biocultural sustainability and eco-deconstruction, presenting the most developed treatment of the notions of survival and life death in Derrida to date.

It has recently been suggested that the fact that punishment involves an intention to cause suffering undermines expressive justifications of punishment. I argue that while punishment must involve harsh treatment, harsh treatment need not involve an intention to cause suffering. Expressivists should adopt this conception of harsh treatment.

In this paper, I argue that a well-known objection to subsistence rights developed by Onora O'Neill - namely, that such rights would generate obligations without an obligation-bearer, can be answered if we take such rights to impose an obligation on the world's population, taken collectively.

Traditional ecocentric ethics relies on an ecology that emphasizes the stability and integrity of ecosystems. Numerous ecologists now focus on natural systems that are less clearly characterized by these properties. We use the elimination and restoration of wolves in Yellowstone to illustrate troubles for traditional ecocentric ethics caused by ecological models emphasizing instability in natural systems. We identify several other problems for a stability-integrity based ecocentrism as well. We show how an ecocentric ethic can avoid these difficulties by emphasizing the (...) value of the wildness of natural systems and we defend wildness value from a rising tide of criticisms. (shrink)

In this paper, I discuss a distinctively non-paradigmatic instance of punishment: the punishment of non-citizens. I shall argue that the punishment of non-citizens presents considerable difficulties for one currently popular account of criminal punishment: Antony Duff’s communicative expressive theory of punishment. Duff presents his theory explicitly as an account of the punishment of citizens - and as I shall argue, this is not merely an incidental feature of his account. However, it is plausible that a general account of the criminal (...) law of the kind of idealized state that Duff focusses on will need to say something about how that law deals with non-citizens. In particular, I claim, it will need to provide a justification for punishing them. Because Duff's account says nothing about the punishment of non-citizens, it cannot do so. Furthermore, although Duff's more recent suggestion that non-citizens should be thought of as being guests in the state on whose territory they are present may provide for an account of their criminalization, it cannot easily be extended into an account that provides a justification for their punishment. (shrink)

The most popular emendation has been Heinsius's somnia sunt. I find the tone of this misplaced. Thepoet has since 66 laboriously catalogued variant aetiologies of Scylla monstrum. It is inappropriate that he should immediately follow this with the statement that all of them were ‘fancy’ or ‘nonsense’. For a start, we may note that the summation quidquid et ut quisque … presumably includes the version of Homer, to whose authority the poet had appealed in the case of the erroneous contamination (...) of the two Scyllas. Next, I suppose that if Scylla monstrum had been the subject of his poem, the poet might have wanted to say that some of the versions were wrong—or at least of less good authority, or less attractive than others for one reason or another. But Scylla monstrum is not the subject of his poem. He confutes, because it is his concern, the contamination; the listing of the rest, variants in a story not his subject, issues largely from an ‘Alexandrian’ delight in such learned display. It calls for no estimation of their lightness or wrongness: neither relative to one another—and certainly not absolutely. (shrink)

This essay explores the second ghost scene in Hamlet as an experiment in social cognition. It turns to scientific experiments on the relationship between vision and theory of mind, and to Shakespearean moments where audiences' experience of the visual world of a play is shaped by what characters say they are seeing. The ‘Dover Cliff’ scene in King Lear is considered as an example of an audience's constructive demeanour, rather than of the deception at the heart of theatre. The essay (...) also recognizes the importance of the complexity of ghost belief in the period as a context for the scene's apparent attempts to switch between the perspectives of Hamlet and Gertrude. (shrink)

Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to imagine futures for education in the context of what is loosely called “artificial intelligence.” Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intelligence, and what are its limits and potentials in education? This paper (...) offers some tentative answers, first conceptually, and then practically in an overview of the results of a number of experimental implementations documented in greater detail elsewhere. Our key finding is that artificial intelligence—in the context of the practices of electronic computing developing over the past three quarters of a century—will never in any sense “take over” the role of teacher, because how it works and what it does are so profoundly different from human intelligence. However, within the limits that we describe in this paper, it offers the potential to transform education in ways that—counterintuitively perhaps—make education more human, not less. (shrink)

The last lecture on leadership by the NFL's greatest coach: Bill Walsh Bill Walsh is a towering figure in the history of the NFL.

