This study investigated students’ perceptions following a prepared, common presentation regarding academic integrity provided by their residence dons. This peer instruction study utilized both quantitative and qualitative analyses of survey data within a pre-test post-test design. Overall, students reported gains in knowledge, as well as confidence in their knowledge of academic integrity. Notably, students reported increases in their personal value for academic integrity after participating in the presentations. Overall, the quality and content of the presentations were judged positively, and participants’ (...) ratings of the presentation were predictive of increases in personal value of academic integrity, as well as self-reported knowledge and confidence gains. Qualitative analyses supported that the key ideas in the presentation served as the focal material for discussion, but also introduced specific topics that students wanted to explore in greater depth. (shrink)

The heroes and villains of the Dune universe live in a world where violent conflict is an inevitable and necessary part of life. In the brutal worlds of the galactic Imperium and the Arrakeen desert wilderness, inquiry, perception, and logic are no longer tools of scientific truth‐seeking, but have become weapons in a war between minds as sharp as the cutting edge of a crysknife. The inquiries of Dune's characters don't follow the logic of scientific discovery but instead the wartime (...) logic of advantage. The conflict between House Atreides and House Harkonnen stretches back to the earliest days of the empire. In most cases, accurate information would still be preferred, but in this case rapidly formed beliefs that enable a timely decision are ultimately more useful than carefully verified knowledge. The grim necessities of kanly force Dune's characters to value the utility of knowledge over its truthfulness. (shrink)

A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the usefulness of (...) the presentations were middling, students did indicate knowledge gains. Both interest and personal value for academic integrity were highly predictive of positive evaluations of the presentations. Dons and students provided suggestions for improvement and identified more global concerns. (shrink)

The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, (...) and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity. (shrink)

In light of recent doctrinal changes, we examine the confused state of U.S. insider trading law, identifying gaps that permit certain market participants to trade on the basis of material nonpublic information, and contrast U.S. insider trading doctrine with the European approach. We then explore the ethical implications of the status quo in the U.S., explaining why the dominant legal justifications for prohibiting classical insider trading and misappropriation—the fiduciary duty and property rights theories—fail to account for the wrongfulness of insider (...) trading by eavesdroppers and certain tippees. We refute common arguments for legalizing insider trading, including arguments that insider trading is a victimless crime and that the practice promotes efficiency. We explain why insider trading constitutes the moral wrong of cheating, grounding our theory in the legitimate expectations of market participants. Having considered Kantian deontology in other work, we find that virtue ethics theory offers a helpful albeit rough framework for assessing the morality of insider trading independent of its legality. We also find that social contract theories, with norms of equality of opportunity and moral desert, provide a compelling ethical basis for retaining, clarifying and broadening current legal prohibitions against insider trading. (shrink)

According to the traditional philosophical definition, you lie if and only if you say something that you believe to be false and you intend to deceive someone into believing what you say. However, philosophers have recently noted the existence of bald-faced lies, lies which are not intended to deceive anyone into believing what is said. As a result, many philosophers have removed deception from their definitions of lying. According to Jennifer Lackey, this is ‘an unhappy divorce’ because it precludes an (...) obvious explanation of the prima facie wrongness of lying. Moreover, Lackey claims that there is a sense of deception in which all lies are deceptive. In this paper, I argue that bald-faced lies are not deceptive on any plausible notion of deception. In addition, I argue that divorcing deception from lying may not be as unhappy a result as Lackey suggests. (shrink)

This essay contends that Spinoza’s argument for the conatus doctrine does not commit any of the five fallacies of equivocation. The key to a better understanding of his argument lies in a Spinoza’s “theory of inherence” — that is, his theory of what it is to be “in” something. Spinoza’s conatus argument is a valid demonstration from Spinozistic premises about inherence, conception, causation, and related matters. These premises reflect his deep commitment to a rigorous Principle of Sufficient Reason, to a (...) conception of things as causing their own properties through their essences, and to a closely-related conception of causation as identical with or parallel to logical consequence. (shrink)

Deception has long been an important topic in philosophy. However, the traditional analysis of the concept, which requires that a deceiver intentionally cause her victim to have a false belief, rules out the possibility of much deception in the animal kingdom. Cognitively unsophisticated species, such as fireflies and butterflies, have simply evolved to mislead potential predators and/or prey. To capture such cases of “functional deception,” several researchers Machiavellian intelligence II, Cambridge University Press, Cambridge, pp 112–143, 1997; Searcy and Nowicki, The (...) evolution of animal communication, Princeton University Press, Princeton, 2005; Skyrms, Signals, Oxford University Press, Oxford 2010) have endorsed the broader view that deception only requires that a deceiver benefit from sending a misleading signal. Moreover, in order to facilitate game-theoretic study of deception in the context of Lewisian sender-receiver games, Brian Skyrms has proposed an influential formal analysis of this view. Such formal analyses have the potential to enhance our philosophical understanding of deception in humans as well as animals. However, as we argue in this paper, Skyrms’s analysis, as well as two recently proposed alternative analyses, are seriously flawed and can lead us to draw unwarranted conclusions about deception. (shrink)

This essay distinguishes varieties of skepticism along six dimensions. It argues that Hume is unmitigated in his rational support skepticism and in his prescriptive skepticism about certain “high and distant enquiries”, but mitigated in his general practising skepticism and in his general epistemic merit skepticism. Hume’s skepticism must be seen as mitigated in these ways in order to solve four central puzzles for Hume scholars.

