Empirical work and philosophical analysis have led to widespread acceptance that vision for action, served by the cortical dorsal stream, is unconscious. I argue that the empirical argument for this claim is unsound. That argument relies on subjects’ introspective reports. Yet on biological grounds, in light of the theory of primate cortical vision, introspection has no access to dorsal stream mediated visual states. It is thus wrongly assumed that introspective reports speak to absent phenomenology in the dorsal stream. In light (...) of this, I consider a different conception of consciousness’s relation to agency in terms of access. While theoretical reasons suggest that the inaccessibility of the dorsal stream to conceptual report is evidence that it is unconscious, this position begs important questions. I propose a broader notion of access in respect of the guidance of intentional agency and not, narrowly, conceptual report (Note: this paper contradicts my earlier paper, "The Case for Zombie Agency"). (shrink)

Reinforcement learning approaches to cognitive modeling represent task acquisition as learning to choose the sequence of steps that accomplishes the task while maximizing a reward. However, an apparently unrecognized problem for modelers is choosing when, what, and how much to reward; that is, when (the moment: end of trial, subtask, or some other interval of task performance), what (the objective function: e.g., performance time or performance accuracy), and how much (the magnitude: with binary, categorical, or continuous values). In this article, (...) we explore the problem space of these three parameters in the context of a task whose completion entails some combination of 36 state–action pairs, where all intermediate states (i.e., after the initial state and prior to the end state) represent progressive but partial completion of the task. Different choices produce profoundly different learning paths and outcomes, with the strongest effect for moment. Unfortunately, there is little discussion in the literature of the effect of such choices. This absence is disappointing, as the choice of when, what, and how much needs to be made by a modeler for every learning model. (shrink)

BM 76829, a fragment from the mid-section of a small tablet from Sippar in Late Babylonian script, preserves what remains of two new unparalleled pieces from the cuneiform astronomical repertoire relating to the zodiac. The text on the obverse assigns numerical values to sectors assigned to zodiacal signs, while the text on the reverse seems to relate zodiacal signs with specific days or intervals of days. The system used on the obverse also presents a new way of representing the concept (...) of numerical ‘zero’ in cuneiform, and for the first time in cuneiform, a system for dividing the horizon into six arcs in the east and six arcs in the west akin to that used in the Astronomical Book of Enoch. Both the obverse and the reverse may describe the periodical courses of the sun and moon, in a similar way to what is found in astronomical texts from Qumran, thus adding to our knowledge of the scientific relationship between the two cultures. (shrink)

Identifying the missing or unstated premisses of arguments is important, because their logical quality depends on them. Textbook authors regard enthymematic syllogisms (e.g., "Elvis is a man, so Elvis is mortal") as having an unstated premiss - the major premiss (e.g., "All men are mortal"). They are said to be such because these syllogisms become formally valid when the major premiss is added (i.e., it is a gap-filler). I argue that unstated major premises are not gap-fillers: they support a part (...) of the argument that is already given implicitly - the inference claim ("If the premisses are true then the conclusion is true"). As such, their logical status is the same as that of an unstated proposition that supports the minor premiss, which is not part of the argument. Therefore, the so-called "major premiss" is not an unstated premiss of the enthymeme. (shrink)

Constraints and dependencies among the elements of embodied cognition form patterns or microstrategies of interactive behavior. Hard constraints determine which microstrategies are possible. Soft constraints determine which of the possible microstrategies are most likely to be selected. When selection is non-deliberate or automatic the least effort microstrategy is chosen. In calculating the effort required to execute a microstrategy each of the three types of operations, memory retrieval, perception, and action, are given equal weight; that is, perceptual-motor activity does not have (...) a privileged status with respect to memory. Soft constraints can work contrary to the designer's intentions by making the access of perfect knowledge in-the-world more effortful than the access of imperfect knowledge in-the-head. These implications of soft constraints are tested in two experiments. In experiment 1 we varied the perceptual-motor effort of accessing knowledge in-the-world as well as the effort of retrieving items from memory. In experiment 2 we replicated one of the experiment 1 conditions to collect eye movement data. The results suggest that milliseconds matter. Soft constraints lead to a reliance on knowledge in-the-head even when the absolute difference in perceptual-motor versus memory retrieval effort is small, and even when relying on memory leads to a higher error rate and lower performance. We discuss the implications of soft constraints for routine interactive behavior, accounts of embodied cognition, and tool and interface design. (shrink)

We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and (...) too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills. (shrink)

