In this paper I offer an analysis of causation based upon a theory of mechanisms-complex systems whose internal parts interact to produce a system's external behavior. I argue that all but the fundamental laws of physics can be explained by reference to mechanisms. Mechanisms provide an epistemologically unproblematic way to explain the necessity which is often taken to distinguish laws from other generalizations. This account of necessity leads to a theory of causation according to which events are causally related when (...) there is a mechanism that connects them. I present reasons why the lack of an account of fundamental physical causation does not undermine the mechanical account. (shrink)

Over the past few years, a growing number of people have called for reconceptualizing participation in health research as a moral obligation. John Harris argues that seriously debilitating diseases give rise to important needs, and since medical research is necessary to relieve those needs in many circumstances, people are morally obligated to act as research subjects.1 Rosamond Rhodes claims that research participation is a moral obligation for reasons of justice, beneficence, and self-development: because we all benefit significantly from modern medicine, (...) we are all required to do our part in advancing the state of medical knowledge.2 Individuals who reap the benefits of medical knowledge without contributing .. (shrink)

Despite protestations to the contrary, philosophers have always been renowned for espousing theories that do violence to common-sense opinion. In the last twenty years or so there has been a growing number of philosophers keen to follow in this tradition. According to these philosophers, if a story of pure fic-tion tells us that an individual exists, then there really is such an individual. According to these realists about fictional characters, ‘Scarlett O’Hara,’ ‘Char-lie Brown,’ ‘Batman,’ ‘Superman,’ ‘Tweedledum’ and ‘Tweedledee’ are not (...) denotationless terms, but names that really refer. What is truly surprising about this situation is that almost no one has inveighed against this unfortunate real-ist tendency. My aim here will be to challenge this new orthodoxy, and to defend an anti-realist position against the arguments proffered by the realist. (shrink)

In his brief autobiography, Hume recalls how the publication of the heterodox Anglican clergyman, Conyers Middleton's Free Inquiry caused a ‘furore’ in England in 1748, whereas his own Philosophical Essays were ‘neglected’. This has secured Middleton a very marginal place in Hume scholarship. This essay argues that Middleton's importance at a crucial stage of Hume's intellectual development, during the Ninewells years (April 1749 – July 1751), was more significant than has been allowed. On his return to Ninewells, Hume reflected on (...) the reasons for Middleton's success. Section I considers the nature of Middleton's contributions to English philosophical-theological debate. In Section II, it is argued that this English context illuminates our understanding of both the manner and the matter of Hume's writings from the Ninewells years, which show a marked concern with the heathen philosophers’ treatments of the relationship between morality and religion. Here, the similarities between Gibbon's situation in the 1760s and Hume's from the late 1740s are foregrounded: a period in which both authors confronted the challenge of translating their philosophical insights into an English ‘idiom’. The essay concludes by offering some broader reflections on why intellectual historians have tended to dismiss, rather than to explore the Hume-Middleton connection. (shrink)

Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across 6 years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength of their (...) imaginations and the general usefulness of imagination in science. After introducing these findings and discussing the typical relationship between a scientist and their imagination across a career, we argue that reducing the number or power of active imaginations in science is epistemically counterproductive. We suggest several ways to bring imagination back into science in a more inclusive way, especially through courses on imagination for scientists, good role models, and exemplar-based learning. (shrink)

Background Institutional Review Boards (IRBs) are federally mandated to include both nonscientific and unaffiliated representatives in their membership. Despite this, there is no guidance or policy on the selection of unaffiliated or non-scientist members and reports indicate a lack of clarity regarding members’ roles. In the present study we sought to explore processes of recruitment, training, and the perceived roles for unaffiliated and non-scientist members of IRBs.Methods We distributed a self-administered REDCap survey of members of the Association for the Accreditation (...) of Human Research Protection Programs familiar with IRB member recruitment. The survey included closed and open-ended questions regarding: the operation of the HRPP/IRB(s), how unaffiliated and non-scientist members are recruited, whether they had faced challenges recruiting for these roles, and training and mentorship offered. The survey also collected information regarding the perceived value and roles of unaffiliated and non-scientist members.Results 76 responses were included in the analysis (38% completion rate). The most common approach for recruitment was referral from current IRB members, with almost half of respondents indicating challenges recruiting unaffiliated members. Over 75% indicated no additional training was provided to unaffiliated or non-scientist members compared to affiliated or scientist members. Most common supports provided were travel/parking expenses and honoraria. Commonly perceived roles were to provide an independent voice from the participant perspective, notably regarding consent processes and materials.Conclusions Respondents indicated challenges in defining unaffiliated and non-scientist members and limited practices toward recruitment and support. Future work should more closely examine the challenges in defining these roles and applying the definitions in practice, as well as strategies that may improve recruitment and retention of unaffiliated and non-scientist members. (shrink)