It is possible that you are living in a simulation—that your world is computer-generated rather than physical. But how likely is this scenario? Bostrom and Chalmers each argue that it is moderately likely—neither very likely nor very unlikely. However, they adopt an unorthodox form of reasoning about self-location uncertainty. Our main contention here is that Bostrom’s and Chalmers’ premises, when combined with orthodoxy about self-location, yields instead the conclusion that you are almost certainly living in a simulation. We consider how (...) this (surprising) conclusion might be resisted, and show that the analogy between Sleeping Beauty cases and simulation cases provides a new way of evaluating approaches to self-location uncertainty. In particular, we argue that some conditionalization-based approaches to self-location are problematically limited in their applicability. (shrink)

This essay develops on the aesthetic dimensions of decolonial thought in the work of Rodolfo Kusch and Enrique Dussel, who both point us to non-objectifying modes of thinking and being. Beyond a strictly epistemological approach, decolonial critique ought to offer an account of bodies, spaces, and movements that are the very condition of thought—that is to say, the condition of a mode of thinking otherwise, beyond the dominant colonial paradigm. This account of aesthetics involves the spacing and temporalizing of bodies (...) as they live and move through the world, or what Alejandro Vallega calls living-thinking. The spacing-temporalizing of life points us also to the rhythm of life—life as movement, flow, and spacing. Turning to resistant epistemologies alongside the work of Omar Rivera, I consider how these epistemologies go beyond disembodied and abstracted ways of knowing as they sidestep the subject/object divide and engage sensuous and embodied dimensions of thinking, aesthetic experiences, diverse geographies, and histories. In closing, I argue that decolonial aesthetics also points us to a critique of the coloniality of space. Moving beyond a cartographic grid that attempts to capture subjects and spaces in advance on its coordinate plane, decolonial aesthetics opens onto the richness of embodied and cosmic spaces. (shrink)

This chapter contains section titled: Basic Distinctions Basic Principles References Further Reading.

Book list for independent research component Aizenman, J., and Pinto, B. (eds.), Managing Economic Volatility and Crises: A Practitioner’s Guide. Cambridge U.P. 978-0521855242..

P. J. E. Kail's Projection and Realism in Hume's Philosophy is an excellent book, consisting—like Hume's Treatise itself—of three excellent parts. I will comment on one central aspect of its second part: its explanation of the source of the second thoughts that Hume famously expressed, with a frustrating lack of specificity, about his own initial discussion of personal identity in the Treatise.As is well known, Hume holds in the section "Of personal identity" (T 1.4.6) that a self, mind, or person (...) is "nothing but a bundle or collection of different perceptions" (T 1.4.6.4; SBN 252) and, more specifically, a "system of different perceptions or different existences link'd together by the relation of cause and .. (shrink)

It has been suggested that the measuring apparatus used to measure quantum systems ought to be idealized as consisting of an infinite number of quantum systems. Let us call this the infinity assumption. The suggestion that we ought to make the infinity assumption has been made in connection with two closely related but distinct problems. One is the problem of determining the importance of the limitations on measurement incorporated into the Wigner-Araki-Yanase quantum theory of measurement. The other is the measurement (...) problem. These problems are not internal to the quantum mechanical formalism. They arise when we obtain particular formal results in applying the quantum mechanical formalism to measurement interactions. The formal results are problematic because they resist explanation. Various authors have claimed that by making the infinity assumption we can neglect the limitations on measurement. Bub (1988) and (1989) claims it allows us to solve the measurement problem. I will argue that both claims are unjustified. (shrink)

Heintz & Scott-Phillips's hypothesis that the topic range and type diversity of human expressive communication gains support from consilience with prior accounts of market exchange as fundamental to unique human niche construction, and of mindshaping as much more important than mindreading. The productivity of the idea is illustrated by the light it might shed on why elephants seem to engage in continuous social communication for little evident purpose.

Hume's Morality: Feeling and Fabrication 1 is a most useful and agreeable book. It contains a wealth of analysis, argument, and insight about many of the most central elements of the moral theory of one of the greatest moral philosophers in human history: David Hume. The book is well-conceived, well-argued, stimulating, informative, clear, precise, thorough, balanced, nuanced, and ingenious, while evincing—especially in its concluding chapter, when considering possible extensions of Hume's theory—a certain subtle but pleasing "warmth in the cause of (...) virtue." As Hume would be the first to recognize, these traits of the book are indications of the personal merit of its author: Rachel Cohon. Indeed, if Cleanthes. (shrink)

This critical reader brings together both essential as well as under-recognized writings from the work of Don Ihde, one of the most important contemporary thinkers on technology and human experience.

This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam. (1980) Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16,37, 45, 60, 63, 64, 65, 66, and 67. As shown (...) in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas, Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking. (shrink)

David Hume’s “Title Principle,” as it has come to be called, is a specification of the normative scope of reason: “Where reason is lively, and mixes itself with some propensity, it ought to be assented to. Where it does not, it never can have any title to operate on us.” This chapter seeks to answer four central questions about the principle. First, what does Hume mean by “reason” in it? Second, what particular kinds of beliefs does it mandate or disallow? (...) Third, what kind of normativity is expressed by its use of “ought”? Fourth, can it permit Hume properly to overcome—if only to some extent—the “doubts,” “contradictions and imperfections,” and “objections” concerning the use of reason that he describes prior to stating the principle? The chapter concludes with brief reflections on the significance for contemporary epistemology of Hume’s use of the Title Principle. (shrink)

It is an honor to receive such extensive comments from Louis Loeb, whose work I admire and from whom I have learned much. In particular, his landmark 2002 book, Stability and Justification in Hume’s “Treatise” and his 2010 collection of essays, Reflection and the Stability of Belief: Essays on Descartes, Hume, and Reid are essential reading for anyone who wants to understand early modern epistemology. Some of what I have learned from him is reflected in the book on which he (...) is now commenting which is not, of course, to say that he approves of all of the uses I make of his work, nor that I agree... (shrink)