Lewis’ neurodevelopmental model provides a plausible alternative to the brain disease model of addiction that is a dominant perspective in the USA. We disagree with Lewis’ claim that the BDMA is unchallenged within the addiction field but we agree that it provides unduly pessimistic prospects of recovery. We question the strength of evidence for the BDMA provided by animal models and human neuroimaging studies. We endorse Lewis’ framing of addiction as a developmental process underpinned by reversible forms of neuroplasticity. His (...) view is consistent with epidemiological evidence of addicted individuals ‘maturing out’ and recovering from addiction. We do however hold some reservations about Lewis’ model. We do not think that his analysis of the neurobiological evidence is clearly different from that of the BDMA or that his neurodevelopmental model provides a more rigorous interpretation of the evidence than the BDMA. We believe that our understanding of the neurobiology of drug use is too immature to warrant the major role given to it in the BDMA. Our social research finds very mixed support for the BDMA among addicted people and health professionals in Australia. Lewis’ account of addiction requires similar empirical evaluation of its real-world implications. (shrink)

Abstract MacFarlane distinguishes “context sensitivity” from “indexicality,” and argues that “nonindexical contextualism” has significant advantages over the standard indexical form. MacFarlane’s substantive thesis is that the extension of an expression may depend on an epistemic standard variable even though its content does not. Focusing on ‘knows,’ I will argue against the possibility of extension dependence without content dependence when factors such as meaning, time, and world are held constant, and show that MacFarlane’s nonindexical contextualism provides no advantages over indexical contextualism. (...) The discussion will shed light on the definition of indexicals as well as the meaning of ‘knows,’ and highlight important constraints on the way meaning can be represented in semantics. Content Type Journal Article Pages 1-14 DOI 10.1007/s11098-011-9831-1 Authors Wayne A. Davis, Georgetown University, Washington, DC, USA Journal Philosophical Studies Online ISSN 1573-0883 Print ISSN 0031-8116. (shrink)

In this article, the authors explore the interaction of language and culture through a metaphorical analysis of the ideas written of in Gregory Stock's book, Metaman, as well as explain how education shares the implicit assumptions of Metaman, thus perpetuating and strengthening a modern-day discourse that embeds a technological manifest destiny enveloped in deficiency as a guiding metaphor.

The most comprehensive book on the topic, Thinking about Good and Evil traces salient Jewish ideas about why innocent people seem to suffer, why evil individuals seem to prosper, and God's role in matters of (in)justice, from antiquity to modernity.

This book is a history of modern European philosophy, focusing on the great philosophers of the seventeenth, eighteenth, and nineteenth centuries, from Descartes through Nietzsche, all of whom develop comprehensive systems of thought. Such a history can be seen as telling a story (indeed, the very word "story" comes from the Latin word historia). It has been traditionally understood since ancient times that a good story has a beginning, an end, and a middle that reasonably moves us from the beginning (...) to its end. Although it may seem a bit artificial, we can think of the history of modern European philosophy as beginning in the 1620s, when Descartes was writing his Rules for the Direction of the Mind, and ending in 1900, with the death of Nietzsche. In some ways, the development from the former to the latter is a process of intellectual radicalization. Yet a focus that persists through this process is an emphasis on the individual thinker as the subject of experience, belief, knowledge, and action. (shrink)

In his 2004 article “Hannah Arendt and Jean Baudrillard: Pedagogy in the Consumer Society,” Trevor Norris bemoans the degree to which contemporary education’s focus can increasingly be described as primarily nurturing “consumers in training.” He goes on to add that the consequences of such “mindless” consumerism is that it “erodes democratic life, reduces education to the reproduction of private accumulation, prevents social resistance from expressing itself as anything other than political apathy, and transforms all human relations into commercial transactions of (...) calculated exchange.” This, then, is the challenge of the age: to articulate the sort of education that might prompt our youngsters to imagine a genuine alternative to this consumer madness—a challenge that the authors of this paper attempt to tackle. (shrink)

Thirteen (largely) thematically unconnected essays dealing with some ultimate, but not esoteric, questions in modern metaphysical epistemology.

This article discusses the use of computer-based simulation games to teach business ethics. The current theory of business ethics simulation games (BESGs) is built on two axioms. The first is that BESGs are best used to teach students ethical principles, and the second is that this is best accomplished by presenting students with ethical dilemmas. This article disputes both of these axioms and proposes new theory. The purpose of BESGs, on the new theory, is to induce in students certain thought (...) processes, not to simulate business situations. According to this new theory, simulation games should be designed to induce in players decision-making processes analogous to those of managers and employees confronted with ethically fraught decisions that have no obvious right or wrong answer. These ethical conundrums involve balancing risks to others and benefits for oneself in the course of ordinary, everyday work. This new theory is illustrated by describing a BESG designed by the author and currently used at several colleges and universities. (shrink)

