Now in a thoroughly revised and expanded third edition, this authoritative Handbook reviews current knowledge about all aspects of emotion and its role in human ...

Inspired by Williamson’s knowledge-first epistemology, I propose a position on practical knowledge that can be called the ‘know-how-first view’; yet whereas Williamson is one of the pioneers of the new intellectualism about know-how, I employ the know-how-first view to argue against intellectualism and instead develop a know-how-first version of anti-intellectualism. Williamson argues that propositional knowledge is a sui generis unanalyzable mental state that comes first in the epistemic realm; in parallel, I propose that know-how is a sui generis unanalyzable power (...) that comes first in the practical realm. To motivate this suggestion, I put forward two arguments: drawing on dispositionalist ideas, I argue that the practical component of know-how is unanalyzable; based on an investigation of the natures of intentionality and intelligence, I argue that know-how is prior to intentional and intelligent abilities in the order of explanation of agential action. Deploying this know-how-first anti-intellectualism, I then set out know-how-first solutions to two challenging problems for anti-intellectualism: the sufficiency problem and the necessary condition problem. (shrink)

The latest edition of the Diagnostic and Statistical Manual of Mental Disorders included the Social Communication Disorder as a new mental disorder characterized by deficits in pragmatic abilities. Although the introduction of SPCD in the psychiatry nosography depended on a variety of reasons—including bridging a nosological gap in the macro-category of Communication Disorders—in the last few years researchers have identified major issues in such revision. For instance, the symptomatology of SPCD is notably close to that of Autism Spectrum Disorder. This (...) opens up the possibility that individuals with very similar symptoms can be diagnosed differently and receive different clinical treatments and social support. The aim of this paper is to review recent debates on SPCD, particularly as regards its independence from ASD. In the first part, we outline the major aspects of the DSM-5 nosological revision involving ASD and SPCD. In the second part, we focus on the validity and reliability of SPCD. First, we analyze literature on three potential validators of SPCD, i.e., etiology, response to treatment, and measurability. Then, we turn to reliability issues connected with the introduction of the grandfather clause and the use of the concepts of spectrum and threshold in the definition of ASD. In the conclusion, we evaluate whether SPCD could play any role in contemporary psychiatry other than that of an independent mental disorder and discuss the role that non-epistemic factors could play in the delineation of the future psychiatry nosography. (shrink)

This interview with M. Beatrice Fazi explores in detail her work on computation. Focusing in particular upon her recent publications, it covers the themes of contingency and indeterminacy. The questions explore Fazi’s perspectives on computational aesthetics, abstraction and experience. Through an interrogation of the conceptual insights that Fazi’s recent work offers, the interview outlines an agenda for future work in the philosophy of computation and sets forward a series of conceptual policies for seeing the digital, software and data in a (...) fresh light. (shrink)

M. R. Ayers; V*—Some Thoughts, Proceedings of the Aristotelian Society, Volume 73, Issue 1, 1 June 1973, Pages 69–86, https://doi.org/10.1093/aristotelian/73.1.

In St. Francis Regional Medical Center v. Blue Cross & Blue Shield of Kansas ), the United States Court of Appeals for the Tenth Circuit upheld Blue Cross/Blue Shield of Kansas's anti-assignment requirement, on the grounds that the Employee Retirement Income Security Act preempted a hospital's claim against Blue Cross. The court also held that public policy supported anti-assignment requirements in health plans not covered under ERISA.When drafting ERISA, Congress did not explicitly address assignability of health care benefits. According to (...) the court of appeals, congressional silence constituted an intent to allow the parties to negotiate freely the assignment of health care benefits. Examining non-ERISA health plans, the court adopted a balancing test to determine the validity of anti-assignment clauses; it found that anti-assignment requirements promote freedom of contract and may include medical costs. (shrink)

Comparison of the opinions working with the children of psychologists of Volgograd region concerning the provision of psychological assistance to children with early childhood autism in the 10-year interval showed the ongoing institutionalization of this social practice, although not intensive enough. However, the COVID-19 pandemic, which began in early 2020, made it virtually impossible to provide psychological support to children with the disorder, due to numerous factual and subjective factors. It was concluded that regional medical and social services needed to (...) be particularly proactive in providing support to vulnerable categories of persons. (shrink)

Covers all the important theories from the period 1250-1400, including "maiores" as well as "minores," and issues in a discussion of Marsilius of Inghen (d. ...

This review article offers a discussion of some aspects of the historical and conceptual context when the term “ontology” (Lat. ontologia) was first introduced in the scholarly circles of the early 17th century. In particular, Barry Smith's (2022) analysis of the birth of ontology provides a springboard for some further remarks on the author of the work with the first known occurrence of the word “ontologia”, Jacob Lorhard, including an analysis of his relationship with earlier philosophers Petrus Ramus and Clemens (...) Timpler. (shrink)

To carry on reasoning in the face of the implications of skepticism is what Fred Parker calls “sceptical thinking.” Not to be confused with the engineered vacillation leading to a tranquillizing suspense of judgement, it involves the double perspective of someone conducting a life, believing and reasoning as we do, while acutely aware that the whole endeavor is, in a sense, untenable. If, as Sir Philip Sidney famously said, an imaginative writer “nothing affirms, and therefore never lieth,” then the dilemma (...) posed by skepticism might be less embarrassing for that kind of writer than for philosophers. The latter purport to offer tenets valued according to their truth, however variously defined; the former, on the other hand, create “speaking pictures,” or verbal imitations. Skeptically thinking imaginative writers can create speaking pictures of a life in which knowledge is unavailable though people must reason, believe, and act. In a famous letter Keats went so far as to deem a kind of ataraxy to be a condition of the highest art, adducing Shakespeare’s “Negative Capability... of being in uncertainties, Mysteries, doubts, without any irritable reaching after fact & reason”. Parker does not discuss the possibility that negative capability might conduce to the highest flights of literature. He is concerned with the unresolved tensions of skeptical thinking that he sees as complicating key works of literature in the Hanoverian reigns. For their authors and readers, the negativity of skepticism was “disillusioning and destabilizing” if not ameliorated by a humor like Sterne’s or an irony like Hume’s. Humor or irony arises from the oddity that skepticism is put in its place only when we give up and allow nature to reassert itself. Not heroic measures, but backgammon and making merry with friends prevail over doubt. Sometimes, when the confrontation with skepticism gives rise to the precept of following nature, skepticism can result in “a surprising confidence of assertion”. (shrink)

In teaching introductory ethics courses it is a struggle to find ways to ground the theoretical approach in a context accessible to students. Two way to provide this context are to use feature films and service learning. Each approach has advantages and disadvantages. Feature films provide students with a consistentnarrative, the filmmaker’s intentions, and identical experiences. Service learning provides students with an open encounter with uncertain meaning, concrete human problems, and at best similar experiences. The benefits and weaknesses of each (...) approach depend upon the objectives of the course. Films allow for greater clarity in interpretation of ethical theory, while service makes possible an appreciation of the ambiguities of ethical actions. (shrink)