In this paper I shall venture into an area with which I am not very familiar and in which I feel far from confident; namely into phenomenology. My main motive is not to get away from standard, boring, methodological questions like those of induction and demarcation; but the conviction that a phenomenological account of the empirical basis forms a necessary complement to Popper's falsificationism. According to the latter, a scientific theory is a synthetic and universal, hence unverifiable proposition. In fact, (...) in order to be technologically useful, a scientific hypothesis must refer to future states-of-affairs; it ought therefore to remain unverified. But in order to be empirical, a theory must bear some kind of relation to factual statements. According to Popper, such a relation can only be one of potential conflict. Thus a theory T will be termed scientific if and only if T is logically incompatible with a so-called basic statement b, where b is both empirically verifiable and empirically falsifiable. In other words: T is scientific if it entails ¬b; where b, hence also ¬b, is an empirically decidable proposition. (shrink)

Despite the periodic table having been discovered by chemists half a century before the discovery of electronic structure, modern designs are invariably based on physicists’ definition of periods. This table is a chemists’ table, reverting to the phenomenal periods that led to the table’s discovery. In doing so, the position of hydrogen is clarified.

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

Sir Francis Galton writes: “Those who find a difficulty in understanding how a feebly felt mental action can vanquish a strong desire, will find the difficulty vanish if they consent to assume a physiological and not a psychical standpoint. The gain is as great as viewing the planetary system after the fashion of Copernicus, instead of that of Ptolemy. There is nothing contrary to experience in supposing that conflicting physiological actions may be perceived with a distinctness quite disproportionate to their (...) real efficacy. We may compare the conflict between faintly perceived activities of one kind and clearly perceived activities of another kind, to that between troops dressed in a uniform scarcely distinguishable from the background with others clad in staring scarlet. We must be content to admit that our consciousness has a very inexact cognisance of the physiological battles in our brain, and that the mystery why apparently weak motives of one class should invariably get the better of apparently strong motives of another class, lies wholly in the word ‘apparently’. In short, that the appearances of their relative strength are deceptive”. (shrink)

Wegner (2002) fails to (1) distinguish conscious will and voluntariness; (2) account for everyday willed acts; and (3) individuate thoughts and acts. Wegner incorrectly implies that (4) we experience acts as willed only when they are caused by unwilled thoughts; (5) thoughts are never true causes of actions; and (6) we experience ourselves as first performing mental acts which then cause our intentional actions.

This inaugural lecture considers three main aspects of the relationship between science and morality in Greco-Roman antiquity: first some of the ancient debates on the morality of particular scientific research programmes, especially in connection with the practice of human and animal dissection and vivisection; secondly ancient attempts to secure the autonomy and objectivity of natural scientific inquiry; and thirdly the continuing influence - in certain areas of ancient science - of values, including moral and political values, and of the assumption (...) of the privileged position occupied by human beings in the animal kingdom and the cosmos. (shrink)

Negotiation is a complex and dynamic decision process during which parties perceptions, preferences, and roles may change. Modelling such a process requires flexible and powerful tools. The use of rule-based formalism is therefore expanded from its traditional expert system type technique, to structuring and restructuring non-trivial processes like negotiation. Using rules we build a model of a negotiation problem. Some rules are used to infer positions and reactions of the parties, other rules are used to modify problem representation when such (...) a modification is necessary. We illustrate the approach with a contract negotiation case between two large companies. We also show how this approach could help one party to realize that negotiations are being carried on against their assumptions and expectations. (shrink)