The distinction between literal and figurative use is well-known and embedded in ‘folk linguistics’. According to folk linguistics, figurative uses deviate from literal ones. But recent work on lexical modulation and polysemy shows that meaning deviation is ubiquitous, even in cases of literal use. Hence, it has been argued, the literal/figurative distinction has no value for theorising about communication. In this paper, we focus on metaphor and argue that here the literal–figurative distinction has theoretical importance. The distinction between literal and (...) metaphorical needs to be captured by our account of communication because literal uses transmit information in a way that metaphorical ones do not. We argue that there is a way to explain the literal/metaphorical distinction that preserves the core of the folk-linguistic idea and gives the distinction theoretical relevance. We propose that literal uses of a word are made with the intention to conform to an established practice of use, while metaphorical uses do not so conform, but depend on this pre-existing practice. Our account can deal with data that are problematic for other theories. A further advantage is that it extends naturally to other non-literal uses of words, including metonymy. (shrink)

Proposals to make us smarter than the greatest geniuses or to add thousands of years to our life spans seem fit only for the spam folder or trash can. And yet this is what contemporary advocates of radical enhancement offer in all seriousness. They present a variety of technologies and therapies that will expand our capacities far beyond what is currently possible for human beings. In _Humanity's End,_ Nicholas Agar argues against radical enhancement, describing its destructive consequences. Agar examines (...) the proposals of four prominent radical enhancers: Ray Kurzweil, who argues that technology will enable our escape from human biology; Aubrey de Grey, who calls for anti-aging therapies that will achieve "longevity escape velocity"; Nick Bostrom, who defends the morality and rationality of enhancement; and James Hughes, who envisions a harmonious democracy of the enhanced and the unenhanced. Agar argues that the outcomes of radical enhancement could be darker than the rosy futures described by these thinkers. The most dramatic means of enhancing our cognitive powers could in fact kill us; the radical extension of our life span could eliminate experiences of great value from our lives; and a situation in which some humans are radically enhanced and others are not could lead to tyranny of posthumans over humans. (shrink)

Cian O’Driscoll’s Victory: The Triumph and Tragedy of Just War covers a vast range of materials, discussing the idea of victory and its relationship to just war theory. The idea of victory raises s...

An examination of philosophical realism from the standpoint of pragmatic epistemology, this book addresses the core idea of Rescher's work in epistemology: that functional and pragmatic concerns exert a controlling influence on the conduct ...

I want to thank all of those who have commented on my article in the Journal of Medical Ethics.1 The commentaries address a wide cross-section of the issues raised in my article. I have organised my responses thematically.The state of playAllen Buchanan's scepticism2 about moral statuses higher than personhood derives, in part, from our apparent inability to describe them. We seem to have little difficulty in imagining what it might be to have scientific understanding far beyond that of any human (...) scientist. By contrast, it is exceedingly difficult to describe moral statuses superior to that of any person. Boosting cognitive capacities seems to result in cognitively superior persons—not post-persons . I offer an explanation of our moral myopia.2 We are necessarily clueless in respect of moral statuses superior to our own. If mice understood practical reasons sufficiently well to truly understand why persons have a moral status superior to their own then they would be capable of the feats of practical reason constitutive of personhood—they would be persons. Our cluelessness about post-persons is compatible both with their possible existence and with their necessary non-existence. I propose an inductive argument for the existence of statuses superior to personhood. The observed existence of many moral statuses up to and including persons provides moderately strong inductive support for the possibility of post-persons.Who do we trust to make decisions about higher moral statuses?What precisely does the inductive argument predict? If my diagnosis of our moral myopia about post-personhood is correct, then mere persons cannot really understand what properties of post-persons give them a superior status. They will be able to infer their existence indirectly by an appeal to the predicted judgments of beings who lack our cognitive limitations. Wasserman3 questions my suggestion that we should defer to the sincere moral judgments of …. (shrink)

Supervaluational accounts of vagueness have come under assault from Timothy Williamson for failing to provide either a sufficiently classical logic or a disquotational notion of truth, and from Crispin Wright and others for incorporating a notion of higher-order vagueness, via the determinacy operator, which leads to contradiction when combined with intuitively appealing ‘gap principles’. We argue that these criticisms of supervaluation theory depend on giving supertruth an unnecessarily central role in that theory as the sole notion of truth, rather than (...) as one mode of truth. Allowing for the co-existence of supertruth and local truth, we define a notion of local entailment in supervaluation theory, and show that the resulting logic is fully classical and allows for the truth of the gap principles. Finally, we argue that both supertruth and local truth are disquotational, when disquotational principles are properly understood. (shrink)

