A review of *The Social Origins of Language* by Robert M. Seyfarth and Dorothy L. Cheney; edited and introduced by Michael L. Platt.

Throughout the history of philosophy, skepticism has posed one of the central challenges of epistemology. Opponents of skepticism--including externalists, contextualists, foundationalists, and coherentists--have focussed largely on one particular variety of skepticism, often called Cartesian or Academic skepticism, which makes the radical claim that nobody can know anything. However, this version of skepticism is something of a straw man, since virtually no philosopher endorses this radical skeptical claim. The only skeptical view that has been truly held--by Sextus, Montaigne, Hume, Wittgenstein, and, (...) most recently, Robert Fogelin--has been Pyrrohnian skepticism. Pyrrhonian skeptics do not assert Cartesian skepticism, but neither do they deny it. The Pyrrhonian skeptics' doubts run so deep that they suspend belief even about Cartesian skepticism and its denial. Nonetheless, some Pyrrhonians argue that they can still hold "common beliefs of everyday life" and can even claim to know some truths in an everyday way. This edited volume presents previously unpublished articles on this subject by a strikingly impressive group of philosophers, who engage with both historical and contemporary versions of Pyrrhonian skepticism. Among them are Gisela Striker, Janet Broughton, Don Garrett, Ken Winkler, Hans Sluga, Ernest Sosa, Michael Williams, Barry Stroud, Robert Fogelin, and Roy Sorensen. This volume is thematically unified and will interest a broad spectrum of scholars in epistemology and the history of philosophy. (shrink)

Expressivism faces four distinct problems when evaluative sentences are embedded in unassertive contexts like: If lying is wrong, getting someone to lie is wrong, Lying is wrong, so Getting someone to lie is wrong. The initial problem is to show that expressivism is compatible with - being valid. The basic problem is for expressivists to explain why evaluative instances of modus ponens are valid. The deeper problem is to explain why a particular argument like - is valid. The deepest problem (...) is to explain the meanings of evaluative conditionals like . Expressivists can solve the initial and basic problems simply by acknowledging that evaluative sentences have minimal truth aptness, but the deeper and deepest problems require more. The deepest problem cannot be solved even with the semantics of Gibbard and Blackburn, as is shown by an extension of Dreier’s hiyo argument. (shrink)

Journal of Political Philosophy, EarlyView.

The deposition of the political -- From paradox to partage : on citizenship and teletechnologies -- The disposition of being -- Being communist -- Seattle and the space of exposure.

The object of this paper is to argue once again for the combinatorial account of possibility defended in earlier work. But there I failed fully to realise the dialectical advantages that accrue once one begins by assuming the hypothesis of logical atomism, the hypothesis that postulates simple particulars and simple universals at the bottom of the world. Logical atomism is, I incline to think, no better than ‘speculative cosmology’ as opposed to ‘analytic ontology’, to use Donald Williams’ terminology. It is, (...) however, not an implausible hypothesis given the current state of quantum physics. More important for our purposes here, the strictly combinatorial theory that flows rather naturally from the atomist metaphysics shows some promise of continuing to hold in a world that is not an atomist world. (shrink)

At first glance, legislation intended to shape American adult Iiteracy programs appears egalitarian and hopeful. After a more thorough reading, the legislative objectives are Iimited, culturally biased, and largely unattainable. In order to develop coherent Iiteracy pedagogy, we explore Paulo Freire’s definition of critical thinking. From a critical theory perspective, we argue that a vocational education of learning basic skills is insufficient. Furthermore, we believe that more is needed to help adult learners beconle self-sufficient in a modern, dynamic economy. Critical (...) thinking, as defined by Freire, along with vocational education allows individuaIs to develop their ontological right to become aware of historical and social forces. (shrink)

There is growing interest in developing co-operation between adult literacy researchers and practitioners to further research skills and approaches. Canada’s National Literacy Secretariat has recently initiated a series of policy debates that suggested several possibilities: targeted research grants, research internships for practitioners, practical sabbaticals for researchers, support for networking between literacy researchers and practitioners, and joint seminars and workshops between researchers and practitioners. A common theme throughout these discussions is the need to develop critical thinking about both collaborative research and (...) adult literacy. In this paper we discuss two collaborative initiatives between university-based researchers and adult literacy groups in the provinces of British Columbia and Ontario. Each project was based on the notion of “research circles” and specifically designed to enhance research capacity and critical thinking about literacy research. (shrink)

Hume's theory of practical rationality, it has been claimed, fails to account for the intrinsically social character of practical deliberation and of the norms governing action. While the standard way of pressing this critique is unsuccessful, it can be advanced in another way. It is alleged that Hume cannot explain how it is possible to act contrary to reason because he holds that practical reasons are grounded in brute desires which are beyond the reach of rational criticism. But Hume offers (...) a rich explanation of practical irrationality. To show that Hume's theory of practical reason is too individualistic, a problem in his account of theoretical reason must first be appreciated. Hume thinks that rational agents should only trust in testimony about matters of fact when that trust can be reductively justified on the basis of their own observations. Such a stringently individualistic criterion would shrink the scope of human knowledge beyond recognition. Similarly, Hume thinks that rational agents should only trust advice---testimony about what is valuable or desirable---when that trust can be instrumentally justified in terms of their own antecedent values or desires. Individuals bound by this criterion would be unable to deliberate rationally when faced with novel and challenging circumstances. Humean theories must treat trust in advice as default justified if this problem is to be avoided. (shrink)

The prelims comprise: Introduction Why is Testing Children a Moral Problem? A 37‐Nation Survey of Ethical Views A Clash of Autonomies: Parent and Child Survey Results When is a Child or Adolescent Ready to Know? Newborn Screening: The “Genetic Report Card” Prenatal Tests for Adult‐onset Disorders Commercialization Conclusion Acknowledgments.

