In this article I take an unusual starting point from which to argue for a unified cognitive science, namely a position defined by what is sometimes called the ‘life-mind continuity thesis’. Accordingly, rather than taking a widely accepted starting point for granted and using it in order to propose answers to some well defined questions, I must first establish that the idea of life-mind continuity can amount to a proper starting point at all. To begin with, I therefore assess the (...) conceptual tools which are available to construct a theory of mind on this basis. By drawing on insights from a variety of disciplines, especially from a combination of existential phenomenology and organism-centered biology, I argue that mind can indeed be conceived as rooted in life, but only if we accept at the same time that social interaction plays a constitutive role for our cognitive capacities. (shrink)

The American Journal of Bioethics, Volume 11, Issue 8, Page W1-W3, August 2011.

Elaborates some of the background assumptions made by the chapters that follow and situates the theory that the author espouses within a wider context and range of alternatives. More specifically, it distinguishes between creature consciousness and state consciousness, and between access consciousness and phenomenal consciousness. And it defends representationalist accounts of consciousness against brute physicalist accounts. The chapter also introduces the remaining 11 chapters.

In this book, a distinguished international group of legal theorists re-examine legal positivism as a prescriptive political theory and consider its implications for the constitutionally defined roles of legislatures and courts. The issues are illustrated with recent developments in Australian constitutional law.

This is the editors' preface to a special issue of Philosophia on 'Religion and Limits of Liberalism'. It begins by noting the challenges which the 'return' of religions to liberal democracies poses to the liberal commitment to respect citizens’ freedom and equality. Then, with particular reference to Rawls' theory of liberal politics, it situates the papers in relation to three different senses of liberal ‘respect’ that are challenged by contemporary religions – one understood in terms of the justification of political (...) power, another as tolerance of diversity, and the third in terms of freedom from interference. (shrink)

Over fifteen years after first reporting to the State of New York, the Harvard Medical Practice Study continues to have a significant impact in medical malpractice policy debates. In those debates the HMPS has come to stand for four main propositions. First, “medical injury… accounts for more deaths than all other kinds of accidents combined” and “more than a quarter of those were caused by substandard care.” Second, the vast majority of people who are injured as result of substandard care (...) do not file a claim. Third, “a substantial majority of malpractice claims filed are not based on provider carelessness or even iatrogenic injury.” Fourth, “whether negligence or a medical injury had occurred… bore little relation to the outcome of the claims.”Medical malpractice researchers have long known that the HMPS provides far stronger support for the first two of these propositions than for the last two; the HMPS was not designed or powered to reach strong conclusions about the validity of medical malpractice claims. (shrink)

“Moral Character: An Empirical Theory” and “Character and Moral Psychology” represent part of the research output of the Templeton-funded Character Project, which was headed by Christian Miller. In ‘Moral Character’, Miller develops his “mixed trait” account of character. The first two parts consist in conceptual background and the empirical grounding for his account . In part three Miller develops and describes his account, before showing the extent of its application in part four . In ‘Character and Moral Psychology”, he gives (...) the reader more details about the metaphysics of his view , places it in relation to other accounts of character and personality , shows the normative and meta-ethical implications of his account , and opens a discussion of what could follow from his account in terms of improving character .The first thing to note about these books is the impressive rang .. (shrink)

Selections (with introductions) intended to introduce college students at all levels of sophistication to philosophical problems which grow naturally out of everyday concerns. Emphasis is on moral and social philosophy with which the student is presumed to be familiar: killing and rescuing, racial and sexual equality, liberty and its limitation, love and sexual behavior. No index. Annotation copyrighted by Book News, Inc., Portland, OR.

