Contemporary theories of justice fail to recognize that the concepts constitutive of our political practices ? including ?justice? itself? have historically mutable meanings. To recognize the fact of conceptual change entails an alteration in our understanding of justice between generations. Because there can be no transhistorical theory of justice, there can be no valid theory of intergenerational justice either ? especially where the generations in question are distant ones having very different understandings of justice. The upshot is that an earlier (...) generation cannot aspire to act justly toward a later distant generation whose members? understanding of justice differs radically from theirs. Conceptual change and incommensurability render the very idea of intergenerational justice incoherent. Even so, such radical relativism need not entail moral nihilism. (shrink)

The Music Instinct Philip Ball provides the first comprehensive, accessible survey of what is known--and what is still unknown--about how music works its magic, and why, as much as eating and sleeping, it seems indispensable to humanity. --from publisher description.

Though modern non-cognitivists in ethics characteristically believe that values are irreducible to facts, they nevertheless believe that values are determined by facts, viz., those specified in functionalist, explanatory theories of the evolutionary origin of morality. The present paper probes the consistency of this position. The conventionalist theories of Hume and Harman are examined, and are seen not to establish a tight determinative reduction of values to facts. This result is illustrated by reference to recent theories of the sociobiological mechanisms involved (...) in moral evolution. Though explanatory theories have linguistic implications,exaggerated in Harman's linguistic form of social relativism, there is also failure to establish the semantic reductionism which non-cognitivists reject under the rubric of ethical naturalism. It is concluded that explanatory forms of naturalism, the best of which is a functionalist-utilitarian account, are compatible with the fact/value distinction. (shrink)

Certain puzzling cases have been discussed in the literature recently which appear to support the thought that knowledge can be obtained by way of deduction from a falsehood; moreover, these cases put pressure, prima facie, on the thesis of counter closure for knowledge. We argue that the cases do not involve knowledge from falsehood; despite appearances, the false beliefs in the cases in question are causally, and therefore epistemologically, incidental, and knowledge is achieved despite falsehood. We also show that the (...) principle of counter closure, and the concomitant denial of knowledge from falsehood, is well motivated by considerations in epistemological theory--in particular, by the view that knowledge is first in the epistemological order of things. (shrink)

1 Introducing Monsieur Foucault Stephen J. Ball Michel Foucault is an enigma, a massively influential intellectual who steadfastly refused to align himself ...

Francois Recanati’s Mental Files presents a picture of the mind on which mental representations are indexical and transparent. I dispute this picture: there is no clear case for regarding mental representations as indexical, and there are counterexamples to transparency.

The purpose of this paper is to draw out a little noticed, but correct and important, consequence of David Lewis’s theory of how the values of contextual parameters are determined. According to Lewis, these values are often determined at least in part by accommodation; to a first approximation, the idea is that contextual parameters tend to take on the values they need to have in order for our utterances to be true. The little-noticed consequence of Lewis’s way of developing these (...) ideas is that what we say is determined in part by the way the conversation unfolds after our utterance. That is, Lewisian accommodation entails a non-standard form of externalism, according to which what we say is determined not only by factors internal to us at the time of our utterance, nor even by truths about our physical or social environment at the time of utterance or by our history, but also by truths about our future—truths about times after the time of our utterance. Seeing this consequence clearly lets us refine and improve upon Lewis’s account of when accommodation can occur. (shrink)

Torin Alter (2013) attempts to rescue phenomenal concepts and the knowledge argument from the critique of Ball 2009 by appealing to conceptual mastery. I show that Alter’s appeal fails, and describe general features of conceptual mastery that suggest that no such appeal could succeed.

A study is reported which focused on the problem-solving strategies employed by expert electronics engineers pursuing a real-world task: integrated-circuit design. Verbal protocol data were analysed so as to reveal aspects of the organisation and sequencing of ongoing design activity. These analyses indicated that the designers were implementing a highly systematic solution-development strategy which deviated only a small degree from a normatively optimal top-down and breadth-first method. Although some of the observed deviation could be described as opportunistic in nature, much (...) of it reflected the rapid depth-first exploration of tentative solution ideas. We argue that switches from a predominantly breadth-first mode of problem solving to depth-first or opportunistic modes may be an important aspect of the expert's strategic knowledge about how to conduct the design process effectively when faced with difficulties, uncertainties, and design impasses. (shrink)

There have been a number of studies examining the attitudes of librarians to ethical dilemmas, but few examining them in comparison with Library and Information Science students as we did in our study. According to that UK librarians and students in general hold surprisingly similar ethical attitudes. We expected the students to be more liberal, more willing to uphold idealistic principles, and given their student status, with attitudes balanced in favour of other students' and patrons' rights in terms of fees, (...) and accessibility, and copyright law. On the contrary, in many areas such as Internet filtering, looking at online erotic images, and removing books at the request of patrons, we found practitioners more liberal than the students. A reason for that might be that the students are keen to emulate what they perceive to be a conservative and mature outlook, i.e., a stance of responsibility, as a pressing concern for ILS students is likely to be the establishment of a career. Though there is a fair level of teaching ethical issues it seems to lead into a mediocre level of student awareness of basic issues or of the CILIP Code which is meant as a 'framework' to help information professionals 'manage the responsibilities and sensitivities which figure prominently in their work'. (shrink)

It has long been widely agreed that some concepts can be possessed only by those who have undergone a certain type of phenomenal experience. Orthodoxy among contemporary philosophers of mind has it that these phenomenal concepts provide the key to understanding many disputes between physicalists and their opponents, and in particular offer an explanation of Mary’s predicament in the situation exploited by Frank Jackson's knowledge argument. I reject the orthodox view; I deny that there are phenomenal concepts. My arguments exploit (...) the sort of considerations that are typically used to motivate externalism about mental content. Although physicalists often appeal to phenomenal concepts to defend their view against the knowledge argument, I argue that this is a mistake. The knowledge argument depends on phenomenal concepts; if there are no phenomenal concepts, then the knowledge argument fails. (shrink)

This book presents introductions to the essential mathematical aspects of complexity science, suitable for advanced undergraduate/masters-level students and researchers.