In this paper the kinds of education available to the population of the Lusignan Kingdom of Cyprus, founded in 1192 following the island’s conquest by King Richard I of England during the Third Crusade, shall be discussed. The extent to which Latins and Greeks on Cyprus made use of the education available on the island or pursued studies abroad on account of the lack of suitable schools of further education, a theme that has relevance today, will be dealt with, as (...) will differences in the education received by the clergy, Latin and Greek, and by lay persons, given that much though by no means all of the education on offer was offered by members of the clergy, Latin or Greek. The availability of libraries, language education, especially when one considers that Arabic was widely spoken on Cyprus as well as Greek and the Romance languages, and the phenomenon of Cypriot students studying abroad will also be examined and discussed. Trends and developments in education on Cyprus will be analysed within a wider contemporary European context. The subjects studied by most students going abroad, law, theology, medicine, and art, as well as the reasons why they were studied will also be examined. Finally, the shortcomings of the education available in Cyprus, what was done to remedy such shortcomings and to what extent these attempts succeeded is a theme running right through this paper. (shrink)

This article argues that ‘Critical International Relations’, often counterpoised to ‘mainstream IR’, has come to function as a major theoretical category in its own right. It argues that critique involves ‘minor theorising’, defined as the practice of disturbing settled theoretical assumptions in the discipline. The article examines the role and significance of ‘minor theories’ in the context of ongoing debates about Critical IR. It argues that critique is defined by context, and is politically and ethically ambiguous. The article concludes that (...) the scope for critique could be advanced if the terms ‘Critical IR’ and ‘Critical IR Scholar’ are dropped from scholarly parlance. (shrink)

The philosopher Jerry Fodor was a key figure alongside Noam Chomsky in the revolution that led to the renaissance of the cognitive sciences from around 1960. This chapter describes key difference between Chomsky and Fodor. It focuses on Chomsky's and Fodor's conceptions of modularity. The chapter discusses two ways of understanding Chomsky's proposal, in particular how it claims an underlying faculty is related to processing and performance. Chomsky is largely agnostic on this question; the commitments of his programme are to (...) be found elsewhere. The most persuasive evidence for Fodorian modules, as for Chomskyan faculties, comes from dissociations. The chapter also reviews the evidential foundation of all versions of modularity: double dissociation (impairments of one or more mental abilities caused by accidents or other pathology which leave other abilities intact). (shrink)

Niniejszy artykuł analizuje dowody zebrane z weneckich i genueńskich aktów notarialnych, sporządzonych na Cyprze w latach 1362–1458, w celu zbadania i omówienia relacji między niewolnikami domowymi lub służącymi (na ogół kobietami) a ich właścicielami (zazwyczaj mężczyznami). Niektóre z tych aktów były testamentami zawierającymi zapisy na rzecz niewolnych kobiet, które prawdopodobnie pozostawały w długotrwałych związkach seksualnych ze swoimi właścicielami, oraz na rzecz nieślubnych dzieci, które urodziły się z tych związków. Niektóre umowy o naukę zawodu sporządzone w Famaguście, głównym porcie na wyspie, (...) również dotyczą urodzonych przez niewolnice lub służące nieślubnych dzieci, które były przyuczane na koszt właściciela przez kilka lat do rzemiosła, aby po wyuczeniu mieć źródło zarobku na życie. Niektórzy właściciele zapisywali domy kobietom innym niż ich żony albo jako prezent, albo zastrzegając sobie w nich prawo do zamieszkania. Czasami zapisywano w testamencie majątek ruchomy, taki jak meble, pościel, srebro, cenne przedmioty, a nawet sumy pieniędzy. Najwyraźniej przynajmniej niektórzy panowie chcieli zapewnić swoim kochankom i nieślubnym dzieciom dobrobyt po własnej śmierci. Dla porównania: w Genui sytuacja przedstawiała się zgoła inaczej, gdyż tamtejsi panowie, którzy spłodzili nieślubne dzieci ze swoimi niewolnicami, często unikali łożenia za ich wychowanie. Jednak nawet na Cyprze troska panów o niewolników lub służących nie była standardową praktyką. Dowody z XV-wiecznej cypryjskiej kroniki Leontiosa Makhairasa pokazują, że niewolnicy byli czasem traktowani okrutnie, nawet do tego stopnia, że popełniali samobójstwa. (shrink)

