When people understand a counterfactual such as “if the flowers had been roses, the trees would have been orange trees,” they think about the conjecture, “there were roses and orange trees,” and they also think about its opposite, the presupposed facts. We test whether people think about the opposite by representing alternates, for example, “poppies and apple trees,” or whether models can contain symbols, for example, “no roses and no orange trees.” We report the discovery of an inference‐to‐alternates effect—a tendency (...) to make an affirmative inference that refers to an alternate even from a negative minor premise, for example, “there were no orange trees, therefore there were poppies.” Nine experiments show the inference‐to‐alternates effect occurs in a binary context, but not a multiple context, and for direct and indirect reference; it can be induced and reduced by prior experience with similar inferences, and it also occurs for indicative conditionals. The results have implications for theories of counterfactual conditionals, and of negation. (shrink)

How can we understand and move beyond a persistent tendency to think, write and organize about food and agriculture as if it were possible to separate a theorist’s views on gender and race from their views on farm animals? Considerable scholarship already addresses this question. This paper suggests that philosophy can contribute to the discussion by focusing a particular kind of attention on patterns of thinking. In particular, dichotomous thinking has traditionally provided grounds for separating production from consumption, (...) and continues to present an obstacle to efforts at connecting “farm issues” to “fork issues.” Three characteristics of dichotomous thinking present particular obstacles to scholarship that would deeply integrate food studies with agriculture studies. (1) Dichotomies tend to set up not just a contrast but an antagonism between their two poles, such that to be this means to be not that. (2) Dichotomous thinking tends to erase nuance, to eliminate anything between the two dichotomous options, and to purify or “clean up” the ambiguous case or extraneous material, by shoehorning it into one option or the other; and (3) Particular groups of dichotomies operate together, such that they mutually reinforce each other to create a way of understanding the world that is more plausible because of its cohesiveness. These snarls of mutuallysupportive dichotomies that are nevertheless purist and puritanical in their impact, present a real (i.e. ideological, theoretical, conceptual) challenge to creating scholarly and activist movements that integrate the best of agrarian thinking and the best of critical food studies scholarship attentive to race, class and gender oppression. Keywords Dichotomy Production Consumption Alternative agriculture Agrarianism Local food. (shrink)

ABSTRACTThis paper seeks to ignite debate surrounding the computerization and change in organizing financial markets and, due to the emergence of trading algorithms, investigates those as disruptiv...

This book offers a discussion about how people think, talk, learn, and explain things in causal terms in terms of action and manipulation. Sloman also reviews the role of causality, causal models, and intervention in the basic human cognitive functions: decision making, reasoning, judgement, categorization, inductive inference, language, and learning.

Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for (...) critical thought may indeed be one significant aspect of developed personhood; however an emphasis on critical thought as the main source of respect for persons raises a number of issues about what might therefore be excluded or neglected. A number of alternative views that try to retrieve a more ‘humanised’ view of how we exist in the world are examined and are found to suggest that human consciousness as a mark of personhood should be seen as rooted in bodily senses and a more aesthetic orientation towards the world that moves us away from critical thought and rationality as the single indicators of ‘good’ thinking. (shrink)

Using a multiple-trial stock market decision paradigm, the possibility that counterfactual thinking can be dysfunctional for learning and performance by distorting the processing of outcome information was examined. Correlational (Study 1) and experimental (Study 2) evidence suggested that counterfactuals are associated with a decrease in experiential learning. When counterfactuals were made salient, participants displayed significantly poorer performance compared to their counterparts for whom counterfactuals were relatively less salient. A counterfactual salience ? need for cognition (NFC) interaction qualified these findings. (...) High NFC participants outperformed their counterparts when counterfactuals were not salient. Evidence for a memory-based mechanism was also supported. (shrink)

This review essay examines several recentbooks about agriculture, including two books on thelinks between cultural and biological diversity intraditional agriculture, two books on the US farmcrisis, and a collected volume examining globalaspects of agricultural restructuring andsustainability. Finally, a history of ``alternative''agriculture provides a framework for thinking aboutthe ways the different cases shed light on the complexrelations between tradition and innovation inagriculture. A historical perspective highlights theextent to which ``alternative'' is a relative term. Themonocrop, ``factory'' mode that dominate (...) US agriculturetoday certainly differs from what has characterizedfarming for most of history and in most of the world.Small-scale, more or less organic, diversified farms,which appear so ``alternative'' in the present context,have until lately counted as the norm, here andelsewhere. These books also highlight both the dangersof the currently dominant industrial agriculture andthe potential for genuine alternatives. (shrink)

Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in (...) assessing critical thinking dispositions, and suggests an exploratory attempt to assess them. (shrink)

