What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition, and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, which focuses specifically on second dialect acquisition. Siegel surveys a wide range of studies that throw light on SDA. These concern dialects (...) of English as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom. (shrink)

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A persistent puzzle for philosophers of science is the well-documented appeal made by scientists to their aesthetic emotions in the course of scientific research. Emotions are usually viewed as irremediably subjective, and thus of no epistemological interest. Yet, by denying an epistemic role for scientists’ emotional dispositions, philosophers find themselves in the awkward position of ignoring phenomena which scientists themselves often insist are of importance. This paper suggests a possible solution to this puzzle by challenging the wholesale identification of emotion (...) with subjectivity. The proposed method is a naturalistic and externalist one, calling for empirical investigation into the intersubjective processes by which scientists’ emotional dispositions become refined and attuned to specific objects of attention. The proposal is developed through a critical discussion of Michael Polanyi’s theory of scientific passions, as well as plant geneticist Barbara McClintock’s celebrated “feeling for the organism.”. (shrink)

The evidential argument from evil seeks to show that suffering is strong evidence against theism. The core idea of the evidential argument is that we know of innocent beings suffering for no apparent good reason. Perhaps the most common criticism of the evidential argument comes from the camp of skeptical theism, whose lot includes William Alston, Alvin Plantinga, and Stephen Wykstra. According to skeptical theism the limits of human knowledge concerning the realm of goods, evils, and the connections between values, (...) undermines the judgment that what appears as pointless evil really is pointless. For all we know the suffering of an innocent being, though appearing pointless, in fact leads to a greater good. In this paper I argue that no one who accepts the doctrines of skeptical theism has a principled way of avoiding moral skepticism. (shrink)

The main objection to human embryonic stem cell research is that it involves killing human embryos, which are essentially beings of the same sort that you and I are. This objection presupposes that we once existed as early embryos and that we had the same moral status then that we have now. This essay challenges both those presuppositions, but focuses primarily on the first. I argue first that these presuppositions are incompatible with widely accepted beliefs about both assisted conception and (...) monozygotic twinning. I then argue that we never existed as embryos. If this last claim is right, killing an embryo does not kill someone like you or me but merely prevents one of us from existing. (shrink)

Replies to critics (Janet Levin, Casey O'Callaghan, and Adam Pautz) for a book symposium on _The Phenomenal and the Representational_.

John Duns Scotus recognizes complexity in God both at the level of God’s being and at the level of God’s attributes. Using the formal distinction and the notion of “unitive containment,” he argues for real plurality in God, but in a way that permits him to affirm the doctrine of divine simplicity. We argue that his allegiance to the doctrine of divine simplicity is purely verbal, that he flatly denies traditional aspects of the doctrine as he had received it from (...) Augustine, Anselm, and Aquinas, and that his denial of the doctrine allows him to escape certain counterintuitive consequences of the doctrine without falling afoul of the worries that motivated the doctrine in the first place. We note also an important consequence of Scotus’s approach to simplicity for the correct interpretation of his view of the foundation of morality. (shrink)

Although the belief that killing is normally wrong is as universal and uncontroversial a moral belief as we are likely to find, no one, to my knowledge, has ever offered an account of why killing is wrong that even begins to do justice to the full range of common sense beliefs about the morality of killing. Yet such an account would be of considerable practical significance, since understanding why some killings are wrong should help us to determine the conditions in (...) which killing is not wrong. For, in those cases in which the reasons why killing is wrong do not apply, killing may be permissible or, if there are positive reasons that favour it, even morally required. (shrink)

Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of the fundamental (...) role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by ‘mastery of techniques’. In opposition to Luntley's liberal‐individual, or his subject as rational agent, the author explores Wittgenstein's non‐foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide. (shrink)

Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to (...) the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices. (shrink)

This is the written version of a reply to Michael Tye's "Transparency, Qualia Realism, and Representationalism," given at the 40th Oberlin Colloquium in Philosophy. It argues that, given one standard way of understanding these theses, qualia realism is trivially true and transparency theses are trivially false. I also discuss four objections to Tye's claim that the phenomenal character of the experience of red just is redness, and conclude by arguing that philosophers of perception should state their claims as about the (...) properties of subjects of experience rather than as about the properties of experiences themselves. (shrink)