In this essay, I describe Bob Veatch’s career from the perspective of a colleague and friend. Bob and I started our professional careers at the same time and quickly came into professional contact. With Bob’s move from the Hastings Center to the Kennedy Institute, we became colleagues and worked for almost a decade on our book on death and dying. He was an outstanding co-editor and author. I believe he knew more about the philosophically connected issues in this area of (...) bioethics than anyone publishing in the area, and it was an area of intellectual interest that he pursued throughout his career. Beyond bioethics, Bob and I shared our shared love of contemporary bluegrass music, especially the songs of The Seldom Scene. Bob studied them much as he studied bioethics—with deep knowledge and seriousness. He was just a scholar by nature and with excellent training and experience. If we were to create a Hall of Fame for bioethics, Bob might be the first person elected. (shrink)

In this commentary, we assess the propositional approach to associative learning not only in terms of veridicality and falsifiability, but also in heuristic value. We remark that it has furthered our knowledge and understanding of human, as well as animal, associative learning. At the same time, we maintain that models developed from the association formation tradition continue to bear great heuristic value as well.

Quid est veritas? -- What is science? how we understand the physical world -- What a piece of work is man: the rise of the social sciences -- Educational science and pseudo science -- Multiple intelligences: if everyone's smart, no one is -- My NLP and brain gym hell -- Group work: failing better, together -- I'm with stupid: emotional intelligence -- Buck Rogers and the 21st century curriculum -- Techno, techno, techno, techno: digital natives in flipped classrooms -- The (...) holy trinity of the three-part lesson -- There are no such things as learning styles -- Game over: the gamification of education -- Learning to learn to learn to learn -- The hard smell: smell/ dance/ box/sing yourself smarter/ happier/ healthier -- Thinking hats on! -- School uniform armageddon -- What everyone in education should do next. (shrink)

This paper defends the use of quasi-experiments for causal estimation in economics against the widespread objection that quasi-experimental estimates lack external validity. The defence is that quasi-experimental replication of estimates can yield defeasible evidence for external validity. The paper then develops a different objection. The stable unit treatment value assumption, on which quasi-experiments rely, is argued to be implausible due to the influence of social interaction effects on economic outcomes. A more plausible stable marginal unit treatment value assumption is proposed, (...) but it is demonstrated to severely limit the usefulness of quasi-experiments for economic policy evaluation. (shrink)

The idea to utilise cognitive neuroscientific research for educational purposes is known as Mind-Brain Education or Educational Neuroscience. Despite some calls for an uncritical endorsement of such an agenda, a growing number of educational scholars argue that it must remain impossible to translate neurological descriptions into mental or educationally relevant descriptions. This paper takes these well-established arguments further by not only focusing upon these different levels of description but going beyond this issue to assess the theoretical foundations of cognitive science (...) as a functional theory of the mind. With relevance to education it is argued that because of its functional character a cognitive-psychological approach to education suffers from an inherent blind spot regarding the actor’s feelings and motivations. The paper concludes with the claim that, because of this experiential poverty, any cognitive neuroscientific approach must face severe limitations when utilised for educational purposes. (shrink)

Philosophy, which does not begin again, always unfolds against the background of the ongoing philosophical tradition, which it needs to interpret. I argue that Heidegger’s theories, like all philosophical theories, can neither be reduced to, nor separated from, the historical context. In that sense they are like all other philosophical views, perhaps in theory ahistorical but in practice historical, hence always bound up with and inseparable from their historical moment. If, as I believe, Heidegger’s theories led him in part toward (...) National Socialism, there is no alternative, if philosophy is to survive in a meaningful sense, to rejecting those aspects of his position, which must now be considered as simply and wholly dead, in favor of other aspects of Heidegger’s thinking that, if they are still living, can possibly be saved. (shrink)

It has sometimes erroneously been thought that theory of knowledge worthy of the name, or even epistemology as such comes to an end with Kant. This view is an error, since there are profound views of knowledge in the post-Kantian philosophical tradition, including that in Hegel’s thought. Now epistemology is a wide topic that includes a variety of themes. One of the main themes in the theory of knowledge in modern philosophy, especially in recent years, has been the issue of (...) foundationalism. The idea of foundationalism has been understood in different ways. But for purposes of this discussion, I will understand “foundationalism” to mean “some form of the Cartesian approach to philosophy through a self-justifying first principle.” In this paper, I will provide a brief, critical study of the theme of foundationalism in the Science of Logic. The aim of my discussion is to point to an unresolved tension between Hegel’s general commitment to epistemological circularity as the appropriate strategy for knowledge and the linear form of argument in this book. (shrink)