"The pursuit of science by professional scientists every day bears less and less resemblance to the perception of science by the general public. It is not the rule-based, methodical system for accumulating facts that dominates the public view. Rather it is the idiosyncratic, often bumbling search for understanding in mostly uncharted places. It is full of wrong turns, cul-de-sacs, mistaken identities, false findings, errors of fact and judgment-and the occasional remarkable success. The widespread but distorted view of science as infallible (...) originates in an education system that teaches nothing but facts using very large, very frightening textbooks, and is spread by media that report on discoveries but almost never on process. It is further reinforced by politicians who pay for it and want to use it to determine policy and therefore want it right and, worst of all, sometimes by scientists who learn early on that talking too much about failures and not enough about successes can harm their careers. Failure, then, is a book that seeks to make science more appealing by exposing its faults. In this sequel to Ignorance, Stuart Firestein shows us that scientific enterprise is riddled with failures, and that this is not only necessary but good. Failure reveals how science got its start, when humans began to use a process-trial and error-as a kind of recipe that includes a hefty dose of failure. It gives the non-scientifically trained public an insider's view of how science is actually done, with the aim of making it accessible, comprehensible, and entertaining."--Publisher description. (shrink)

A set of arguments shows that either the Repugnant Conclusion and its variants are true or the better-than relation isn't transitive. Which is it? This is the most important question in population ethics. The answer will point the way to Parfit's elusive Theory X.

The Cradle of Humanity: Prehistoric Art and Culture collects essays and lectures by Georges Bataille spanning 30 years of research in anthropology, comparative religion, aesthetics, and philosophy. These were neither idle nor idyllic years; the discovery of Lascaux in 1940 coincides with the bloodiest war in history -- with new machines of death, Auschwitz, and Hiroshima. Bataille's reflections on the possible origins of humanity coincide with the intensified threat of its possible extinction.For Bataille, prehistory is universal history; it is the (...) history of a human community prior to its fall into separation, into nations and races. The art of prehistory offers the earliest traces of nascent yet fully human consciousness -- of consciousness not yet fully separated from natural flora and fauna, or from the energetic forces of the universe. A play of identities, the art of prehistory is the art of a consciousness struggling against itself, of a human spirit struggling against brute animal physicality. Prehistory is the cradle of humanity, the birth of tragedy.Bataille reaches beyond disciplinary specializations to imagine a moment when thought was universal. Bataille's work provides a model for interdisciplinary inquiry in our own day, a universal imagination and thought for our own potential community. The Cradle of Humanity: Prehistoric Art and Culture speaks to philosophers and historians of thought, to anthropologists interested in the history of their discipline and in new methodologies, to theologians and religious comparatists interested in the origins and nature of man's encounter with the sacred, and to art historians and aestheticians grappling with the place of prehistory in the canons of art. (shrink)

Would it be good, other things being equal, for additional people to exist whose lives would be worth living? I examine and reject several arguments for the answer that it would not be good; then I offer opposing arguments that I believe are more successful. Thus, I agree with utilitarians who say that it is better for there to be more happy people. Next I argue for the stronger claim that the happiness of potential people is as important as that (...) of adults. Potential quality of life, then, matters in a host of bioethical issues: abortion, commercial surrogacy, the treatment of defective newborns, and so on. What is the practical upshot of all this? I reject the idea that we must do whatever is necessary to prolong life worth living. But I also reject the view that the side‐effects of overpopulation always outweigh the value of realizing potential happiness. So I advocate a middle position, which I do not identify precisely. Even from this middle position, however, potential happiness is more important than is commonly assumed in bioethics. (shrink)

This comment questions Jane McAlevey’s attempt to move from a participant observation of one organizing campaign to broad generalizations about the failure of “New Labor.” It challenges the ideal type that she constructs by considering aspects of another “new labor” local, and problematizes her conception of interests as they pertain to both workers and unions.