Computational models will play an important role in our understanding of human higher‐order cognition. How can a model's contribution to this goal be evaluated? This article argues that three important aspects of a model of higher‐order cognition to evaluate are (a) its ability to reason, solve problems, converse, and learn as well as people do; (b) the breadth of situations in which it can do so; and (c) the parsimony of the mechanisms it posits. This article argues that fits of (...) models to quantitative experimental data, although valuable for other reasons, do not address these criteria. Further, using analogies with other sciences, the history of cognitive science, and examples from modern‐day research programs, this article identifies five activities that have been demonstrated to play an important role in our understanding of human higher‐order cognition. These include modeling within a cognitive architecture, conducting artificial intelligence research, measuring and expanding a model's ability, finding mappings between the structure of different domains, and attempting to explain multiple phenomena within a single model. (shrink)

My paper describes a method of teaching history of modern philosophy in a way which is accessible to students with no background in philosophy. The main innovation of the course is that the readings are organized around three themes: (1) theory of knowledge; (2) philosophy of religion; (3) the free will problem. This provides continuity between the readings, a feature often missing in historical courses. Moreover, seeing how different philosophical methods--rationalism (Descartes), empiricism (Hume), pragmatism (James), and twentieth century analytic philosophy (...) (Russell)--approach the same issues deepens students' understanding of these methods. (shrink)

My thesis is that there is an aesthetic dimension of nature that is metaphysically significant, qualitatively pluralistic, and artistically creative, and that this accounts for the sensuous complexity of experience, as well as the possibility of discovering new qualitative features about the world and expressing them in novel forms, as exemplified in art. I call the philosophy that endorses the reality of this dimension Transcendentalist Aesthetics. The term "Transcendentalist" recalls the philosophy of New England Transcendentalism with its core in Ralph (...) Waldo Emerson, and which influenced the philosophical writings of Charles S. Peirce and the art of the nineteenth-century American landscape painters of the Hudson River School and Luminism. The primary overall goal is to present and argue for a Transcendentalist Aesthetics by making use of the philosophy of Emerson and Peirce, together with the writings and landscapes of the painters. More specifically, Emerson's claims about nature and art and the painters' representations of nature provide various poetic observations of nature that provide an empirical starting point concerning the rich aesthetic complexity of the world. This complexity finds a theoretical ground in Peirce's metaphysical cosmology, which presents a rationally coherent account of the greater structures and processes of the universe while possessing important aesthetic consequences for lived experience and art. The landscape paintings also have a role in that they are expressive of the Transcendentalist philosophy itself, serve as case studies for theoretical interpretation, and are concrete evidence that new qualitative features about the world may be discovered and realized in novel artistic ways. (shrink)

While Mindfulness-Based Interventions (MBIs) have been shown to be effective for a range of patient populations and outcomes, a question remains as to the role of common therapeutic factors, as opposed to the specific effects of mindfulness practice, in contributing to patient improvements. This project used a mixed-method design to investigate the contribution of specific (mindfulness practice-related) and common (instructor and group related) therapeutic factors to client improvements within an MBI. Participants with mild-severe depression (N= 104; 73% female,Mage = 40.28) (...) participated in an 8-week MBI. Specific therapeutic factors (formal out-of-class meditation minutes and informal mindfulness practice frequency) and social common factors (instructor and group ratings) were entered into multilevel growth curve models to predict changes in depression, anxiety, stress, and mindfulness at six timepoints from baseline to 3-month follow-up. Qualitative interviews with participants provided rich descriptions of how instructor and group related factors played a role in therapeutic trajectories. Findings indicated that instructor ratings predicted changes in depression and stress, group ratings predicted changes in stress and self-reported mindfulness, and formal meditation predicted changes in anxiety and stress, while informal mindfulness practice did not predict client improvements. Social common factors were stronger predictors of improvements in depression, stress, and self-reported mindfulness than specific mindfulness practice-related factors. Qualitative data supported the importance of relationships with instructor and group members, involving bonding, expressing feelings, and instilling hope. Our findings dispel the myth that MBI outcomes are exclusively the result of mindfulness meditation practice, and suggest that social common factors may account for much of the effects of these interventions. Further research on meditation should take into consideration the effects of social context and other common therapeutic factors. (shrink)

In this collection, philosophers, social psychologists, and social scientists approach contemporary social reality from the viewpoint of solidarity. They examine the nature of solidarity and explore its normative and explanatory potential.

I show how scientism leads to deconstruction and both, in turn, lead to nihilism. Nihilism constitutes a denial both of the existence of fallacious moral reasoning and the existence of a moral dimension to fallacious reasoning. I argue against all of these positions by maintaining that (1) there is a pre-theoretical framework of norms within which technical thinking function, (2) the pre-theoretical framework cannot itself be technically conceptualized, and (3) the explication of this framework permits us to identify both fallacies (...) of moral reasoning and the immorality of fallacious reasoning. (shrink)