In lieu of an abstract, here is a brief excerpt of the content:The Truth Shall Make You FreireRobert CanterTeaching Contemporary Theory to Undergraduates, edited by Dianne F. Sadoff and William E. Cain; 271 pp. New York: Modern Language Association of America, 1994; $19.75, paper.IThe newest title in the MLA’s Options for Teaching series, this publication is well-timed. Concerns about “classroom advocacy” and “politicized teaching” have recycled into near-critical mass, even in the mass media. The book is well-arranged, too, with a (...) solid sample of deconstructionist, New Historicist, Marxist, feminist, and cultural studies, and more mix-and-match theorists describing their classroom aims and means in twenty-one essays grouped into four sections. Sadoff and Cain offer elegantly evasive introductions—not only to these essays per se, but to the issues these essays purport to address. In “Surveying Theory,” David B. Downing, John Kucich, Susan S. Lanser, Lynette Felber, Donald G. Marshall, and Gary Waller lay broadly “anti-foundational” groundwork. In “Focusing,” Diana Fuss, Sandra A. Grayson, Beverly Lyon Clark, Evan Carton, Laurie A. Finke, Jonathan Arac, and Cary Nelson deconstruct things in more detail. In “Theory and Culture,” Huston Diehl, Cannon Schmitt and Donald Ulin, Lindon Barrett, Simon Gikandi, D. N. Rodowick, and Jan Gorak again widen the scope of “theorized teaching,” aiming regulation anticanonical shrapnel at every bastion of coded convention. And while readers may pause over [End Page 336] its backcover promise of “lively and accessible prose,” on the whole, the book is unusually readable for an MLA publication about theory.Since Teaching Contemporary Theory to Undergraduates is a how-to directed at true-believers, it might seem like critical blindsiding to address its fundamental assumptions rather than its tactical suggestions, to focus on its “theory” rather than on its pedagogy. Yet such a focus is not only fair but necessary. The pedagogy is in this book a pawn of the theory. And the theory is, at best, a lesson in how not to teach students how to learn. For despite all its noisy celebrations of methodological, cultural, ontological, and occasionally even human “difference,” the anthology is really a chorus of self-defeating dogma. 1 Like the virtue of variety, even the relative absence of jargon here works as much against as for the book, revealing self-contradictions so perfectly unwitting that they are twice as funny. It is a good thing, then, that the authors eventually contradict these claims, too—even if they know not that they do.The canon? In accordance with postmodern tradition, “the canon” can be calibrated to be whatever best attacks whatever other tradition a particular theorist is aiming at. It is a very modular “monolith.” And theorists never try to “overdetermine” definitions, anyway. The classroom? As an “overdetermined” site of class-struggle, “the classroom (and the academy at large) is... a social institution designed to reproduce the interests, values, and politics of the dominant social classes” (p. 104). Convention? Anything “mainstream” is so polluted with “the notion of mastery, of total and complete knowledge” that even assigning “mainstream” theorists in a theory class “reproduces that hegemony, no matter how critically we read them” (pp. 105, 61). The runoff of mainstream theorists quoted here—conventional MLA Style—makes the same point. Culture? As always already—and only—“a struggle between power and its disenfranchised shadow,” culture “systematically excludes and marginalizes disenfranchised social members” (pp. 263–64, 20–21).Education? As Paulo Freire has revealed, 2 on the one, bad, goatish, wrong Right-wing hand of God, there is the repressive “banking” model of education; on the other, good-shepherdish, right Left-wing side, there is the liberating “problem-posing” model. You are either a droning clerk bent on subduing students into serfdom, or you are a resistance fighter lighting fuses of freedom. “Instrumental activity” does “pedagogical violence,” making the teacher a tyrant and the student a victim, a “submissive imitator” in a “system” that’s “abidingly committed [End Page 337] to the vision of a white-supremacist oligarchy.” Even asking students what level of “guidance” they feel they need is imposing “rhetorical control” (pp. 32, 23, 222, 135).Facts? The fact is, they are “the discursive gestures of the dominant groups” (p. 222). Unless they are... (shrink)

*[[This paper is largely based on material in other papers. The first three sections and the appendix are drawn with minor modifications from Chalmers 2002c . The main ideas of the last three sections are drawn from Chalmers 1996, 1999, and 2002a, although with considerable revision and elaboration. ]].

