At least since the middle of the twentieth century, philosophers have tended to identify weakness of will with akrasia—i.e. acting, or having a disposition to act, contrary to one‘s judgments about what is best for one to do. However, there has been some recent debate about whether this captures the ordinary notion of weakness of will. Richard Holton (1999, 2009) claims that it doesn’t, while Alfred Mele (2010) argues that, to a certain extent, it does. As Mele recognizes, the question (...) about an ordinary concept here is one apt for empirical investigation. We evaluate Mele’s studies and report some experiments of our own in order to investigate what in the world the ordinary concept of weakness of will is. We conclude that neither Mele nor Holton (previously) was quite right and offer a tentative proposal of our own: the ordinary notion is more like a prototype or cluster concept whose application is affected by a variety of factors. (shrink)

It is a characteristically Fregean thesis that the sense expressed by an expression is the linguistic meaning of that expression. Sense can play this role for Frege since it meets fundamental desiderata for meaning, that it be universal and invariantly expressed and objectively the same for everyone who knows the language. It has been argued,1 however, that, as a general thesis about natural languages, the identi cation of sense and meaning cannot be sustained since it is in con ict with (...) another characteristically Fregean thesis, that sense uniquely determines reference. The argument is quite simple and can be outlined as follows. Assume the two theses we have just stated. (shrink)

Roughly, psychological egoism is the thesis that all of a person's intentional actions are ultimately self-interested in some sense; psychological altruism is the thesis that some of a person's intentional actions are not ultimately self-interested, since some are ultimately other-regarding in some sense. C. Daniel Batson and other social psychologists have argued that experiments provide support for a theory called the "empathy-altruism hypothesis" that entails the falsity of psychological egoism. However, several critics claim that there are egoistic explanations of the (...) data that are still not ruled out. One of the most potent criticisms of Batson comes from Elliott Sober and David Sloan Wilson. I argue for two main theses in this paper: (1) we can improve on Sober and Wilson’s conception of psychological egoism and altruism, and (2) this improvement shows that one of the strongest of Sober and Wilson's purportedly egoistic explanations is not tenable. A defense of these two theses goes some way toward defending Batson‘s claim that the evidence from social psychology provides sufficient reason to reject psychological egoism. (shrink)

This paper examines the current variant of the view that meaningful human actions are not amenable to causal, scientific explanation. Rather, the view examined holds that, understanding the language, we understand the meaning of other people's overt acts by analyzing the concepts appropriately applied to the situation, tracing their logical connections with other mentalistic concepts. A matter of conceptual analysis, our understanding of man is held to be a priori and necessary rather than, as with the natural sciences, a posteriori (...) and contingent. Various uses of 'concept', 'meaning', and 'understanding' are here distinguished. It is then shown, first, how the objectivist can in principle account for intentionality and for "rule-governed" behavior, that is, for the presence and efficacy of mind in the world. Secondly, current criticisms of the objectivist program are examined. An uncritical use of 'concept' and of 'rule', as well as a fusion of various uses of 'meaning' and 'understanding', gives those criticisms a specious plausibility that does not withstand close analysis. It is concluded that the objectivist program has not been shown to be untenable. (shrink)

While teaching values is an important part of education, contemporary moral education, however, presents a set of pre-established values to be inculcated rather than comprising a critical inquiry into their possible rightness and wrongness. This essay proposes a somewhat different direction by saying that education, rather than concerning itself with the moral, should concern itself with the ethical. Although morals and ethics are usually equated, we use ethical here as posited by Gilles Deleuze's question of who we might be, based (...) on the recognition that we have no real idea of who we might be because we do not yet know what a body (which for Deleuze, after Spinoza, is both physical and mental, corporeal and incorporeal) is capable of. This essay addresses the ethical dimension of Deleuze's philosophy in the context of education and pedagogy as based on several important conceptual shifts. First, it proposes a broader inquiry into who we might be. Second, it proposes that it is what we do not know, rather than what we do, that is of educational significance. Third, it asserts that much of our world, as well as our learning, are unconscious rather than conscious. This postulate accords with Deleuze's larger ontology, in which there is more to this world than appears to common sense in immediate experience. And fourth, it proposes education as committed to experimentation rather than the transmission of facts or inculcation of values. (shrink)

When, in recent years, philosophers of science attend to the physical sciences, their activity centers on the analysis and clarification of the methods and theories of these sciences. Thus philosophers have made remarkable contributions to our understanding of mechanics, the relativity theory, the quantum theory, probability, and geometry, as well as to the foundations of mathematics. More general discussions about theory construction, explanation, and concept formation always are illustrated and illuminated by reference to specific theories within science. In our generation, (...) most philosophers of science have taken for granted that physical science is descriptive, empirical, functional, and—leaving aside controversial interpretations of quanta—deterministic. (shrink)

