The logic of ‘being informed’ gives a formal analysis of a cognitive state that does not coincide with either belief, or knowledge. To Floridi, who first proposed the formal analysis, the latter is supported by the fact that unlike knowledge or belief, being informed is a factive, but not a reflective state. This paper takes a closer look at the formal analysis itself, provides a pure and an applied semantics for the logic of being informed, and tries to find out (...) to what extent the formal analysis can contribute to an information-based epistemology. (shrink)

A structural analogy is pointed out between a check hermeneutically developed phenomenological description, based on Husserl, of the process of perceptual cognition on the one hand and quantum mechanical measurement on the other hand. In Husserl's analytic phase of the cognition process, the 'intentionality-structure' of the subject/object union prior to predication of a local object is an entangled symmetry-making state, and this entanglement is broken in the synthetic phase when the particular local object is constituted under the influence of an (...) iota ('inner horizon') and the 'facticity' of the local world ('outer horizon'). Replacing 'perceptual cognition' by 'measurement' and 'subject' by 'expert subject using a measuring device' the analogy of a formal quantum structure is extended to the conscious structure of all empirical cognition. This is laid out in three theses: about perception, about classical measurement, and about quantum measurement. The results point to the need for research into the quantum structure of the physical embodiment of human cognition. (shrink)

Surveying 2,500 years of philosophically oriented literary theory, Patrick Hogan provides students and teachers of literature with both explication and ...

‘Good’ is nothing specific but is transcendentally or generally applied over specific, and specified, ‘categories’. These ‘categories’ may be seen—at least for the purposes of this note—as under Platonic Forms. The rule that instances under a category or form need a Form to be under is valid. It may be tautological: but this is OK for rules. Not being specific, however, ‘good’ neither needs nor can have a specifying Form. So, on these grounds, the Form of the Good is otious. (...) Any rule of the kind, ‘Everything needs a Form, so good needs a Form of the Good’ is mistaken, in that good is not a kind, but a transcendental. To give a Form to the transcendental ‘good’ is a mistake: it is a Rylian category mistake. And the Form of the Good either does no work, or works unprofitably in any but an aesthetic sense. (shrink)

Develops new perspectives on Schopenhauer's moral philosophy, addressing the moral status of animals; the moral permissibility of suicide; the possibility of altruistic action; the virtue and asceticism; and how Schopenhauer integrates Western and Indian traditions..

Most philosophers who have expressed a view about whether forgiveness is compatible with forgivers’ continuing to punish, or support the punishment of, people who have wronged them hold that forgiveness is compatible with punishing or favouring punishment of wrongdoers. I argue that whether forgiveness entails forbearing punishment depends on which of two senses of forgiveness is operative. On the first, sentiment-based sense of forgiveness as consisting essentially in a change of heart on the part of a victim, a victim can, (...) I submit, forgive while continuing to punish or to support the punishment of a person who has wronged her. On the second sense of forgiveness as consisting in debt remission whether or not accompanied by a change of heart, the state’s remission of the entirety of criminal offenders’ punishment qualifies as forgiveness and, moreover, the state could not forgive offenders in this sense while continuing to punish them. (shrink)

This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.

Volume 35, Issue 1, January-March 2020, Page 65-65.

The Don W. Davis Program in Ethical Leadership is seeking manuscripts for the “Challenges to Digital Media Flourishing” symposium. Submission deadline is 15 April 2024.[Exact Symposium dates to be...