The causal principle of the Kalām cosmological argument—Everything that begins to exist has a cause—remains controversial. One common objection is that while the principle may apply to things within the universe, it does not apply to the universe itself. Here, I argue that if the universe began uncaused, then there is an extremely high probability that the universe began just moments ago with the appearance of age. However, I further argue that the general agreement of independent estimates for the universe’s (...) age provides powerful empirical evidence that if the universe began to exist, then the universe has a cause. (shrink)

Philosophy and Phenomenological Research, EarlyView.

This paper argues that people commonly make moral and aesthetic errors regarding personal beauty. One moral error involves treating people as if their superficial physical beauty is a key source of their value. This practice immorally objectifies people by treating them as aesthetic objects, such as paintings or sunsets, rather than persons. Physical personal beauty is overrated. And even to the extent to which it may be appropriate to appreciate personal beauty, people still commonly make an aesthetic error by treating (...) people as if their aesthetic value derives primarily from how their faces and bodies look. We thereby overlook much of their aesthetic value, including their aesthetic agency—which involves the aesthetic choices that shape people’s appearance and conduct, as well as their inner selves and character. Moreover, tending to a person’s fuller aesthetic value may mitigate harmful consequences of lookism. (shrink)

In his thoughtful defence of very modest moral enhancement, David DeGrazia1 makes the following assumption: ‘Behavioural improvement is highly desirable in the interest of making the world a better place and securing better lives for human beings and other sentient beings’. Later in the paper, he gives a list of some psychological characteristics that ‘all reasonable people can agree … represent moral defects’. I think I am a reasonable person, and I agree that most if not all items on (...) the lists do represent moral defects—I certainly would regard them as such in a close family member or friend. But if I were in the business of ‘making the world a better place and securing better lives for human beings and other sentient beings’, I would hesitate to prescribe moral enhancement for everyone with these acknowledged defects. A lot of good work, from removing tumours to negotiating treaties, may be best done by people with serious moral defects.For a simple consequentialist, a moral defect is just a trait that tends to make the world a worse place. Not being a consequentialist, I think that moral defects should be identified independently of their tendency to produce worse outcomes. For this reason, I think it's necessary to qualify DeGrazia's starting assumption—I think behavioural improvement may sometimes be undesirable if our goal is to make the world a better place. My reasons will be familiar to readers of Bernard Williams.As …. (shrink)

Standards and norms for reasoning function, in part, to manage epistemic risk. Properly used, modal qualifiers like presumably have a role in systematically managing epistemic risk by flagging and tracking type-specific epistemic merits and risks of the claims they modify. Yet, argumentation-theoretic accounts of presumption often define it in terms of modalities of other kinds, thereby failing to recognize the unique risk profile of each. This paper offers a stipulative account of presumption, inspired by Ullmann-Margalit, as an inferentially generated modal (...) qualifier, “presumably, p,” distinguishing it from other, particularly epistemic modalities, e.g., standing commitments, assumptions, assertions, suppositions, hypotheses, and defeasible claims. By avoiding the tranching of inferential instruments of qualitatively different bona fides and risk profiles, this account provides a more accurate risk-rating system that better manages epistemic risk in inference, as well as contributing to the normative theory of the operation of presumption in reasoning and argument. (shrink)

This is a review essay in English of Dietrich von Engelhardt’s new 2,000-page, four-volume project: 'Medizin in Romantik und Idealismus: Gesundheit und Krankheit in Leib und Seele, Natur und Kultur' (Medicine in Romanticism and Idealism: Health and Illness in Body and Soul, Nature and Culture). (Stuttgart-Bad Cannstatt: frommann-holzboog, 2023), 4 Vols., LII + 1964 pp.