We respond to recent comments on our proposal to improve justice in ventilator triage, in which we used as an example New Jersey’s publicly available and legally binding Directive Number 2020-03. We agree with Bernard Lo and Doug White that equity implications of triage frameworks should be continually reassessed, which is why we offered six concrete options for improvement, and called for monitoring the consequences of adopted triage models. We disagree with their assessment that we mis-characterised their Model Guidance, as (...) included in the NJ Directive, in ways that undermine our conclusions. They suggest we erroneously described their model as a two-criterion allocation framework; that recognising other operant criterion reveals it ‘likely mitigate[s] rather than exacerbate[s] racial disparities during triage’, and allege that concerns about inequitable outcomes are ‘without evidence’. We highlight two major studies robustly demonstrating why concerns about disparate outcomes are justified. We also show that White and Lo seek to retrospectively—and counterfactually—correct the version of the Model Guideline included in the NJ Directive. However, as our facsimile reproductions show, neither the alleged four-criteria form, nor other key changes, such as dropping the Sequential Organ Failure Assessment score, are found in the Directive. These points matter because our conclusions hence stand, because the public version of the Model Guidance had not been updated to reduce the risk of inequitable outcomes until June 2021 and NJ’s Directive still does not reflect these revisions, and, hence, represents a less equitable version, as acknowledged by its authors. We comment on broader policy implications and call for ways of ensuring accurate, transparent and timely updates for users of high-stakes guidelines. (shrink)

People with personality disorders should be treated fairly. Potential crime victims should be protected. That much is uncontroversial. The hard questions ask what is fair, when is protection adequate, and how should we achieve fairness and protection together. Peay outlines five main hurdles that the law must jump to reach these goals. All five raise serious challenges. To begin to address these challenges, we must first clarify what a personality disorder is. The notion of a personality disorder is defined very (...) broadly in DSM-IV-TR as any inflexible, pervasive, enduring, stable, and early-onset pattern of experience and behavior that deviates markedly from cultural expectations, leads to clinically .. (shrink)

Soft skills help prepare kids for school and the workplace. They are a series of strategies that help children learn competencies such as manners, respect, and organization. This book focuses on fourteen soft skills that all kids need, as well as how teachers and parents can work together to help children both at home and in educational settings.

The number of people in immediate need of anti‐retroviral treatment (ART) in the southern African region continues to significantly exceed the capacity of health systems there to provide it. Approaches to this complex rationing dilemma have evolved in different directions. The ethical concepts of fairness and equity have been suggested as a basis to guide the development of approaches to select patients for ART. This article reports the results of a case study on patient selection at a rural ART clinic (...) in Lesotho. The purpose of the study was to examine whether or not such concepts had relevance or operative value for a treatment team providing ART in rural Lesotho. The study found that while concepts of fairness and equity were relevant to the work of the treatment team, patient selection practices did not necessarily reflect what these concepts entail. The idea of fairness as a structured, formalized selection process did not figure in the approach to ART provision at the site. A less formal, ‘first‐come‐first‐served’ approach was adopted. While there was knowledge among some team members that social, economic or geographic conditions inhibit individuals and groups from gaining access to ART and that this was inequitable, it was felt that there was little they could do to try to mediate the impact of these conditions. The study's findings pose importance questions about the approach to ART programming in resource constrained settings. The findings also question the relevance of trying to achieve fairness and equity when the gap between need for care and capacity to provide it remains so large. (shrink)

This co-edited volume compares Chinese and Western experiences of engineering, technology, and development. In doing so, it builds a bridge between the East and West and advances a dialogue in the philosophy of engineering. Divided into three parts, the book starts with studies on epistemological and ontological issues, with a special focus on engineering design, creativity, management, feasibility, and sustainability. Part II considers relationships between the history and philosophy of engineering, and includes a general argument for the necessity of dialogue (...) between history and philosophy. It continues with a general introduction to traditional Chinese attitudes toward engineering and technology, and philosophical case studies of the Chinese steel industry, railroads, and cybernetics in the Soviet Union. Part III focuses on engineering, ethics, and society, with chapters on engineering education and practice in China and the West. The book’s analyses of the interactions of science, engineering, ethics, politics, and policy in different societal contexts are of special interest. The volume as a whole marks a new stage in the emergence of the philosophy of engineering as a new regionalization of philosophy. This carefully edited interdisciplinary volume grew out of an international conference on the philosophy of engineering hosted by the University of the Chinese Academy of Sciences in Beijing. It includes 30 contributions by leading philosophers, social scientists, and engineers from Australia, China, Europe, and the United States. (shrink)

Most of the New Theory of Vision is an argument for a negative answer to Molyneux's question.// re primacy of vision in spatial perception: "most rational philosopher on this topic is Berkeley, whose New Theory of Vision presents in cogent detail the argument" (from Bennett 1966, p. 30, in note cites 41ff.).// Berkeley's criticisms of Locke: "If we really abstract from colour and hardness and all that 'belongs to sensation', so far from being left with 'pure' notions of extension and (...) figure, we are left with nothing but words emptied of meaning" (from Strawson 1966, p. 61). (shrink)