Contrary to the idea that there are fundamental differences between the work of Martin Heidegger and Walter Benjamin, the thesis shows that there exists a profound similarity in the direction of their projects, by exploring how they took up Kant's critical legacy concerning the temporality of language: the belonging together of language and time. The ground of Kant's system and of the necessity of systematicity - the three-fold synthesis which 'generates' time under the direction of conceptuality - is elucidated via (...) the Second Analogy and the Critique of Teleological Judgment. It is argued that Kant's understanding of language and time remains fixed within a circular justification of Newtonian Science, which prevented him from taking up the critical resources of his treatment of teleological concepts and applying it to his idea of the critical system itself. Heidegger's and Benjamin's work may be understood as taking up the hermeneutic circularity of Kant's philosophical system, though freeing it from its appeal to a limited time determination. They both develop notions of a more originary temporality in conjunction with a linguistic phenomenology. They further allow this more critical thinking of language and time to reflexively fall back on the writing of philosophy itself. Their understanding of the temporality of language is explored through the way 'translation' focuses, in each case, a thinking of tradition and of linguistic works. The thesis rejects attempts to separate Heidegger's early work from his later approach, and further rejects a tendency to focus on Benjamin's style of writing in isolation from its theoretical basis. The thesis concludes by arguing that the work of both Heidegger and Benjamin points to a rethinking of Kant's legacy of the necessity of system, in terms of system as the inescapable belonging together of language and time. (shrink)

The Yearbook mirrors the annual activities of staff and visiting fellows of the Maimonides Centre and reports on symposia, workshops, and lectures taking place at the Centre. Although aimed at a wider audience, the yearbook also contains academic articles and book reviews on scepticism in Judaism and scepticism in general. Staff, visiting fellows, and other international scholars are invited to contribute.

Bill Brewer presents an original view of the role of conscious experience in the acquisition of empirical knowledge. He argues that perceptual experiences must provide reasons for empirical beliefs if there are to be any determinate beliefs at all about particular objects in the world. This fresh approach to epistemology turns away from the search for necessary and sufficient conditions for knowledge and works instead from a theory of understanding in a particular area.

Thomas Pogge has argued, famously, that ‘we’ are violating the rights of the global poor insofar as we uphold an unjust international order which provides a legal and economic framework within which individuals and groups can and do deprive such individuals of their lives, liberty and property. I argue here that Pogge’s claim that we are violating a negative duty can only be made good on the basis of a substantive theory of collective action; and that it can only provide (...) substantive ethical guidance when combined with an account of how collective action gives rise to forward-looking responsibility and/or accountability on an individual level. I consider accounts of these two topics given in work by Peter French and Christopher Kutz; and I argue that neither of them give Pogge what he needs. Although there is a sense in which 'we' can be said to be violating the rights of the worst off, the sense in which this is true does not generate any plausible action-guiding claims for individuals. (shrink)

A taped conversational interview with Daniel Dennett and Bill Uzgalis covers a wide range of topics arising from Dennett’s thoughts about computing and human beings. The background of Dennett’s work is explored as are his views about mind-brain identity theory, artificial intelligence, functionalism, human exceptionalism, animal culture, language, pain, freedom and determinism, and quality of life.

Scholarly books of edited readings are usually, like the curate's egg, "excellent in parts," and that backhanded compliment applies here. This truly international book, edited by an American and a Canadian, has eighteen chapters, with eleven of the authors from the United States, three from Canada, two from Spain and the United Kingdom, and one from Australia, Argentina, France, and Italy—a mixture of academics, doctoral students, and public intellectuals. The chapters are divided into three sections: "Contextualising the Individual and Utopia"; (...) "Mind, Body, Soul, and the Utopian Individual"; and "Marginalised and Alternative Interpretations of the Individual and Utopia."The chapter titles range from the clear and... (shrink)

In the New York Times bestseller Everything All at Once, Bill Nye shows you how thinking like a nerd is the key to changing yourself and the world around you. Everyone has an inner nerd just waiting to be awakened by the right passion. In Everything All at Once, Bill Nye will help you find yours. With his call to arms, he wants you to examine every detail of the most difficult problems that look unsolvable—that is, until you (...) find the solution. Bill shows you how to develop critical thinking skills and create change, using his “everything all at once” approach that leaves no stone unturned. Whether addressing climate change, the future of our society as a whole, or personal success, or stripping away the mystery of fire walking, there are certain strategies that get results: looking at the world with relentless curiosity, being driven by a desire for a better future, and being willing to take the actions needed to make change happen. He shares how he came to create this approach—starting with his Boy Scout training (it turns out that a practical understanding of science and engineering is immensely helpful in a capsizing canoe) and moving through the lessons he learned as a full-time engineer at Boeing, a stand-up comedian, CEO of The Planetary Society, and, of course, as Bill Nye The Science Guy. This is the story of how Bill Nye became Bill Nye and how he became a champion of change and an advocate of science. It’s how he became The Science Guy. Bill teaches us that we have the power to make real change. Join him in… dare we say it… changing the world. (shrink)