The Problem of Too Many Thinkers is the result, implied by several “permissive” ontologies, that we spatiotemporally overlap with a number of intrinsically person-like entities. The problem, as usually formulated, leaves open a much-neglected question: do we literally share our mental lives, i.e. each of our mental states, with these person-like entities, or do we instead enjoy mental lives that are qualitatively indistinguishable but numerically distinct from theirs? The latter option raises the worry that there is an additional Problem of (...) Too Many Mental Tokens. This paper argues that there is indeed such a problem, at least in fission cases. In the course of articulating this problem, we will make a number of surprising discoveries about the relationship between personal persistence and the metaphysics of mental entities. We will also see that the Problem of Too Many Mental Tokens has significant epistemological and ethical implications, which will haunt us even once we have addressed the Problem of Too Many Thinkers. (shrink)

Taking a new look at the language of ‘religious experience’, the authors in this contribution take into review this aspect in the current theological discussion, and in the church pew, asking the question: Does George Lindbeck’s criticism of the experiential-expressive model of religion still have something to say to us? Firstly, Lindbeck is reviewed and recouped. Then, religious experience and its commodification are discussed, at the hand also of the heritage from Schleiermacher onwards on experience. Taking a position within the (...) post-modern, relativist, critical realist and pragmatist possibilities, a community-embedded sense of truth is concluded to without sacrificing the possibility of universalising claims. Is it possible, though, within the cultural reflex towards psychologised faith to retain a historically oriented depth? (shrink)

Existing analyses of slurs emphasize how linguistic mechanisms make slurs derogatory. I will argue that, in addition to linguistic mechanisms, there are overlooked doxastic and epistemic features of standard slurring utterances that can be sources of offense. Additionally, I argue that the doxastic feature that distinguishes slurring utterances from other negatively valenced utterances is fundamental to understanding slurring terms. Clinical Trial Registration: Not applicable.

In this article, David Hansen works with two conceptions of “being with.” The first is Jean-Luc Nancy's ontological version as found in his Being Singular Plural (1999). The second is Hansen's ontic formulation as expressed in his recent book, Reimagining the Call to Teach: A Witness to Teachers and Teaching (2021). Nancy's notion is ethical as well as ontological. It constitutes a vision of human being qua being and is formulated in critical juxtaposition with the viewpoints on ethics and (...) being of Martin Heidegger and other recent thinkers. Hansen's conception is not ontological, as such, but is ethical in the sense of presuming that teaching is a practice with built-in terms of relationship between teachers, students, and the subject matter of education, where “education” differs from socialization and enculturation. “Being with” constitutes a term of art for the priority in teaching of attunement, responsiveness, and receptivity — both to students and to subject matter — over formal processes of teacher reflection. The latter are indispensable, but they take their identity and their warrant from the fundamental ethical terms of the practice that are rooted in being with. Here, Hansen seeks to show how Nancy's conception of being with enriches the pedagogical idea of being with as the center and circumference of teaching. (shrink)

When patients are admitted to the hospital, they are generally expected to remain in or within close proximity to their assigned rooms in order to promote their safety and appropriate medical care. Although there are circumstances when patients may safely leave their hospital room or floor, guidance within the medical literature for the management of patient movement within the hospital are lacking. Excessive restrictions on patient movement may be seen as overly paternalistic, while lax requirements may interfere with high quality (...) care, patient safety and efficient hospital practice. As a result, guidance in the form of institutional policy is warranted. Such policy development should take into consideration the potential clinical, legal, and ethical concerns in balancing the competing values of patients’ preferences and respect for autonomy, while ensuring high quality, safe, and efficacious medical care. This paper will provide a framework for hospitals to create institution-specific patient movement policies that are fair, systematic, and transparent. (shrink)