The LOGICAL FORM of a sentence (or utterance) is a formal representation of its logical structure; that is, of the structure which is relevant to specifying its logical role and properties. There are a number of (interrelated) reasons for giving a rendering of a sentence's logical form. Among them is to obtain proper inferences (which otherwise would not follow; cf. Russell's theory of descriptions), to give the proper form for the determination of truth-conditions (e.g. Tarski's method of truth and satisfaction (...) as applied to quantification), to show those aspects of a sentence's meaning which follow from the logical role of certain terms (and not from the lexical meaning of words; cf. the truth-functional account of conjunction), and to formalize or regiment the language in order to show that it is has certain metalogical properties (e.g. that it is free of paradox, or that there is a sound proof procedure). (shrink)

The American Journal of Bioethics, Volume 12, Issue 10, Page 24-26, October 2012.

A competent patient has the right to refuse treatment necessary to sustain life. However, for many end-of-life decisions, we lack direct access to the wishes of a competent patient. Some treatment decisions near the end of life involve patients with severely diminished mental capacity, some involve patients who are unable to communicate, and some involve patients who are simply unable or unwilling to participate in decisionmaking due to the nature or severity of their illness.

It is beliefs of this sort--de linguabeliefs--that Robert Fiengo and Robert May explore in this book.

The publication of Freud's essay on narcissism in 1914 set off a discussion about the psychoanalytic concepts of the ego and of narcissism. The author reviews this discussion by reference to articles appearing in the Int. Z. ärztl. Psa. between 1914 and 1922. She highlights the theoretical and technical modifications corresponding to this discussion and demonstrates that apparently modern theories of the ego and of narcissism have their roots largely in that period.

In lieu of an abstract, here is a brief excerpt of the content:Eighth Conference of the European Network of Buddhist-Christian StudiesSt. Ottilien, Germany, 11–15 June 2009John D’Arcy MayWith a higher proportion of Buddhist participants from Europe, Asia, and the United States than ever before, the European Network of Buddhist-Christian Studies at its 2009 conference in the Benedictine Archabbey of St. Ottilien near Munich addressed the question of authority, both spiritual and temporal, in the two traditions. There seems to have been (...) little comparative study of this topic, and there were many surprises as the speakers were confronted with aspects they had not been aware of in their own traditions and in those of others.The conference began with intercultural music that drew on Christian and Buddhist themes. After this, Brother Josef Götz spoke about the Benedictine Archabbey of St. Ottilien, stressing its longstanding and enriching participation in intermonastic dialogue. Elizabeth Harris, the incoming president of the network, then introduced the theme. She pointed to contemporary literature in English that represented the crisis in authority in the West and stressed that this was compounded by the awareness that some of those with power to enforce authority in the world did not possess legitimacy. She then raised a series of questions connected with the different forms of authority to be discussed at the conference—from the balance between external and internal authority to the struggle with institutional authority for equality between men and women. She hoped for three outcomes from the conference: that participants would be able to explore what their own tradition said about authority; that they would give wisdom to each other on the theme, Buddhist to Christian and Christian to Buddhist; and that all would reflect on how they represented themselves to the wider society, both to those searching for religious authority and those rejecting all authority.Following up this theme of a contemporary crisis of authority, Rita Gross said that Buddhists, in the spirit of the teaching on impermanence (P. anicca), need to take seriously the historicity of their different traditions in order to develop a nonsectarian history of Buddhism that acknowledges the authenticity of the foundational Buddhism [End Page 189] of the first four hundred years. The Kālāmasutta (AN.I.188 –193), one of the discourses in the Pāli canon, which was cited again and again in the course of the discussion, urges the Buddhist to assess the trustworthiness of teachers and their teaching, but criteria such as “what the wise would accept” or whether a text is accepted by the saṅgha (community) raise the problem of determining what constitutes wisdom and the authenticity of a text, as noted by Shenpen Hookham and Zhiru Shi. Rita Gross remarked on the irony that many Western Buddhists, despite their rationalistic education, abandon critical discernment and prefer myths to history. This is regrettable, as Western Buddhists have their own contributions to make to the further development of Buddhism.Kajsa Ahlstrand, referring to the World Values Survey, pointed to changing attitudes toward obedience, disobedience, and rebellion. Disobedience is now seen as praiseworthy, whereas obedience could be harmful to one’s mental health. Obedience in this “new key” emphasizes rights over duties. One can thus identify varieties of Christianity that are “hard” or “soft,” “strong” or “mild,” in various combinations, which she illustrated using different cheeses (thereby causing some puzzlement among the Asian participants!). We were left with the question whether there is an unchanging essence of eternal truth in either tradition, which is beyond historical change and sociological conditioning, and the realization that both obedience and disobedience can go terribly wrong. As Rita Gross concluded, it is our attachment that is the problem, not the things we are attached to.Spiritual authority is central to both Buddhism and Christianity, but it can take very different forms. Shenpen Hookham maintained that for Buddhists spiritual authority resides in enlightened people, whether monastic or lay, and is the result of realization rather than learning. The visible monastic saṅgha merely “represents” the ariyasaṅgha (noble community) of the truly enlightened (though this was later contested). The authority to teach derives directly from the teacher’s spiritual attainments or his or her status as the... (shrink)