Human-nonhuman chimeric research—research on nonhuman animals who contain human cells—is being used to understand human disease and development and to create potential human treatments such as transplantable organs. A proposed advantage of chimeric models is that they can approximate human biology and therefore allow scientists to learn about and improve human health without risking harms to humans. Among the emerging ethical issues being explored is the question of at what point chimeras are “human enough” to have human rights and thus (...) be owed higher standards of research protection than that currently afforded to nonhuman animals. However, this question and other related questions assume that the ethics of experimenting on nonhuman animals have been settled, which they have not. In this essay, we argue that it is imperative to give adequate attention to familiar questions about nonhuman animal research as well as new questions about chimera research and that failure to do so will result in a distorted understanding of the ethics of chimera research. (shrink)

Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his retreat from Cambridge to a remote hut in Norway, leading him on a philosophical search for meaning. This self-transformative (...) (Bildung) process of writing the Philosophical Investigations offers new ways for thinking the concept of ‘place’: not the bounding limit of things/beings; rather, working through the linguistic turn in philosophy, as potentially meaningful ‘sites’ in conceptually familiar/unfamiliar landscapes of native languages. The Investigations also carries ancient Heraclitian and Homeric tropes of homecoming and authenticity: ‘searching ourselves’ and ‘becoming who we are’, as found in Wittgenstein’s call to ‘know our way about’—rediscovering the grammatical order operating out of view but pervading the world as we see and know it, as well as setting its limits. Awareness of different languages of place is crucial to appreciating Indigenous discourses of Land-based education—a topic central to discussions of incorporating Indigenous knowledge while decolonizing education. Rethinking Bildungsroman literature in postcolonial terms—through the lens of reconciliation, renaissance, and resurgence —I call for careful listening to Indigenous peoples’ storied landscapes instead of fact-checking them: recognizing their sovereign right to self-govern their own education and resources. The goal is not to assess the truths of Land-based education, as in some epistemological inquiries, nor to make them accessible as pedagogical resources or instruments for non-Indigenous educators. The aim rather is to promote respect for its deep, nearly inaccessible context within Indigenous grammars and ways of life. (shrink)

This paper responds to Kauffeld’s 2009 OSSA paper, considering the adequacy of his “commitment-based” approach to “ordinary presumptive practices” to sup-ply an account of presumption fit for general application in normative theories of argument. The central issue here is whether socially-grounded presumptions are defeasible in the right sorts of ways so as to pro-duce “truth-tropic” presumptive inferences.

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, (...) or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices. (shrink)

Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of new discourses and policies that often lack practical foundations; consequently, teachers often dissimulate compliance to the reform in order to (...) evade surveillance within such disciplinary apparatuses as teacher training and regimes of inspection. Turning to Foucault, the author views education reforms in terms of power relations within a form of governance: ‘games of truth’, or political and veridical discourses in which dividing practices for sorting out ‘sound’ and ‘unsound’ teaching practices become institutionalised. Wittgenstein's attention to initiate training in practices points to an alternative to naïve forms of relativism; educators must incorporate the new techniques they gradually master and adapt within a viable, shared form of life. Instead of teachers’ normalization and subjugation in what Foucault refers to as education ‘blocks’, new pedagogic practices are better adopted ‘freely’ as arts of self‐transformation. With Hacking, Foucault and Wittgenstein's accounts of the true‐and‐false are blended into an ‘historical ontology’ of present and emergent paradigms: a critique of the limits set down within education reforms that sanction or legitimize certain conduct. Sympathetic to the journal call, this kind of philosophical investigation and genealogical critique of teaching practices gives us a perspicuous view of the local, contingent and at times arbitrary nature of change initiatives. Critical awareness of how our pictures of education can captivate us heightens respect for professional eclecticism. Without ignoring the mandates and official scripts of public education reforms, experienced educators need to be able to conserve their tried and warranted ‘best practices’, while negotiating ranges of tolerance for alternative means. (shrink)

One of the most contentious of Castoriadis' ideas is his concept of creatio ex nihilo (creation from nothing). This article elucidates and evaluates this concept of creation, contrasting Castoriadis' approach with its classical antithesis in the philosophy of Parmenides, who famously concluded that the universe muct be unchanging since nothing can come to be or cease to be.

Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential. Each paper is followed by a response from Scheffler himself. The (...) collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it. (shrink)

Heidegger scholars consider the philosopher's recently published notebooks, including the issues of Heidegger's Nazism and anti-Semitism. For more than forty years, the philosopher Martin Heidegger logged ideas and opinions in a series of notebooks, known as the “Black Notebooks” after the black oilcloth booklets into which he first transcribed his thoughts. In 2014, the notebooks from 1931 to 1941 were published, sparking immediate controversy. It has long been acknowledged that Heidegger was an enthusiastic supporter of the Nazi Party in the (...) early 1930s. But the notebooks contain a number of anti-Semitic passages—often referring to the stereotype of “World-Jewry”—written even after Heidegger became disenchanted with the Nazis themselves. Reactions from the scholarly community have ranged from dismissal of the significance of these passages to claims that the anti-Semitism in them contaminates all of Heidegger's work. This volume offers the first collection of responses by Heidegger scholars to the publication of the notebooks. In essays commissioned especially for the book, the contributors offer a wide range of views, addressing not only the issues of anti-Semitism and Nazism but also the broader questions that the notebooks raise. Contributors Babette Babich, Andrew Bowie, Steven Crowell, Fred Dallmayr, Donatella Di Cesare, Michael Fagenblat, Ingo Farin, Gregory Fried, Jean Grondin, Karsten Harries, Laurence Paul Hemming, Jeff Malpas, Thomas Rohkrämer, Tracy B. Strong, Peter Trawny, Daniela Vallega-Neu, Friedrich-Wilhelm von Herrmann, Nancy A. Weston, Holger Zaborowski. (shrink)

In the paper it is argued that the conceptual resources of Christianity topple the hiddenness argument. According to the author, the variability of the divine love cast doubt on the soundness of Schellenberg’s reasoning. If we understood a perfect love as a maximal and equal concern and identification with all and for all, then a divine love would entail divine impartiality, but because of conflicts of interest between human beings the perfect, divine love cannot be maximal.

Foreword to the new edition Acknowledgements Introduction: radically interpreting Davidson I. From translation to interpretation 1. The Quinean background 1.1 Radical translation and naturalized epistemology 1.2 Meaning and indeterminacy 1.3 Analytical hypotheses and charity 2. The Davidsonian project 2.1 The development of a theory of meaning 2.2 The project of radical interpretation 2.3 From charity to triangulation..

Michael Walzer presents the theory of the just war that he develops in Just and Unjust Wars as a set of principles governing the initiation and conduct of war that are entailed by respect for the moral rights of individuals. I argue in this essay that some of the principles he defends do not and cannot derive from the basic moral rights of individuals and indeed, in some cases, explicitly permit the violation of those rights. I argue, further, that it (...) does not follow, at least in some cases, that the principles are false. Even if some of the principles are not adaptations of a theory of rights to the problems of war, they may still be rational, pragmatic accommodations to epistemic and institutional constraints under which we must now act. Yet I also argue that respect for the rights that Walzer claims that individuals have requires us to try to overcome the epistemic and institutional impediments that restrict us at present. As those impediments are removed, the reasons for acknowledging and following some of the central principles Walzer espouses will diminish and, perhaps, disappear. (shrink)

Even if spectrum inversion of various sorts is possible, spectrum inversion without a difference in representation is not. So spectrum inversion does not pose a challenge for the intentionalist thesis that, necessarily, within a given sense modality, if two experiences are alike with respect to content, they are also alike with respect to their phenomenal character. On the contrary, reflection on variants of standard cases of spectrum inversion provides a strong argument for intentionalism. Depending on one’s views about the possibility (...) of spectrum inversion, the impossibility of spectrum inversion without a difference in representation can also be used as an argument against a variety of reductive theories of mental representation. (shrink)