This article examines the intersection of two drivers in the contemporary higher education environment. First, the increase in blended learning, propelled by advances in computing technology and the drive towards student-centred, active learning pedagogies influenced by social constructivism. Second, the need for university curriculum to become more inclusive as the sector continues to respond to the social justice and business aspects of the widening participation agenda. In response to this need for effectively designed blended pedagogies in technology-rich physical and online (...) environments and the need to design for inclusion, this article argues for the adoption of the principles of Universal Design for Learning to be used in curriculum design and development. Not only is an implementation of Universal Design for Learning easier in a technology-rich learning environment, it is the ethical responsibility of universities to provide accessible curriculum as they seek to attract and retain more students through pathways and equity programs. (shrink)

This chapter contains sections titled: Introduction The Republicanism of Rawls's Liberalism: An Open Question Property‐Owning Democracy Justice and Stability Tocqueville on the Ills of Democratic Personality The Republican Response Some Objections Conclusion: Lessons for Republicans and Liberals References.

Many philosophers suggest (1) that our emotional engagement with fiction involves participation in a game of make-believe, and (2) that what distinguishes an emotional game from a dispassionate game is the fact that the former activity alone involves sensations of physiological and visceral disturbances caused by our participation in the game. In this paper I argue that philosophers who accept (1) should reject (2). I then illustrate how this conclusion illuminates various puzzles in aesthetics and the philosophy of mind.

Proposed changes to the Common Rule are proffered to save almost 7,000 reviews annually and consequently vast amounts of investigator and IRB-member time. However, the proposed changes have been subject to criticism. While some have lauded the changes as being imperfect, but nevertheless as improvements, others have contended that ‘neither the scientific community nor the public can be confident that improved practices will emerge from the regulatory changes mandated by the NPRM.’ In the present article, I discuss an important aspect (...) that has been overlooked: the question of whether benefits will emerge is demonstrably empirical, yet data upon which to draw conclusions are conspicuous by their absence. This is thrown into sharp relief when we consider the current environment in which health research is increasingly focused on providing evidence of need or benefit, where there is greater emphasis on evidence-based practice, and when we have the nascent field of implementation science. (shrink)

Can an ugly experiment be a good experiment? Philosophers have identified many beautiful experiments and explored ways in which their beauty might be connected to their epistemic value. In contrast, the present chapter seeks out (and celebrates) ugly experiments. Among the ugliest are those being designed by AI algorithms. Interestingly, in the contexts where such experiments tend to be deployed, low aesthetic value correlates with high epistemic value. In other words, ugly experiments can be good. Given this, we should conclude (...) that beauty is not generally necessary or sufficient for epistemic value, and increasing beauty will not generally tend to increase epistemic value. (shrink)

John Locke's first letter to Stillingfleet addresses a number of important philosophical topics, including the idea of substance, knowledge without clear and distinct ideas, the existence of spiritual substances, the ontological argument for the existence of God, and the real essences of things. He notes that his Essay does not contain a single argument against the doctrine of the Trinity, and indeed, he says that he wrote the entire book "without any Thought of the controversy between the Trinitarians and Unitarians". (...) One episode in Locke's second letter that nicely illustrates its overall character is a 48‐page discursion in which he recounts conversations that he had with some friends about Stillingfleet's efforts to explain certain key concepts. Locke's second letter focused mainly on Stillingfleet's muddledness, and on the thinness of the pretext for involving Locke in the first place. Stillingfleet's reply to each of these letters is presented in this chapter. (shrink)

Securitizing Islam examines the impact of 9/11 on the lives and perceptions of individuals, focusing on the ways in which identities in Britain have been affected in relation to Islam. 'Securitization' describes the processes by which a particular group or issue comes to be seen as a threat, and thus subject to the perceptions and actions which go with national security. Croft applies this idea to the way in which the attitudes of individuals to their security and to Islam and (...) Muslims have been transformed, affecting the everyday lives of both Muslims and non-Muslims. He argues that Muslims have come to be seen as the 'Other', outside the contemporary conception of Britishness. Reworking securitisation theory and drawing in the sociology of ontological security studies, Securitizing Islam produces a theoretically innovative framework for understanding a contemporary phenomenon that affects the everyday lives of millions. (shrink)

