This paper reviews intellectualistic, dispositional, and feeling or occurrent theories of belief. The feeling theory is favored. The purpose of belief is to guide action, not to indicate truth. Decisions about actions often have to be made quickly in the absence of evidence. Belief gives speed and economy to inquiry and counterfactual thinking. The feeling theory explains this role of belief and suggests mechanisms for overconfidence of correctness, confirmation bias, wishful believing, vacillating belief, the difficulty with multifactorial reasoning, the inability (...) to withhold judgment, the delusions of mental illness, and the relations between belief, opinion, and knowledge. The intellectualistic theory of belief fails because it gives undue weight to evidence as the most salient or available factor concerned with belief, which leads to the mistaken conclusion that the purpose of belief is to indicate truth. (shrink)

This paper is a response to papers by Wilson, Burwood and White concerning equal opportunities as an educational ideal. I seek to legitimate this ideal, in contrast to these earlier attempts to persuade us that it is incoherent, unreasonable or misguided. I argue that, given the social context in which the term is used, it is meaningful and represents rational and praiseworthy goals. I identify four aspects of ‘equal opportunities’ and conclude that the concern to promote such opportunities arises from (...) desire for a more just educational provision and out of concern for the well-being of children in oppressed groups. (shrink)

Lomonosov began his scientific career with the study of mining, but his active mind quickly led him to the considerations of physics and chemistry which occupied most of his life. Only toward the end of his career did he begin the systematic treatment of geology and metallurgy. The guiding principle of his thought in these fields became and remained a belief in the extreme age of the earth and the constant modification of its surface. He assumed the presence of a (...) central fire produced by the gradual consumption of sulphur, whose combustion produced earthquakes and mountain formation. Rock formed from clay and eroded into sand which could again be compacted to rock. Plants and animals produced alkaline and earthy materials which by combination with vitriolic acid and phlogiston from burning sulphur gave salt and metals. Fossils were petrified organic remains. (shrink)

Mal Leicester; Competence, Knowledge and Education: reply to Hyland, Journal of Philosophy of Education, Volume 28, Issue 1, 30 May 2006, Pages 113–118, https:/.

Mal Leicester; Collective Moral Philosophy and Education for Pluralism: a replay to Graham Haydon, Journal of Philosophy of Education, Volume 20, Issue 2, 30 Ma.

Mal Leicester; Racism, Responsibility and Education, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 201–206, https://doi.org/10.1111.

In March 2016, an interdisciplinary group met for two days and two evenings to explore the implications for policy making of second-order science. The event was sponsored by SITRA, the Finnish Parliament's Innovation Fund. Their interest arose from their concern that the well-established ways, including evidence-based approaches, of policy and decision making used in government were increasingly falling short of the complexity, uncertainty, and urgency of needed decision making. There was no assumption that second-order science or second-order cybernetics would reveal (...) any practical possibilities at this early stage of enquiry. On the other hand, some members of the group are practioners in both policy and in facilitating change in sectors of society. Thus, the intellectual concepts were strongly grounded in experience. This is an account of the deliberations of that group and some reflections on what came out of the various shared contributions and ensuing dialogues. The overall conclusion of the event is that there definitely are possibilities that are worthy of further research and exploration. (shrink)

Consider a circle and a pair of its semicircles. Which is prior, the whole or its parts? Are the semicircles dependent abstractions from their whole, or is the circle a derivative construction from its parts? Now in place of the circle consider the entire cosmos (the ultimate concrete whole), and in place of the pair of semicircles consider the myriad particles (the ultimate concrete parts). Which if either is ultimately prior, the one ultimate whole or its many ultimate parts?

Dual-process and dual-system theories in both cognitive and social psychology have been subjected to a number of recently published criticisms. However, they have been attacked as a category, incorrectly assuming there is a generic version that applies to all. We identify and respond to 5 main lines of argument made by such critics. We agree that some of these arguments have force against some of the theories in the literature but believe them to be overstated. We argue that the dual-processing (...) distinction is supported by much recent evidence in cognitive science. Our preferred theoretical approach is one in which rapid autonomous processes are assumed to yield default responses unless intervened on by distinctive higher order reasoning processes. What defines the difference is that Type 2 processing supports hypothetical thinking and load heavily on working memory. (shrink)

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)

This title presents a comprehensive guide to interpretative phenomenological analysis (IPA) which is an increasingly popular approach to qualitative inquiry taught to undergraduate and postgraduate students today.

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

Suppose that Ann says, “Keith knows that the bank will be open tomorrow.” Her audience may well agree. Her knowledge ascription may seem true. But now suppose that Ben—in a different context—also says “Keith knows that the bank will be open tomorrow.” His audience may well disagree. His knowledge ascription may seem false. Indeed, a number of philosophers have claimed that people’s intuitions about knowledge ascriptions are context sensitive, in the sense that the very same knowledge ascription can seem true (...) in one conversational context but false in another. This purported fact about people’s intuitions serves as one of the main pieces of evidence for epistemic contextualism. (shrink)

Contextualism treats ‘knows’ as an indexical that denotes different epistemic properties in different contexts. Contrastivism treats ‘knows’ as denoting a ternary relation with a slot for a contrast proposition. I will argue that contrastivism resolves the main philosophical problems of contextualism, by employing a better linguistic model. Contextualist insights are best understood by contrastivist theory.

The physical and/or intrinsic connection approach to causation has become prominent in the recent literature, with Salmon, Dowe, Menzies, and Armstrong among its leading proponents. I show that there is a type of causation, causation by disconnection, with no physical or intrinsic connection between cause and effect. Only Hume-style conditions approaches and hybrid conditions-connections approaches appear to be able to handle causation by disconnection. Some Hume-style, extrinsic, absence-relating, necessary and/or sufficient condition component of the causal relation proves to be needed.

