Accessibilism is a version of epistemic internalism on which justification is determined by what is accessible to the subject. I argue that misunderstandings of accessibilism have hinged on a failure to appreciate an ambiguity in the phrase ‘what is accessible to the subject’. I first show that this phrase may either refer to the very things accessible to the subject, or instead to the facts about which things are accessible to her. I then discuss Ralph Wedgwood’s (2002: 350-352) argument that (...) accessibilism absurdly implies that an infinite regress of facts, each more complex than the last, must be accessible to the subject. I show that this regress objection only threatens the ‘very things’ disambiguation of accessibilism, not the ‘facts about’ disambiguation. After this, I discuss the relationships between the motivations for accessibilism and these two disambiguations. We will see that these motivations appear to support each disambiguation. But I will argue this appearance depends on a mistake. Just as only the ‘facts about’ disambiguation escapes the regress objection, it is also the only disambiguation which enjoys genuine support from the motivations for accessibilism. For these reasons, I recommend that future discussions of accessibilism focus on the ‘facts about’ disambiguation. (shrink)

Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...) critical skills and “rational passions” could be greatly improved. In spite of the dream’s appeal, the reality is, after 30+ years, there is little reason to think the dream resembles reality. After describing what I take to be an adequate definition of CT, such a depressing conclusion will be supported by CT assessment scores from across academe, the continued widespread disagreement among experts in nearly all fields, including CT, and the abundant psychological research on rationality and decision making. And finally, while the ideal extols the value of objectivity, I shall argue that bias may be unavoidable because personal values play a vital role in the evaluation of many arguments. (shrink)

1 Th. 5:17 tells us to pray without ceasing. Many have worried that praying without ceasing seems impossible. Most address the problem by giving an account of the true nature of prayer. Unexplored are strategies for dealing with the problem that are neutral on the nature of prayer, strategies consistent, for example, with the view that only petition is prayer. In this article, after clarifying the nature of the problem for praying without ceasing, I identify and explore the prospects of (...) five different strategies that are neutral in this sense. I also raise problems for each strategy. (shrink)

First-order logic. The origin of modern foundational studies. Frege's system and the paradoxes. The teory of types. Zermelo-Fraenkel set theory. Hilbert's program and Godel's incompleteness theorems. The foundational systems of W.V. Quine. Categorical algebra.

In this paper, after showing how the postmodern critiques of Enlightenment rationality apply to critical thinking, I argue that a critical discussion on any subject must assume specific principles of rationality. I then show how these principles can be used to critique and reject postmodern claims about the contextual nature of rationality.

This book presents and survey of the foundations of mathematics. The emphasis is on a mathematical comparison of systems rather than on any exhaustive development of analysis within a single system. Nevertheless, for most systems considered, enough details are given for the development of arithmetic, and the method of constructing the other notions of analysis is indicated. The elements of the general theory of cardinal and ordinal numbers are also furnished in the course of this work.

With fascinating insight, Love, Power, and Justice explores issues of authentic morality using precepts and arguments from philosophy, science and religion, as well as the profound concepts contained in the Baha'i revelation. This work, now in its second edition, is an innovative contribution to one of the more intractable debates of our time--a time when so many different factions and individuals each claim to speak with moral authority.

While all who are interested in the philosophical issues surrounding feminism should read Simone de Beauvoir's seminal work The Second Sex, many who begin the long journey do not understand the philo- sophical traditions from which her analyses and arguments grow. This makes understanding and appreciating the cogency of her position very difficult. Understanding The Second Sex introduces the naive reader to the necessary philosophical tradition, explicates major portions of the text, and analyzes Simone de Beauvoir's criticisms of marriage and (...) romantic love. (shrink)

ABSTRACT Offsetting is a very ineffective way to do good. Offsetting your lifetime emissions may increase aggregated life expectancy by at most seven years, while giving the amount it costs to offset your lifetime emissions to a malaria charity saves in expectation the life of at least one child. Is there any moral reason to offset rather than giving to some charity that does good so much more effectively? There might be such a reason if your offsetting compensated or somehow (...) benefitted the victims of your emission, since that could mean that you would satisfy the duty not to harm others by emitting and offsetting. But that is typically not true. If your emission harms some person and your offsetting benefits some person, then these are most likely different people. Hence, I conclude, we have a stronger reason to give to effective charities than we have to offset our emissions. (shrink)

After critiquing the arguments against using formal logic to teach critical thinking, this paper argues that for theoretical, practical, and empirical reasons, instruction in the fundamentals of formal logic is essential for critical thinking, and so should be included in every class that purports to teach critical thinking.