A random sample of 207 national business consultants is employed to test the effects of individual values and professional ethics on consulting behavior. The results suggest that the individual values held by consultants are positively correlated with professional ethics, but are negatively correlated with consulting behavior. Moreover, there appears to be no significant relationship between the professional ethics of consultants and business consulting behavior. Findings and issues regarding the effectiveness of codes of ethics and implications for both the provider and (...) recipient of professional consulting services are discussed. (shrink)

This paper presents and applies a conceptual framework to address human vulnerability to climate change. Drawing upon social risk management and asset-based approaches, the conceptual framework provides a unifying lens to examine links between risks, adaptation, and vulnerability. The result is an integrated approach to increase the capacity of society to manage climate risks with a view to reduce the vulnerability of households and maintain or increase the opportunities for sustainable development. We identify 'no-regrets' adaptation interventions, meaning actions that generate (...) net social benefits under all future scenarios of climate change and impacts. We also make the case for greater external support for community-based adaptation, discuss the role of social protection, and propose a research agenda. (shrink)

This article critically reviews an outstanding collection of new essays addressing Edmund Husserl’s Crisis of European Sciences. In Science and the Life-World (Stanford, 2010), David Hyder and Hans-Jörg Rheinberger bring together an impressive range of first-rate philosophers and historians. The collection explicates key concepts in Husserl’s often obscure work, compares Husserl’s phenomenology of science to the parallel tradition of historical epistemology, and provocatively challenges Husserl’s views on science. The explications are uniformly clear and helpful, the comparative work intriguing, and the (...) criticisms interesting but uneven. The article also elaborates on Husserl’s phenomenological method as it relates to the historiography of science, and compares his views on mathematical idealisation to more recent work in the analytical tradition. (shrink)

Much of the contemporary discussion over the problem of evil is undermined by a violation of a basic conceptual truth: no rational agent would knowingly engage in self-sabotage. The argument of this paper contends that several prominent versions of the Evidential Argument from Evil are undercut as these arguments imply an incentive structure that would generate perverse outcomes. Put another way, these arguments imply that an omniscient agent would knowingly engage in self-sabotage. Interestingly, however, it is not just arguments from (...) evil which run afoul of the principle that no rational being would knowingly engage in self-sabotage. As several prominent theodicies suffer from the flaw of incentivizing perverse outcomes as well. (shrink)

In "Truth and Meaning", Davidson suggested that a truth theory can do the work of a theory of meaning: it can give the meanings of expressions of a language, and can explain the semantic competence of speakers of the language by stating information knowledge of which would suffice for competence. From the start, this program faced certain fundamental objections. One response to these objections has been to supplement the truth theory with additional rules of inference (e.g. from T-sentences to meaning (...) theorems). I argue that these modifications of Davidson's original idea fail to solve the problems with Davidsonian semantics, and that the prospects for a solution to these problems within the Davidsonian framework are dim. A general lesson to be drawn is that Davidsonian theories do not provide a viable alternative to Russellian and Fregean approaches to semantics which recognize the reality of language-independent contents. (shrink)

The trigonometric table and its construction principles were introduced to China as part of calendar reform, spear-headed by Xu Guangqi in the late 1620s to early 1630s. Chinese scholars attempted and succeeded in uncovering how the construction principles were established in the seventeenth century and then in the eighteenth century expanded to include more algorithms to compute the values of trigonometric lines. Successful as they were in discoursing the construction principles, most Chinese scholars did not actually construct trigonometric tables anew. (...) In the early nineteenth century, a revolutionary approach was developed, which resembles computing a finite sum of power series to trigonometric functions of an arbitrary arc less than a one-half circle. Though hailed by many modern historians as Chinese achievements in developing “infinite series” of trigonometric functions, this approach was viewed by the actors at the time as a quick means to construct trigonometric tables. Interestingly, even with these “quick” methods, no trigonometric table was constructed. Besides the fact that constructing a trigonometric table afresh is a time-consuming business, the classification of the trigonometric table and their construction principles into different genres of knowledge by scholars offers an additional explanation of drastically uneven treatment of trigonometric tables and their construction principles. (shrink)

