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Tous les êtres humains sont égaux devant la loi. Tous ont des droits fondamentaux qui les protègent contre la torture, la mise à mort et l'asservissement. Tous jouissent du statut juridique de personne, par opposition à celui de simple chose susceptible d'être appropriée. Cela vaut pour les membres de l'espèce Homo sapiens sans exception, mais pour aucun autre animal. Une telle discrimination est-elle juste ?

or Browse over 3500 reviews in " by Valerie Hardcastle, Ph.D. " _Metapsychology_.

How should you live? Should you devote yourself to perfecting a single talent or try to live a balanced life? Should you lighten up and have more fun, or buckle down and try to achieve greatness? Should you try to be a better friend? Should you be self-critical or self-accepting? And how should you decide among the possibilities open to you? Should you consult experts, listen to your parents, or should you do lots of research? Should you make lists of (...) pros and cons, or go with your gut? These are not questions that can be answered in general or in the abstract. Rather, these questions are addressed to the first person point of view, to the perspective each of us occupies when we reflect on how to live without knowing exactly what we're aiming for. To answer them, this book focuses on the process of living one's life from the inside, rather than on defining goals from the outside. Drawing on traditional philosophical sources as well as literature and recent work in social psychology, this book argues that to live well, we need to develop reflective wisdom: to care about things that will sustain us and give us good experiences, to have perspective on our successes and failures, and to be moderately self-aware and cautiously optimistic about human nature. Further, we need to know when to think about our values, character, and choices, and when not to. A crucial part of wisdom, the book maintains, is being able to shift perspectives: to be self-critical; to be realistic; to examine life when reflection is appropriate, but not when we should lose ourselves in experience. (shrink)

Scholars consider Mary Wollstonecraft an early feminist political theorist for two reasons: her explicit commitment to educational equality, and her implicit suggestion that the private‐sphere role of motherhood holds political import. My reading of Wollstonecraft's A Vindication of the Rights of Womanuses Wollstonecraft's works and draws upon recent claims made by Sandrine Bergès inThe Social and Political Philosophy of Mary Wollstonecraft to connect these points: educated women are better at performing motherly duties and, therefore, of greater benefit to society. Although (...) many scholars have read Wollstonecraft's arguments for educational equality as a starting point for greater equality, Bergès does not. In this article, I further Bergès's claims and argue that Wollstonecraft's project is limited and likely to reinforce inequality between the sexes. Specifically, I show that Wollstonecraft's educational reforms incentivize women to become nothing more than highly educated housewives. In the process of fulfilling their social and political duty to instill public spirit and private virtue in future citizens, women are re‐entrenched in domestic affairs instead of being freed for public pursuits. This realization, I contend, should cause us to be wary of panaceas for women's subordination that rest on increasing their education. (shrink)

Current guidance from the American Society for Reproductive Medicine (ASRM) and the American College of Obstetricians and Gynecologists (ACOG) indicates that body mass index (BMI) ought not be used alone for in vitro fertilization (IVF) exclusionary policies, but the reasons for using BMI alongside other criteria are less clear. This article aims to fill a gap in the literature on this point and follow the findings to a logical conclusion regarding the role of BMI in IVF policies of the future. (...) The article discusses why BMI might be useful in IVF policies, explores evidence that other metrics may be sufficient to estimate population-level risk, and addresses whether policies ought to continue to use BMI. Because BMI has a morally problematic history, results in disproportionate outcomes along racialized lines, and has the potential to reinforce negative stereotypes, the article suggests that providers ought to replace BMI with other metrics. (shrink)

Social problems such as racism, sexism, and inequality are often cited as structural rather than individual in nature. What does it mean to invoke a social structural explanation, and how do such explanations relate to individualistic ones? This article explores recent philosophical debates concerning the nature and usages of social structural explanation. I distinguish between two central kinds of social structural explanation: those that are autonomous from psychology, and those that are not. This distinction will help clarify the explanatory power (...) that each type of SSE has, points of convergence with methodological traditions such as critical theory and rational choice theory, and the difficulties that each type of SSE faces. (shrink)

One hundred and three participants solved conflict and non-conflict versions of four reasoning tasks using a two-response procedure: a base rate task, a causal reasoning task, a denominator neglect task, and a categorical syllogisms task. Participants were asked to give their first, intuitive answer, to make a Feeling of Rightness judgment, and then were given as much time as needed to rethink their answer. They also completed a standardized measure of IQ and the actively open-minded thinking questionnaire. The FORs of (...) both high- and low-capacity reasoners were responsive to conflict, such that FORs were lower for conflict relative to non-conflict problems. Consistent with the quantity hypothesis, high-capacity reasoners made a greater distinction between conflict and non-conflict items on measures of Type 2 thinking, namely, rethinking time and probability of changing answers. In contrast to the quality hypothesis, however, this rethinking time did not advantage the ability of the high-capacity group to produce normative answers, except for the base rate task. Indeed, we observed that the correlation between capacity and the probability of normative answers emerged at the initial response, rather than after rethinking. (shrink)