Several competing narratives drive the contemporary AI ethics discourse. At the two extremes are sociotechnical dogmatism, which holds that society is full of inefficiencies and imperfections that can only be solved by better technology; and sociotechnical skepticism, which highlights the unacceptable risks AI systems pose. While both narratives have their merits, they are ultimately reductive and limiting. As a constructive synthesis, we introduce and defend sociotechnical pragmatism—a narrative that emphasizes the central role of context and human agency in designing and (...) evaluating emerging technologies. In doing so, we offer two novel contributions. First, we demonstrate how ethical and epistemological considerations are intertwined in the AI ethics discourse by tracing the dialectical interplay between dogmatic and skeptical narratives across disciplines. Second, we show through examples how sociotechnical pragmatism does more to promote fair and transparent AI than dogmatic or skeptical alternatives. By spelling out the assumptions that underpin sociotechnical pragmatism, we articulate a robust stance for policymakers and scholars who seek to enable societies to reap the benefits of AI while managing the associated risks through feasible, effective, and proportionate governance. (shrink)

How is it possible to respond emotionally to that which we believe is not the case? All of the many responses to this "paradox of fiction" make one or more of three important mistakes: (1) neglecting the context of believing, (2) assuming that belief is an all-or-nothing affair, and (3) assuming that if you believe that p then you cannot also reasonably believe that not-p. My thesis is that we react emotionally to stories because we do believe what stories tell (...) us – not fictionally-believe, not make-believe, but believe in the ordinary way in which we believe anything at all. (shrink)

A provocative history of the changing values that have given rise to our present discontents. We pursue power, pleasure, and profit. We want as much as we can get, and we deploy instrumental reasoning—cost-benefit analysis—to get it. We judge ourselves and others by how well we succeed. It is a way of life and thought that seems natural, inevitable, and inescapable. As David Wootton shows, it is anything but. In Power, Pleasure, and Profit, he traces an intellectual and cultural (...) revolution that replaced the older systems of Aristotelian ethics and Christian morality with the iron cage of instrumental reasoning that now gives shape and purpose to our lives. Wootton guides us through four centuries of Western thought—from Machiavelli to Madison—to show how new ideas about politics, ethics, and economics stepped into a gap opened up by religious conflict and the Scientific Revolution. As ideas about godliness and Aristotelian virtue faded, theories about the rational pursuit of power, pleasure, and profit moved to the fore in the work of writers both obscure and as famous as Hobbes, Locke, and Adam Smith. The new instrumental reasoning cut through old codes of status and rank, enabling the emergence of movements for liberty and equality. But it also helped to create a world in which virtue, honor, shame, and guilt count for almost nothing, and what matters is success. Is our world better for the rise of instrumental reasoning? To answer that question, Wootton writes, we must first recognize that we live in its grip. (shrink)

Tarzian and ASBH Core Competencies Update Task Force (2013) say that making ethics consultation accountable means examining the abilities and qualifications of health care ethics consultants (HCECs...

This volume gathers twelve essays by David Wiggins in an area where his work has been particularly influential. Among the subjects treated are: persistence of a substance through change, the notion of a continuant, the logic of identity, the co-occupation of space by a continuant and its matter, the relation of person to human organism, the metaphysical idea of a person, the status of artefacts, the relation of the three-dimensional and four-dimensional conceptions of reality, and the nomological underpinning of (...) sortal classification. From a much larger body of work the author has selected, edited or annotated, and variously shortened or extended eleven pieces. He has added an Introduction and one completely new essay, on the philosophy of biology and the role there of the idea of process. (shrink)