In recent years, philosophers and psychologists have criticized character- or virtue-based normative theories on the basis that human behavior and cognition depend more on situation than on traits of character. This set of criticisms, which initially aimed at broadly Aristotelian virtue theories in ethics, has expanded to target a wide range of approaches in both ethics and, recently, epistemology. In this essay, I draw on the works of Maria Montessori to defend her conception of character and particularly of intellectual virtue (...) in the light of situationist objections. I start with an overview of the situationist challenge before turning to some reasons to think that Montessori’s virtue epistemology might be susceptible to it. I then offer a brief discussion of Montessori’s approach to character. After laying out two ways that Montessori, like recent conservative defenses of virtue epistemology, deflates the significance of situationist findings, I show some ways that Montessori’s virtue epistemology resembles so-called “accommodationist” responses to situationism. (shrink)

The first part of the book is an excellent historico-systematic analysis of the romantic reaction against science underlying and pervading the once popular philosophical currents within the last seventy-five years, such as, e.g., Austro-German empirio-criticism, English neo-Hegelianism, French intuitionism, and Anglo-American pragmatism. The second part studies the new theories of mathematics and physics--including non-Euclidean geometry, non-Aristotelian logic, and non-Newtonian physics--in relation to "the phenomenon of irrationalism" in contemporary thought. The book is definitely worth reading, and anyone acquainted with Morris R. (...) Cohen's Reason and Nature will readily come to realize how Aliotta anticipates remarkably the courageous position that great American classic in contemporary philosophy takes towards "the insurgence against reason" in recent times. (shrink)

The starting point of this paper is a version of intra-theoretical pluralism that was recently proposed by Hjortland [2013]. In a first move, I use synonymy-relations to formulate an intuitively compelling objection against Hjortland's claim that, if one uses a single calculus to characterise the consequence relations of the paraconsistent logic LP and the paracomplete logic K3, one immediately obtains multiple consequence relations for a single language and hence a reply to the Quinean charge of meaning variance. In a second (...) move, I explain how a natural generalisation of the notion of synonymy can be used to counter this objection, but I also show how the solution can be turned into an equally devastating ‘one logic after all’ type of objection. Finally, I propose the general diagnosis that these problems could only arise in the presence of conceptual distinctions that are too coarse to accommodate coherent pluralist theses. T.. (shrink)

While we agree that the frame problem, as initially stated by McCarthy and Hayes (1969), is a problem that arises because of the use of representations, we do not accept the anti-representationalist position that the way around the problem is to eliminate representations. We believe that internal representations of the external world are a necessary, perhaps even a defining feature, of higher cognition. We explore the notion of dynamically created context-dependent representations that emerge from a continual interaction between working memory, (...) external input, and long-term memory. We claim that only this kind of representation, necessary for higher cognitive abilities such as counterfactualization, will allow the combinatorial explosion inherent in the frame problem to be avoided. (shrink)

In this paper incomplete data sets, or data sets with missing attribute values, have three interpretations, lost values, attribute-concept values and ‘do not care’ conditions. Additionally, the process of data mining is based on two types of probabilistic approximations, global and saturated. We present results of experiments on mining incomplete data sets using six approaches, combining three interpretations of missing attribute values with two types of probabilistic approximations. We compare our six approaches, using the error rate computed as a result (...) of ten-fold cross validation as a criterion of quality. We show that for some data sets the error rate is significantly smaller (5% level of significance) for lost values, for some data sets the smaller error rate is associated with attribute-concept values, and sometimes with ‘do not care’ conditions. Again, for some approaches the error rate is significantly smaller for saturated probabilistic approximations than for global probabilistic approximations, while for some approaches it is the other way around. Thus, for an incomplete data set, the best approach to data mining should be chosen by trying all six approaches. (shrink)

Research on collaborative professionalism may be enriched by inquiries into the lived experiences of teachers. The question of what collaboration is like for teachers has not been taken up widely in the literature. The meaning of collaboration as a coming together of individuals who share, design, and co-create for purposes that are aligned with generative possibilities of producing something new, of understanding something in a novel way, and to combine perspectives, personalities, experiences and expertise, represents a new area for research. (...) This paper presents a phenomenological analysis of teachers’ lived experiences of collaboration. To ask these questions requires an orientation to the lived experience of teacher collaboration. For the purposes of this paper, two themes – collaboration and a creative imaginary, and collaboration and relationality – are described as unique structures of human experience. This research supports the conclusion that research in the field of collaborative professionalism and teacher collaboration may be significantly deepened by inquiries into concrete lived experiences of teacher collaboration. (shrink)