Although widely studied in other domains, relatively little is known about the metacognitive processes that monitor and control behaviour during reasoning and decision-making. In this paper, we examined the conditions under which two fluency cues are used to monitor initial reasoning: answer fluency, or the speed with which the initial, intuitive answer is produced, and perceptual fluency, or the ease with which problems can be read. The first two experiments demonstrated that answer fluency reliably predicted Feeling of Rightness judgments to (...) conditional inferences and base rate problems, which subsequently predicted the amount of deliberate processing as measured by thinking time and answer changes; answer fluency also predicted retrospective confidence judgments. Moreover, the effect of answer fluency on reasoning was independent from the effect of perceptual fluency, establishing that these are empirically independent constructs. In five experiments with a variety of reasoning problems similar to those of Alter et al., we found no effect of perceptual fluency on FOR, retrospective confidence or accuracy; however, we did observe that participants spent more time thinking about hard to read stimuli, although this additional time did not result in answer changes. In our final two experiments, we found that perceptual disfluency increased accuracy on the CRT, but only amongst participants of high cognitive ability. As Alter et al.’s samples were gathered from prestigious universities, collectively, the data to this point suggest that perceptual fluency prompts additional processing in general, but this processing may results in higher accuracy only for the most cognitively able. (shrink)

Yule, Valerie Review(s) of: Heroes and heretics: A political history of western thought, by Barrows Dunham, Publisher, Alfred A. Knopf in 1964.

What is well-being? This is one of humanity's oldest and deepest questions; Valerie Tiberius offers a fresh answer. She argues that our lives go well to the extent that we succeed in what matters to us emotionally, reflectively, and over the long term. So when we want to help others achieve well-being, we should pay attention to their values.

This paper argues that some widely used laws of implication are false, and arguments based upon them invalid. These laws are Exportation, Commutation, (as well as various restricted forms of these), Exported Syllogism and Disjunctive Syllogism. All these laws are false for the same reason – that they license the suppression or replacement in some position of some class of propositions which cannot legitimately be suppressed or replaced. These laws fail to preserve the property of sufficiency of premiss set for (...) conclusion. They are false, and can be seen to be false, independently of their respon- sibility for the paradoxes. Hence the main ‘independent’ argument for the paradoxes – that they follow from an allegedly immaculate set of laws – is undermined. Counterexamples to all these laws are produced. (shrink)

Using an interactionist approach, this study compares the ways that older preadolescents established and negotiated peer relations by engaging in racialized and gendered age processes at two summer day camps. The camps differed in their racial compositions, their organization of activities by age and gender, and their rules delineating camper behavior. Campers in both settings used notions of modesty and relations of dominance over younger children similarly in organizing their peer relations. They differed, though, in how they used a stance (...) uncooperative toward adults and a stance of being “just kids” together to create racialized, aged, and gendered boundaries. Thus, campers created peer cultures with variably hierarchical cliques using inclusive and exclusionary dynamics that held each other accountable to emergent and racialized conceptions of gender and age in ways that actively and creatively used the adult cultures around them. (shrink)

This is the first philosophy textbook in moral psychology, introducing students to a range of philosophical topics and debates such as: What is moral motivation? Do reasons for action always depend on desires? Is emotion or reason at the heart of moral judgment? Under what conditions are people morally responsible? Are there self-interested reasons for people to be moral? Moral Psychology: A Contemporary Introduction presents research by philosophers and psychologists on these topics, and addresses the overarching question of how empirical (...) research is relevant to philosophical inquiry. (shrink)

Yule, Valerie The UN Declaration of Human Rights as it stands is short and intelligible enough for educated people, but language and length are still too hard for everyone. A shorter, simpler version could be understood by all, and be a ready reference. It could be part of the humanist curriculum for schools, and agreement with it part of the admission to citizenship.

To what extent should we focus on implicit bias in order to eradicate persistent social injustice? Structural prioritizers argue that we should focus less on individual minds than on unjust social structures, while equal prioritizers think that both are equally important. This article introduces the framework of transactive memory into the debate to defend the equal priority view. The transactive memory framework helps us see how structure can emerge from individual interactions as an irreducibly social product. If this is right, (...) then debiasing interventions are structural interventions. One upshot is that the utility of the individual versus structural distinction is not apparent for the purposes of intervention. (shrink)

Journal of Political Philosophy, EarlyView.