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)

Life is a group project. It takes a village. The same is true of our intellectual lives. Since we are finite cognitive creatures with limited time and resources, any healthy intellectual life requires that we rely quite heavily on others. For nearly any question you want to investigate, there is someone who is in a better epistemic position than you are to determine the answer. For most people, their expertise does not extend far beyond their own personal lives, and even (...) here we can sometimes find others who are more reliable. Without relying on them we would know very little about the world. Since others are typically better positioned to determine the answers to the questions we have, it should make us wonder why we should bother to try and figure out much of anything at all for ourselves. After all, when trying to find an answer to a question, we should take the best route to the answer, and the most reliable route to the answer to most questions is to rely on the minds of others. At the same time, there is something defective about an intellectual life that outsources nearly all of its intellectual projects. That is, it seems that individuals ought to think for themselves, at least about some issues and at least some of the time. The puzzle is in determining why it is epistemically valuable to think for yourself, since doing so will almost always not be the best available route to the answer of your question. In this paper, I will first clarify our central question and sharpen this puzzle regarding epistemic autonomy. Having done so, I will argue that autonomous deliberation can be epistemically valuable to inquirers both when it is successful, as well as when it is unsuccessful. I conclude by gesturing at how these considerations point us toward an account of epistemic autonomy as an intellectual virtue. (shrink)

Doing and Being confronts the problem of how to understand two central concepts of Aristotle's philosophy: energeia and dunamis. While these terms seem ambiguous between actuality/potentiality and activity/capacity, Aristotle did not intend them to be so. Through a careful and detailed reading of Metaphysics Theta, Beere argues that we can solve the problem by rejecting both "actuality" and "activity" as translations of energeia, and by working out an analogical conception of energeia. This approach enables Beere to discern a hitherto unnoticed (...) connection between Plato's Sophist and Aristotle's Metaphysics Theta, and to give satisfying interpretations of the major claims that Aristotle makes in Metaphysics Theta, the claim that energeia is prior in being to capacity and the claim that any eternal principle must be perfectly good. (shrink)

A tropel is a particular property: the redness of a rose, the roundness of the moon. It is generally supposed that tropes are individuated by primitive quantity: this redness, that roundness. I argme that the trope theorist is far better served by individuating tropes by spatiotemporal relation: here redness, there roundness. In short, tropes are not this-suches but here-suches.

The skeptic says that “knowledge” is an absolute term, whereas the contextualist says that ‘knowledge” is a relationally absolute term. Which is the better hypothesis about “knowledge”? And what implications do these hypotheses about “knowledge” have for knowledge? I argue that the skeptic has the better hypothesis about “knowledge”, but that both hypotheses about “knowledge” have deeply anti‐skeptical implications for knowledge, since both presuppose our capacity for epistemically salient discrimination.

The study of deductive reasoning has been a major paradigm in psychology for approximately the past 40 years. Research has shown that people make many logical errors on such tasks and are strongly influenced by problem content and context. It is argued that this paradigm was developed in a context of logicist thinking that is now outmoded. Few reasoning researchers still believe that logic is an appropriate normative system for most human reasoning, let alone a model for describing the process (...) of human reasoning, and many use the paradigm principally to study pragmatic and probabilistic processes. It is suggested that the methods used for studying reasoning be reviewed, especially the instructional context, which necessarily defines pragmatic influences as biases. (shrink)

Research on theory of mind has primarily focused on demonstrating and understanding the ability to represent others' non‐factive mental states, for example, others' beliefs in the false‐belief task. This requirement confuses the ability to represent a particular kind of non‐factive content (e.g., a false belief) with the more general capacity to represent others' understanding of the world even when it differs from one's own. We provide a way of correcting this. We first offer a simple and theoretically motivated account on (...) which tracking another agent's understanding of the world and keeping that representation separate from one's own are the essential features of a capacity for theory of mind. We then show how these criteria can be operationalized in a new experimental paradigm: the “diverse‐knowledge task.”. (shrink)

I begin by expressing my sincere thanks to my critics for taking time from their own impressive projects in epistemology to consider mine. Often, in reading their criticisms, I had the feeling of having received more help than I really wanted! But the truth of the matter is that we learn best by making mistakes, and I appreciate the conscientious attention to my work that my critics have shown.

This article is a selective review of David Lewis's Counterfactuals, a challenging, provocative, absorbingly interesting attempt to analyze statements of the form “If it were the case that P, then it would be the case that Q.” I shall follow Lewis in calling these “counterfactuals,” and shall nearly follow him in abbreviating them to the form P→Q.Chapter 1, which is nearly a third of the whole, gives the analysis and proves that it endows counterfactuals with some properties which they evidently (...) do have. Chapter 2 presents some “alternative formulations” of the analysis—a logical jeu d'esprit which I shall not discuss except for the section about “cotenability.”. (shrink)

My topic is the relation between the right and the good. I introduce it by relating some aspects of the debate between various British intuitionists in the first half of the present century. In Principia Ethica G. E. Moore claimed that to be right is to be productive of the greatest good. He wrote ‘This use of “right”, as denoting what is good as a means, whether or not it be also good as an end, is indeed the use to (...) which I shall confine the word’ . By the time he wrote his Ethics he seems to have weakened his position, and offers conduciveness to the good not as a definition of ‘right’ but as an account of the one and only property that makes acts right. Even if it be the only right-making property, conduciveness to the good will not be identical with the right-ness that it makes. (shrink)