"Emerging Trends in Continental Philosophy" presents a comprehensive and accessible analysis of the most recent developments in European thought. From feminist thought to environmental philosophy to analytic themes in Continental philosophy to recent discussions of citizenship, "Emerging Trends" offers an overview of the currents animating contemporary Continental philosophy. The volume focuses on thematic developments rather than individual figures, allowing the reader to follow the threads that weave different thinkers together. Each essay is written by an expert in the area covered, (...) displaying the passion of these experts for the fields they discuss without lapsing into jargon. The volume provides a broad map of the landscape of recent European thought as well as the latest thinking from leading scholars on key themes. (shrink)

This chapter examines the use of necessity as an excuse in criminal law and notes that in this context necessity functions as a general exception to preestablished rules; in this area necessity is potentially at its most dangerous. It examines the various constraints—both ad hoc and principled —that international criminal law deploys to restrict the application of the necessity defense so as to mitigate its over-permissiveness. It considers the most aggressive containment strategy—a wider prohibition on the necessity defense for principled (...) reasons. The chapter concludes that the principled constraints have several normative advantages over the ad hoc constraints. (shrink)

This chapter contrasts jus in bello necessity with necessity as the concept is used in human rights thinking. The task here is to explain what is distinctive about jus in bello necessity and to explain why conceptions of necessity that reign in other areas of international law cannot be automatically grafted onto the laws of war without reflection and deliberation. Indeed, any attempt to transplant a more restrictive version of necessity will result in a substantial alteration of the legal architecture (...) of jus in bello. Although this is not necessarily a bad thing, it can only be accomplished if one offers a separate normative defense for that alteration. It cannot be presumed. (shrink)

This chapter asks a similar set of questions regarding necessity and the duty to capture, that is, whether necessity requires an attacking force to attempt capture prior to initiating a lethal strike. There is no such duty codified in existing legal obligations, at least not where jus in bello is concerned. However, restrictions on the use of overwhelming force might be found in a reinvigorated jus ad bellum obligation on the part of attacking forces to cease an attack when the (...) necessity giving rise to the armed conflict has evaporated because the enemy nation has been so decimated that they are incapable of constituting a national threat anymore. Finally, this chapter also asks whether it would be morally advisable to amend the codified rules of jus in bello to require non-lethal attacks in limited and carefully circumscribed contexts. (shrink)

War has been a key topic of speculation and theorising ever since the invention of philosophy in classical antiquity. This anthology brings together the work of distinguished contemporary political philosophers and theorists who address the leading normative and conceptual issues concerning war. The book is divided into three parts: initiating war, waging war, and ending war. The contributors aim to provide a comprehensive introduction to each of these main areas of dispute concerning war. Each essay is an original contribution to (...) ongoing debates on various aspects of war and also provides a survey of the main topics in each subfield. Serving as a companion to the theoretical issues pertaining to war, this volume also is an important contribution to debates in political philosophy. It can serve as a textbook for relevant courses on war offered in philosophy departments, religious studies programs, and law schools. (shrink)

In Discipline and Punish, Michel Foucault offers a history of the rise of discipline in its application to the body. Foucault suggests, although he does not develop this suggestion, that the politics of discipline is war carried on by other means. The lecture series “Society Must Be Defended” can be seen as a development of this suggestion. In these lectures, Foucault offers a way of thinking about the society and its politics in terms of war, as well as a way (...) of thinking about war. If this concept of war is integrated into the thought ofDiscipline and Punish, the work that that text does can be extended in several ways. First, we are offered an analysis of the social body that fractures the holism in the name of which penal reform is offered. Second, the disciplinary body can be seen not merely as the confluence of a series of power effects, but as the site of a contestation of power. Finally, the possibility of resistance, which has often been found lacking in Foucault’s genealogical works, appears as a live possibility. (shrink)