It is commonly accepted that what we ought to do collectively does not imply anything about what each of us ought to do individually. According to this line of reasoning, if cooperating will make no difference to an outcome, then you are not morally required to do it. And if cooperating will be personally costly to you as well, this is an even stronger reason to not do it. However, this reasoning results in a self-defeating, yet entirely predictable outcome. If (...) everyone is rational, no one will cooperate, resulting in an aggregate outcome that is devastating for everyone. This dismal analysis explains why climate change and other collective action problems are so difficult to ameliorate. The goal of this paper is to provide a different, exploratory framework for thinking about individual reasons for action in collective action problems. I argue that the concept of commitment gives us a new perspective on collective action problems. Once we take the structure of commitment into account, this activates requirements of diachronic rationality that give individuals instrumental reasons to cooperate in collective action problems. (shrink)

Whether it is to be maximized or promoted as the object of a duty of beneficence, well-being is a vitally important notion in ethical theory. Well-being is a value, but to play the role it has often been assigned by ethical theory it must also be something we can measure and compare. It is a normative concept, then, but it also seems to have empirical content. Historically, philosophical conceptions of well-being have been responsive to the paired demands for normative and (...) empirical adequacy. However, recent work has yet to pay serious attention to the burgeoning field of well-being research in empirical psychology. This might be because the research is new and unknown, or it might be due to uncertainty about how a philosophical investigation would take such research into account. This chapter offers solutions to both of these problems. It provides an overview of well-being research in empirical psychology. It then uses this overview as part of an argument for an empirical informed account of well-being that we call the Value-Based Life Satisfaction Account. (shrink)

There is an increasing suspicion that Multiple Personality Disorder is one extreme along a continuum of dissociative phenomena, ranging from children’s pretend play and dreams at one end, through borderline personality disorder, posttraumatic stress syndrome, dissociative disorders not originally specified to a severe and complete personality fragmentation at the other. In this essay, we address the questions of whether a continuum view is correct and how to characterize the differences among the various disorders through distinguishing multiplex from multiple selves. This (...) analysis has implications for how the symptoms of MPD should be characterized and treated as well as shedding some light on the relation between conscious experience and selfhood. (shrink)

As of this writing, twenty‐one states have passed laws barring transgender youth‐athletes from competing on public‐school sports teams in accordance with their gender identity. Proponents of these regulations claim that transgender females in particular have inherent physiological advantages that threaten a “level playing field” for their cisgender competitors. Existing evidence is limited but does not support these restrictions. Gathering more robust data will require allowing transgender youth to compete (rather than preemptively barring them), but even if trans females are shown (...) to retain some advantage, this would not have greater moral significance than the many other “fair” physical and economic advantages found across sports. These regulations deprive transgender youth, an exceptionally vulnerable population, from the vast physical, mental, and social benefits of sports. While we advocate for transgender inclusion under our current, gender‐segregated model of sport, we propose changes to the overarching structure that would promote a more inclusive and fairer athletic environment. (shrink)

A Brilliant Introduction To The Essence Of Living Hinduism The Thirteen Principal Upanisads, Sanskrit Texts In The Religious Traditions Of The Vedas, Lie At The Heart Of Hinduism. Devoted To Understanding The Inner Meaning Of The Religion, They Explicate Its Crucial Doctrines Rebirth, The Law Of Karma, The Means Of Conquering Death And Of Achieving Detachment, Equilibrium And Spiritual Bliss. They Emphasize The Perennial Search For True Knowledge Especially That Of The Connection Between The Self And The Transcendental Absolute. In (...) This Translation, Marked By Empathy And Erudition, Valerie Roebuck Approaches The Upanisads As Belonging To The Tradition Of 'Sruti', Literature Which Is Heard, As Distinct From 'Smriti', Which Is Remembered. Seeking To Reveal The Intent Of The Authors, She Attempts To Represent What, In Fact, Constitutes The Original Text. Care Is Taken To Exclude Later Accretions Of Commentaries. The Invocations Included Underline The Traditional Recitation Of These Texts, And The Literary Devices Repetitions, Dialogue And Word Combat, Riddles, Paradoxes And Word Play Used By The Sages To Express Their Teachings. This Accurate And Exceptional Rendering, While Making Accessible To The Modern Reader Something Of The Beauty And Variety Of The Original Language, Reaffirms The Place Of The Upanishads As One Of The Most Profound Works Of World Literature. This Authentic And Nuanced Rendering Makes Accessible To The Modern Reader Something Of The Beauty And Variety Of These Ancient And Rich Texts Of Hinduism. The Upanisads Belong To The Tradition Of Literature That Is Heard Rather Than Remembered , And In Her Translation Roebuck Seeks To Reveal The Intent Of The Authors And Arrive At 'The Original' Text. (shrink)

In the winter of 1872, while still a young professor in Basel, having just published his first book, The Birth of Tragedy, Friedrich Nietzsche delivered a series of lectures entitled “On the Future of Our Educational Institutions.”1 These five lectures were well received at the time. It appears that Nietzsche intended to add two more lectures and to publish the whole series as a book. By the end of the year, however, the title of the series featured only as the (...) second title in his self-parodying essay, “Five Forwards to Five Unwritten Books.”2 The lectures remained unpublished during Nietzsche's lifetime…. (shrink)