The late Dr. William Hatcher was renowned both as an accomplished mathematician, logician and philosopher, and as one of the world?s foremost Bahá?í scholars. To those who knew him, he was also refreshingly approachable, supportive, honest and engaging. In this small but richly insightful volume, modern mathematics and logic meet religion and philosophy in a new and stimulating way. The five essays are entitled: "Platonism and Pragmatism", "Myths, Models and Mysticism", "From Metaphysics to Logic", "A Logical Solution to the (...) Problem of Evil", and "Science and the Bahá?í Faith" With characteristic originality, Dr. Hatcher explores the interface between these disciplines now approaching each other after centuries of mutual mistrust. These valuable intellectual contributions assist the reader to bring into closer harmony the two ultimate realms expressive of essential human nature - namely that of science and of religion. (shrink)

I defend a weak version of the Pigou-Dalton principle for chances. The principle says that it is better to increase the survival chance of a person who is more likely to die rather than a person who is less likely to die, assuming that the two people do not differ in any other morally relevant respect. The principle justifies plausible moral judgements that standard ex post views, such as prioritarianism and rank-dependent egalitarianism, cannot accommodate. However, the principle can be justified (...) by the same reasoning that has recently been used to defend the core axiom of ex post prioritarianism and egalitarianism, namely, Pigou-Dalton for well-being. The arguably biggest challenge for proponents of Pigou-Dalton for chances is that it violates State Dominance for social prospects. However, I argue that we have independent reason for rejecting State Dominance for social prospects, since it prevents a social planner from properly respecting people's preferences. (shrink)

Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.

Recently, there have been at least five best sellers critical of religion and religious belief. It seems, at least among readers in the U.S., that there is great interest in questions about the rationality of religious belief. Ironically, critical thinking texts seldom examine the topic. After reviewing a series of previous arguments that people have an ethical duty to think critically, this paper will evaluate a number of arguments intended to exempt religious belief from the sorts of rational critique covered (...) in critical thinking classes. After critiquing each argument, I conclude that the proper scope of critical thinking should include religious beliefs. In summary, if people have an ethical duty to think critically about important beliefs and religious beliefs are indeed important, then people have an obligation to think critically about religious beliefs. Nothing in the paper addresses the question of whether it is or is not rational to endorse a religion. (shrink)

According to the class of de minimis decision principles, risks can be ignored (or at least treated very differently from other risks) if the risk is sufficiently small. In this article, we argue that a de minimis threshold has no place in a normative theory of decision making, because the application of the principle will either recommend ignoring risks that should not be ignored (e.g., the sure death of a person) or it cannot be used by ordinary bounded and information-constrained (...) agents. (shrink)

In "The Problem with Percy: Epistemology, Understanding and Critical Thinking," Sharon Bailin argues that critical thinking skills do not generalize because students do not understand the larger epistemological picture in which to situate the importance of arguments and reasons. More plausible explanations are: (I) instructors across the disciplines do not give assignments requiring critical thinking (CT) skills, (2) single courses in CT have little effect, (3) pragmatic arguments showing the effectiveness of CT are more effective than epistemological arguments with the (...) average student. So to achieve the generalization of the logical skills and intellectual dispositions inherent in CT courses, CT thinking cannot be departmentalized. (shrink)

I first clarify the idea that blameworthiness requires consciousness as the view that one can be blameworthy only for what is a response to a reason of which one is conscious. Next I develop the following argument: blameworthiness requires exercising control in a way distinctive of persons and doing this, in view of what it is to be a person, requires responding to a reason of which one is conscious. Then I defend this argument from an objection inspired by Arpaly (...) and Schroeder according to which responding to moral reasons suffices for exercising control distinctive of persons. (shrink)

1. Barry and Cullity (2022b) argue that when morally assessing a person’s climate actions,1 we should ask how these actions affect other people’s prospects.2 For the present purposes, we can unders...