Frank Hindriks has attempted to derive a variant of Timothy Williamson’s knowledge rule for assertion on the basis of a more fundamental belief expression analysis of that speech act. I show that his attempted derivation involves a crucial equivocation between two senses of ‘must,’ and therefore fails. I suggest two possible repairs; but I argue that even if they are successful, we should prefer Williamson’s fully general knowledge rule to Hindriks’s restricted moral norm.

This book presents 12 original essays on historical and contemporary philosophical discussions of judgment. The central issues explored in this volume can be separated into two groups namely, those concerning the act and object of judgment. What kind of act is judgment? How is it related to a range of other mental acts, states, and dispositions? Where and how does assertive force enter in? Is there a distinct category of negative judgments, or are these simply judgments whose objects are negative? (...) Concerning the object of judgment: How many objects are there of a given judgment? One, as on the dual relation theory of Frege and Moore? Or many as in Russell's later multiple relation theory? If there is a single object, is it a proposition? And if so, is it a force-neutral, abstract entity that might equally figure as the object of a range of intentional attitudes? Or is it somehow constitutively tied to the act itself? These and related questions are approached from a variety of historical and contemporary perspectives. This book sheds new light on current controversies by drawing on the details of the distinct intellectual contexts in which previous philosophers' positions about the nature of judgment were formulated. In turn, new directions in present-day research promise to raise novel interpretive prospects and challenges in the history of philosophy. istorical and contemporary perspectives. This book sheds new light on current controversies by drawing on the details of the distinct intellectual contexts in which previous philosophers' positions about the nature of judgment were formulated. In turn, new directions in present-day research promise to raise novel interpretive prospects and challenges in the history of philosophy. (shrink)

Although recent years have seen an increase in professional learning communities, use of video and lesson study groups, most teachers still work and learn in isolation. What they know is personal and remains private; little opportunity exists for most teachers to develop shared knowledge or language. The scale of the teaching force, and the rapid turnover of new teachers, makes this lack of shared knowledge an acute problem. This paper explores the potential of records of practice for developing collective professional (...) knowledge about teaching and learning. We define and illustrate what we mean by records of practice and elaborate the meaning of the term collective professional knowledge. Three concrete examples of records of practice, originating in different contexts and times, are presented and their special features are analyzed and discussed. The paper clarifies that records are not in themselves professional knowledge, but constitute a valuable and unique resource for the study of practice and the generation of knowledge originating in and useful for practice. To illustrate varied approaches for studying practice, possible uses of records of practice for the generation of collective professional knowledge are described and analyzed. The paper concludes with questions about records of practice and their uses. (shrink)

Safety-based theories of knowledge face a difficulty surrounding necessary truths: no subject could have easily falsely believed such a proposition. Failing to predict that ill-grounded beliefs in such propositions do not constitute knowledge, standard safety theories are therefore less informative than desired. Some have suggested that the subjects at issue could easily have believed some related false proposition; but they have given no indication as to what makes a proposition related. I suggest a solution to this problem: a belief is (...) safe iff its subject could not easily have believed a false answer to the same question. (shrink)

Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy.

Perhaps the most salient feature of Rawls's theory of justice which at once attracts supporters and repels critics is its apparent egalitarian conclusion as to how economic goods are to be distributed. Indeed, many of Rawls's sympathizers may find this result intuitively appealing, and regard it as Rawls's enduring contribution to the topic of economic justice, despite technical deficiencies in Rawls's contractarian, decision-theoretic argument for it which occupy the bulk of the critical literature. Rawls himself, having proposed a “coherence” theory (...) of justification in metaethics, must regard the claim that his distributive criterion “is a strongly egalitarian conception” as independently a part of the overarching moral argument. The alleged egalitarian impact of Rawls's theory is crucial again in normative ethics where Rawls is thought to have developed a major counter-theory to utilitarianism, one of the most popular criticisms of which has been its alleged inadequacy in handling questions of distributive justice. Utilitarians can argue, however, as Brandt recently has, that the diminishing marginal utility of money, along with ignorance of income-welfare curves, would require a utility-maximizing distribution to be substantially egalitarian. The challenge is therefore for Rawls to show that his theory yields an ethically preferable degree of equality. (shrink)

This is a reproduction of the original artefact. Generally these books are created from careful scans of the original. This allows us to preserve the book accurately and present it in the way the author intended. Since the original versions are generally quite old, there may occasionally be certain imperfections within these reproductions. We're happy to make these classics available again for future generations to enjoy!

First published in 1911 as the second edition of a 1900 original, this book provides a basic introduction to astronomy written by the former Astronomer Royal of Ireland. The text is illustrated with photographs, diagrams and drawings of astronomical phenomena, including certain comets and the constellations visible from the Northern and Southern Hemispheres. This book will be of value to anyone with an interest in the history of education and the teaching of astronomy.

The hard problem of consciousness is to explain why certain physical states are conscious: why do they feel the way they do, rather than some other way or no way at all? Arthur Reber claims to solve the hard problem. But he does not: even if we grant that amoebae are conscious, we can ask why such organisms feel the way they do, and Reber’s theory provides no answer. Still, Reber’s theory may be methodologically useful: we do not yet have (...) a satisfactory theory of consciousness, but perhaps the study of simple minds is a way to go about finding one. (shrink)

The authors focus on the ways in which various models of the distribution of power in society treat interest groups and evaluate their significance.