In "lectures and conversations" wittgenstein suggests that there is an "enormous gulf" between religious believers and non-believers, when the latter wish to dispute religious claims. d z phillips and others have interpreted his remarks as implying that non-believers cannot disagree with believers because different language-games are being played. i try to show that for wittgenstein the gulf exists for a different reason: non-believers take religious utterances as being truth claims, but they are not. they are really vehicles for conveying feelings (...) that cannot themselves be expressed. for him, the understanding of religious utterances is not, in principle, confined to believers. (shrink)

Throughout religious, scientific, and humanist literature on ideas one finds categorical subdivisions that are four in number: the four corners of the Earth, the four cardinal directions, the four proteins constituting DNA, Maxwell's four equations, Toynbee's four societies, Pythagoras’ four elements of arithmetic, Pythagoras’ four elements, Hayden White's four aspects of imagination. The list is endless. From where does the “four” come? Why not five, or six, eight, or nine? Andersen tracks back to the beginnings of arithmetic utilized in the (...) architecture of conceptual thinking. He finds the answer not only in the quadration of the human body as having four sides and giving a stabilizing structure to the brain but equally in the architecture of memory. Using the slot-theory of short-term memory processing, he demonstrates how easily the four-count comes to mind and how the brain resists moving on to five. (shrink)

"Spinoza in English" is the first bibliography to bring together the entire 325-year record of books, monographs, dissertations, and articles in English on Benedict de Spinoza (1632-1677), including translations of his works into English. Well over 2100 citations are presented, bringing this record through early 1991. Arranged alphabetically by author or editor and internally cross-referenced for ease of use, this bibliography also cites its own sources where appropriate and, in many cases, provides guidance on how to obtain unpublished or out-of- (...) print titles. Additionally, it restores or corrects a good deal of earlier bibliographic detail, identifies dozens of publications hitherto overlooked, and, beginning with titles from the mid-1800's, presents the citations in a uniform style. (shrink)

This paper contrasts the reception of Dionysius in relation to non-Christian philosophy during the Latin Middle Ages with his reception in twentieth-centuryChristian thought. The medievals, including Eriugena, Thomas Aquinas, Nicholas of Cusa, and many others, as a rule refuse to divide religion from philosophy and they distinguish or unite thinkers by their teaching rather than by their confessional adherence. Hence they see no need to set Dionysius in opposition to non-Christian philosophers such as Plato, Aristotle, and Proclus, or to repudiate (...) the latter in favor of the former. By contrast, Vladimir Lossky and Jean-Luc Marion, with their shared background in Etienne Gilson, celebrate Dionysius in opposition to the non-Christian Neoplatonists, whom they polemically misrepresent as reducing God to conceptual categories. These twentieth-century figures evince a sectarian religious narrowness that blinds them to the textual and philosophical community of Dionysius with his non-Christian sources. (shrink)

Holmes Rolston, III’s analysis of disvalue in nature is the sole explicit and sustained discussion of the negative side of nature by an environmental philosopher. Given Rolston’s theological background, perhaps it is not surprising that his analysis has strong analogues with traditional theodicies, which attempt to account for evil in a world created by a good God. In this paper, I explore those analogues and use them to help evaluate Rolston’s account. Ultimately, I find it more satisfactory than traditional theodicy (...) in its own context, but I also raise two problems: a weighting and a counseling problem. First, once Rolston acknowledges the reality and role of disvalue in nature, he discounts its significance too greatly. Second, his account is less useful in helping those who have been harmed by the destructive activity of nature. I claim that we can usefully regard Rolston’s analysis as a deconstruction of the anthropocentric, non-ecological view of nature. Finally, I argue that the two problems and a related issue, the objectivity/subjectivity of values, point in the direction of a pragmatist account of value in nature. (shrink)

Wilderness has always been a problematic concept, and now even some environmental philosophers question its value. Using Mount Marcy, the highest peak in New York State, the views from its summit, and the wilderness areas that surround it as heuristic devices, I examine four historically important concepts of wilderness. Even the most recently developed of those concepts has its philosophical problems, especially its implicit dualism, which many environmental thinkers regard negatively. I join those who reject dualism, but I disagree with (...) the call to jettison the concept of wilderness. Instead, I argue that we need to develop an environmental philsophy that acknowledges both our differences from and our unity with wild nature. (shrink)

This article uncovers the logical structure of Russell’s negative facts, which he postulated in his 1919 lectures on logical atomism as a way of accounting for the truth of negative propositions. It is argued that he subsequently abandoned his belief in the existence of negative facts because the latter could not be reconciled with his Principle of Acquaintance, a fundamental corner stone of his logical atomism. A proposed fine tuning of this Principle shows that the postulation of negative facts represents (...) the best solution to the problem of negation which his logical atomism must face. (shrink)