This autobiographical piece is in response to Frank Fair’s kind invitation to write a reflective piece on my involvement over the last 30 years in the critical thinking movement, with special attention given to 18 years of assessment data as I assessed students’ critical thinking outcomes at Baker University. The first section of the paper deals with my intellectual history and how I came to a specific understanding of CT. The second deals with the Baker Experiment in combining instruction in (...) CT with written composition, with a special focus on Deductive Reconstruction. The third section goes over our attempts at assessment and what we discovered by using three separate tests. The final section of the paper presents my conclusions about the challenges of teaching CT based on the Baker Experiment. (shrink)

After summarizing Plantinga’s critique of “classical foundationalism” and his substitute, Reformed epistemology, the paper argues that Reformed epistemology has so many problems that it is not an adequate substitute for classical foundationalism. Given Plantinga’s reformed epistemology, believers of any religion could have “knowledge of their God.” This is because Plantinga has not set forth the justifying conditions necessary to distinguish between “properly basic beliefs” as opposed to improperly basic beliefs. Given such problems, it is more reasonable to stick with classical (...) foundationalism rather than Plantinga’s substitute. (shrink)

Parfit (Theoria 82:110–127, 2016) responded to the Sequence Argument for the Repugnant Conclusion by introducing imprecise equality. However, Parfit’s notion of imprecise equality lacked structure. Hájek and Rabinowicz (2022) improved on Parfit’s proposal in this regard, by introducing a notion of degrees of incommensurability. Although Hájek and Rabinowicz’s proposal is a step forward, and may help solve many paradoxes, it can only avoid the Repugnant Conclusion at great cost. First, there is a sequential argument for the Repugnant Conclusion that uses (...) weaker and intuitively more compelling assumptions than the Sequence Argument, and which Hájek and Rabinowicz’s proposal only undermines, in a principled way, by allowing for implausible weight to be put on the disvalue of inequality. Second, if Hájek and Rabinowicz do put such implausible weight on the disvalue of inequality, then they will have to accept that a population A is not worse than another same sized population B even though everyone in B is better off than anyone in A. (shrink)

Thomas Reid uses the term 'moral liberty' to refer to a kind of free will that is agent-causal and incompatible with determinism. I offer and textually support a new interpretation of Reid's third argument for moral liberty, which Reid presents in Section 4.8 of Essays on the Active Powers of Man. Generally regarded as obscure, most commentators either ignore Reid's third argument or lend it cursory attention. In my interpretation, Reid points to the truism that we have reason to think (...) that human persons conceive of long-term plans. Then, Reid argues that determinism implies that God both conceives of and enacts these plans, leaving us without any reason to believe that people even conceive of these plans. Therefore, we should hold onto the truism and reject determinism. On my interpretation, Reid employs the premises of a theistic argument from design as premises of his argument. (shrink)

This is a brief response to David Wright’s commentary on my paper, “Critical Thinking Instruction: A Realistic Evaluation: The Dream vs. Reality.” Wright claims that if one looks more closely at the literature on critical thinking assessment that the reported effect sizes for CT instruction are quite respectable and my standards are too high. My comments will focus is on whether effect size is both problematic and an adequate measure for assessment.

This paper defends two related claims about belief. First, the claim that unlike numerical degrees of belief, comparative beliefs are primitive and psychologically real. Second, the claim that the fundamental norm of Probabilism is not that numerical degrees of belief should satisfy the probability axioms, but rather that comparative beliefs should satisfy certain constraints.

Using 2021 data and information related to COVID‐19, this paper discusses the contribution of colonization, medical mistrust and racism to vaccine hesitancy. Vaccine hesitancy is defined as ‘delay in acceptance or refusal of vaccines despite availability’. Colonization is described as the ‘way the extractive economic system of capitalism came to the United States, supported by systems of supremacy and domination, which are a necessary part of keeping the wealth and power accumulated in the hands of the colonizers and ultimately their (...) financiers’. The system of colonization results in policies and practices, including those related to health, that continue to create oppression and support racism. Persons experience trauma as the byproduct of colonization. Chronic stress and trauma create chronic inflammation and all diseases, whether genetic or lifestyle, have a common pathogenesis that is a component of inflammation. Medical mistrust is the absence of trust that healthcare providers and organizations genuinely care for patients' interests, are honest, practice confidentiality and have the competence to produce the best possible results. Finally, racism is described as everyday racism and perceived racism in healthcare. (shrink)