The concept of cheating is ubiquitous in ourmoral lives: It occurs in contexts as varied asbusiness, sports, taxpaying, education,marriage, politics, and the practice of law. Yet despite its seeming importance, it is aconcept that has been almost completely ignoredby moral theorists, usually regarded either asa morally neutral synonym for non-cooperativebehavior, or as a generalized, unreflectiveterm of moral disapprobation. This articleoffers a ``normative reconstruction'''' of theconcept of cheating by showing both whatvarious cases of cheating have in common, andhow cheating is related (...) to, and differs from,other morally wrongful acts, such as stealing,promise-breaking, deceiving, disobedience, anddisloyalty. A paradigmatic account of cheating is developed that entails two elements: First, the cheater must violate a prescriptive (rather thandescriptive), mandatory (rather than optional),regulative (rather than practice-defining), andconduct-governing (as opposed todecision-governing) rule. Second, the rulemust be fair and enforced even-handedly, andmust be violated with an intent to obtain anadvantage over some party with whom therule-breaker is in a cooperative, rule-governedrelationship. Along the way is a discussion ofpuzzling cases of ``judicial cheating,''''``strategic cheating,'''' cheating because``everyone else is doing it,'''' ``cheatingoneself,'''' ``altruistic cheating,'''' and ``ulteriormotive cheating.'''' The article then applies thecheating paradigm in the context of whitecollar criminal law, arguing that the conceptof cheating provides a better framework forexplaining the ``moral wrongfulness'''' thatunderlies and helps to define offenses such astax evasion and insider trading. (shrink)

Reading through Mechanica1 Intelligence, volume III of Alan Turing's Collected Works, one begins to appreciate just how propitious Turing's timing was. If Turing's major accomplishment in ‘On Computable Numbers’ was to expose the epistemological premises built into formalism, his main achievement in the 1940s was to recognize the extent to which this outlook both harmonized with and extended contemporary psychological thought. Turing sought to synthesize these diverse mathematical and psychological elements so as to forge a union between ‘embodied rules’ and (...) ‘learning programs’. Through their joint service in the Mechanist Thesis each would validate the other: and the frameworks from whence each derived. In this paper I will try to show how Turing's psychological thesis forces us to reassess the consequences of establishing AI on the epistemological foundation that underlies behaviourism. (shrink)

What is consciousness? Conventional approaches see it as an emergent property of complex interactions among individual neurons; however these approaches fail to address enigmatic features of consciousness. Accordingly, some philosophers have contended that "qualia," or an experiential medium from which consciousness is derived, exists as a fundamental component of reality. Whitehead, for example, described the universe as being composed of "occasions of experience." To examine this possibility scientifically, the very nature of physical reality must be re-examined. We must come to (...) terms with the physics of spacetime-as described by Einstein's general theory of relativity, and its relation to the fundamental theory of matter-as described by quantum theory. Roger Penrose has proposed a new physics of objective reduction: "OR," which appeals to a form of quantum gravity to provide a useful description of fundamental processes at the quantum/classical borderline.hz Within the OR scheme, we consider that consciousness occurs if an appropriately organized system is able to develop and maintain quantum coherent superposition until a specific "objective" criterion (a threshold related to quantum gravity) is reached; the coherent system then self-reduces (objective reduction: OR). We contend that this type of objective self-collapse introduces non-computability, an essential feature of consciousness which distinguishes our minds from classical computers. Each OR is taken as an instantaneous event-the climax of a self-organizing process in fundamental spacetime-and a candidate for a conscious Whitehead "occasion of experience." How could an OR process occur in the brain, be coupled to neural activities, and account for other features of consciousness? We nominate a quantum computational OR process with the requisite characteristics to be occurring in cytoskeletal microtubules within the brain's neurons. In this model, quantum-superposed states develop in microtubule subunit proteins ("tubulins") within certain brain neurons, remain coherent, and recruit more superposed tubulins until a mass-time-energy threshold (related to quantum gravity) is reached.. (shrink)

In the latest edition of Liddell and Scott's Lexicon appears the entry, —, fantastic, Gloss.’’ No more information is given. Gloss, refers to the Corpus Glossariorum Latirtorum edited by G. Loewe, G. Goetz, and F. Schoell.. If one consults that work, however, one finds that does not appear in it. Nor does it appear in Liddell and Scott's Lexicon before the new, revised edition of 1925.

In Rethinking the Enlightenment, Dr. Stuart demonstrates that the three primary strategies employed during the Enlightenment -- conflict, engagement, and retreat -- are time-tested methods that should be employed in our own anti-Christian age"--The publisher.