With the cure rate for many pediatric malignancies now between 70% and 90%, infertility becomes an increasingly important issue. Strategies for preserving fertility in girls and adolescent women occur in two distinct phases. The first phase includes oophorectomy and cryopreservation of ovarian cortex slices or individual oocytes; ultrasound-guided needle aspiration of oocytes, with or without in vitro maturation, followed by cryopreservation; and ovarian autografting to a distant site. The second phase occurs if the woman chooses to pursue pregnancy, and includes (...) IVM of the oocytes, followed by in vitro fertilization and transfer of any created embryos to the woman's uterus. For ovarian autografting, the woman would undergo menotropin ovarian stimulation and retrieval of matured oocytes. The ethical challenges with each of these phases are many of fertility preservation and include issues of informed choice. The lack of proven benefit with these strategies and the associated potential physical and psychological harms require careful attention to the key elements of informed choice, which include decisional capacity, disclosure, understanding and voluntariness, and to the benefits of in-depth counseling to promote free and informed choice at a time that is emotionally difficult for the decision makers. (shrink)

This article addresses the pressing issue of what process courts should use to identify those questions whose resolution lies beyond their appropriate capacity and legitimacy. The search for such a process is a basic constitutional problem that has defied a clear answer for well over a hundred years. The chequered history of earlier attempts illustrates why commentators have once again begun to gravitate towards institutional approaches. The general features of institutional approaches include emphasis on uncertainty, judicial fallibility, systemic impact, collaboration (...) between branches of government and incrementalism in judging. These features, however, are relied upon in support of two conflicting views of the role of judges in public law adjudication. One is restrictive, and advocates sharp limitations to the ambit of judicial review. The other is contextual, and, in stark contrast, it proposes to expand the ambit of review in reliance on the idea of using principles of restraint to structure the exercise of judicial discretion. While this article does not take sides between them, it nonetheless seeks to refine the contextual institutional approach by outlining a general framework for reasoning with principles of restraint, and by addressing some of the key difficulties such a reasoning process would face. (shrink)

A crucial part of William Rowe’s evidential argument from evil implies that God, like a loving parent, would ensure that every suffering person would be aware of his comforting presence. Rowe’s use of the “loving parent” analogy however fails to survive scrutiny as it implies that God maximally loves all persons. It is the argument of this paper that no one could maximally love every person; and whatever variation there is in the divine love undercuts the claim that every suffering (...) person would be aware of the divine presence. (shrink)

Volume 24, Issue 3-4, May - June 2019, Page 437-445.

Marx is famous for apparently dismissing the practical role of philosophy. Yet, as accumulating empirical knowledge of growing life-crises proves, the simply availability of facts is insufficient to motivate struggles for fundamental change. So too manifest social crisis. The economic crisis which began in 2008 has indeed motivated social struggles, but nothing on the order of the revolutionary struggles Marx expected. Rather than make Marx irrelevant, however, the absence of global struggles for truly radical change make his early engagement with (...) the role of philosophy more important than ever. This engagement suggests a conception of philosophy as a uniquely practical discipline distinguished from empirical science by its unique capacity to synthesise values from the facts of life. The article examines the development of this conception of philosophy in Marx’s early work and concludes with the outlines for a new critical philosophy capable of generating a new set of universal values necessary to motivate anti-capitalist struggles today. (shrink)

(1999). Subjecthood and Self-Determination: The Limitations of Postmodernism as Democratic Theory. Canadian Journal of Philosophy: Vol. 29, Supplementary Volume 25: Civilization and Oppression, pp. 147-169.

Drawing upon a range of insights from Plato and Aristotle to Gadamer and Ingarden, this phenomenological study examines the nature of artistic creation. Mitscherling and Fairfield also draw heavily upon many artists’ statements regarding their own creative process.