Na poti do sem sem razmišljal, kako začeti to srečanje – in bolj sem razmišljal, bolj se mi je zdelo absurdno, da bi uvodoma predstavljal nekoga, ki ga vsi poznate. Pač pa lahko povem anekdoto, za katero mogoče ne veste vsi. V Društvu za antične in humanistične študije smo predlani prišli na idejo, da bi profesorja Gantarja predlagali za neko drugo nagrado, ki je imela med obrazci tudi obrazec za soglasje predlaganega. Naredil sem osnovnošolsko napako ter pisal profesorju, če ga (...) lahko izpolni in podpiše. On pa mi je odpisal, da je nagrad v življenju dobil preveč in da prosi, naj ga ne predlagamo. Eksplicitno izraženi zahtevi se je težko upreti. Smo pa v društvu tudi poznavalci Otona Župančiča, ki je, kot veste, napisal, da gre osel enkrat na led, »baš to je oslovstvo«, in da modrec ve, kako je »danes pal«, jutri bo pa plesal po njem. Ko smo tako profesorja predlagali naslednjič, tokrat za Prešernovo nagrado, ga nismo nič spraševali. Na tem mestu bi se zato rad zahvalil Miljani Cunta s Slovenske matice, ki je vse to koordinirala, in SAZU, ki je predlog takoj podprla; resnično sem vesel, da ob tej priložnosti lahko sediva tukaj. (shrink)

I ate my broccoli, though my broccoli did not eat me. The eating relation, like many other relations, differentiates between its arguments. The fact that eating holds between a and b does not entail that it holds between b and a. How are we to make sense of this? The standard view is that relations are sensitive to the order of their arguments. As natural as this view is, it has been the target of a powerful objection from Kit Fine. (...) I examine Fine’s objection and defend the standard view. (shrink)

(1992). Immanuel Kant, Jean Piaget and the Rage for Order: Ecological Hints of the Colonial Spirit in Pedagogy. Educational Philosophy and Theory: Vol. 24, No. 1, pp. 28-43.

Philosophers like Shoemaker and Burge argue that only self-conscious creatures can exercise rational control over their mental lives. In particular they urge that reflective rationality requires possession of the I-concept, the first person concept. These philosophers maintain that rational creatures like ourselves can exercise reflective control over belief as well as action. I agree that we have this sort of control over our actions and that practical freedom presupposes self-consciousness. But I deny that anything like this is true of belief.

The chromodomain is a highly conserved sequence motif that has been identified in a variety of animal and plant species. In mammals, chromodomain proteins appear to be either structural components of large macromolecular chromatin complexes or proteins involved in remodelling chromatin structure. Recent work has suggested that apart from a role in regulating gene activity, chromodomain proteins may also play roles in genome organisation. This article reviews progress made in characterising mammalian chromodomain proteins and emphasises their emerging role in the (...) regulation of gene expression and genome organisation. BioEssays 22:124–137, 2000. ©2000 John Wiley & Sons, Inc. (shrink)

In Science, Order and Creativity, David Bohm and F. David Peat argue that science has lost its way in recent years and needs to go beyond a narrow and fragmented view of nature and embrace a wider holistic view that restores the importance of creativity and communication for all humanity - not just scientists. The result of a close collaboration by one of the 20th century's greatest physicists and thinkers, David Bohm, with leading science writer F. (...) class='Hi'>David Peat, provides a rare combination of profound reflection and clear exposition that can be appreciated by anyone concerned with science and its importance in our lives. This new edition includes a new preface and an extended additional chapter by Peat which draws upon further discussions with David Bohm before the latter's death in 1992. A fascinating diagnosis and considered proposal for a cure for science's ills, it is also very accessible entry point to the work of David Bohm. Bohm and Peat contend that science has lost its bearings in the last century in favour of a narrow, abstracted, fragmented approach to nature and reality. Tracing the history of science, Bohm and Peat offer intriguing new insights into how scientific theories come into being, how to eliminate blocks of creativity and how science can lead to a deeper understanding of society, the human condition and the human mind itself. (shrink)

Most cosmologists say dark matter must exist. So far, it’s nowhere to be found. A widely scorned rival theory explains why.

Podstawa przekładu: David Hume, Of the Balance of Trade, w: tegoż, Essays, Moral, Political, and Literary, ed. Eugene F. Miller, Liberty Fund, Inc., Indianapolis 1987. Przypisy, które nie pochodzą od Hume’a, zostały ujęte w nawiasy kwadratowe; wykorzystano w nich uwagi wydawcy edycji będącej podstawą tłumaczenia.