Today it is said that we live in a condition of post-truth. In this essay, I will query this claim. In doing so, I do not intend to argue the contrary position, and neither will I attempt to offer some hope for a “return” to truth. Rather, my query will begin with an exploration of the assumptions behind the claim of post-truth and then consider an alternative notion of truth offered by Martin Heidegger and put into practice by Vaclav (...) Havel. Next, I consider how this Heideggerian/Havelian notion of truth is perhaps better thought in terms of thinking as articulated by Hannah Arendt, and a conception of ethics that runs close to Arendt’s thinking on thinking. Finally, the essay ends with the consideration that in the increasingly complex worlds of global and informational interconnectedness, perhaps what is most needed is not truth but thinking. That is, thinking that gives way to a sense of the world. (shrink)

This article proposes to break with the idealized approach of alternation. Far from political injunctions, organizational, strategic, managerial and bureaucratic after all, we propose a different reading of the alternating student in terms of pedagogy. By locating our thinking in a conception of pedagogy as expressed in teachers claiming the principles and values of the New Education, we invite you to exceed the formatted design of alternating considering it as a reflection on the relationship between education and culture.

Veissière and colleagues make a valiant attempt at reconciling an internalist account of implicit cultural learning with an externalist account that understands social behaviour in terms of its environment-involving dynamics. However, unfortunately the author's attempt to forge a middle way between internalism and externalism fails. We argue their failure stems from the overly individualistic understanding of the perception of cultural affordances they propose.

When we take a look back at the way Western states have fought terrorist organizations in the last 20 years, it is difficult not to think that these alternatives to war might have been more ethical than the decisions to invade Afghanistan and Iraq in 2001 and in 2003. These cases speak for themselves as they have both led to the death of hundreds of thousands of innocent civilians, which is highly paradoxical in light of the logic that supported these (...) interventions. There is a need to think of alternatives to war that will imply the legitimization of proactive sets of measures that would allow states to effectively prevent terrorist attacks through the use of kinetic force in a limited extent as a way to avoid the terrible and unpredictable effects of wars. Violent Alternatives to War: Justifying Actions Against Contemporary Terrorism engages in a moral discussion of the challenges associated with violent alternatives to war when confronting terrorism and suggests a comprehensive approach to how this form of violence can be legitimized and how it ought to be used against this contemporary threat. (shrink)

In this article, human–computer interaction is explored as a design-oriented practice nurturing the becoming of what is not-yet in future-oriented and speculative manners. Such approaches have evolved over time and now the field seems ready to take leaps targeting social and culturally infused contexts, such as those suggested by critical design, design things, adversarial design, making futures, pluriversal design and critical fabulations. It is in this respect that feminist theories, methods and imaginaries are rendered important. Feminist theory is in this (...) article considered an important companion and part of the practical tool-kit necessary for generative, speculative and ethical approaches within the field of HCI. How to think with care is explored as a meta-design strategy directed and informed by feminist onto-epistemologies – a strategy intended to ‘seed’ speculative and social justice-oriented design endeavours through generative figurations and critical dilemmas to foster abilities and sensibilities for dealing with difference differently. What is advanced is the need for meta-design space in HCI, in this article referred to as a contact zone, a feminist figuration with the intention to open up for design explorations with ethical imperatives. Four other interrelated feminist figurations are also loosely explored in order to frame how thinking with care in HCI could be advanced further, i.e. diffractive thinking, intra-activism, becoming-with and response-ability. By considering serious feminist accounts of situated knowledges and touching visions, it is argued that feminist thinking is well on its way to offering real alternatives of great importance for HCI. (shrink)

The many critical approaches to an ‘ethnicity framework’ have fallen short of a very possible conclusion—that the language of ethnicity provides, for the most part, a poor paradigm with which to work. In the present paper we seek not only to re-state some key weaknesses of this paradigm but also to suggest that these weaknesses are more general in an over-ethnicised sociology. There are numerous critiques of particular models or elements of ethnicity thinking, including critiques of primordialist approaches , (...) of multiculturalism , and of the over-objectification of groups . The major critiques constitute a strong case against ‘thinking with ethnicity’; the broader weaknesses are more general in contemporary ‘identitarian’ sociology. From this position we turn to the question of offering an alternative approach in a sociology which emphasizes agency, and is grounded in an analysis of actors in material situations. This is allied to the concept of ideational resources, social categories and identities upon which actors draw, and a middle-range view of causality and tendency in social change. Ideas of ancestral belonging are among those ideational resources, and these ideas and assumptions are played out in a context of material and political change. The subject of study is not ethnicity, but power, resources, social relations and institutions informed by cultural identities and ideas of ancestry. The strategy of the paper will be first to re-state the deficiencies of ‘ethnicity thinking’ and second to offer an alternative framework for thinking about social action and social structure. (shrink)

This article focuses on Charles Taylor’s and William Connolly’s attempts to fashion alternative forms of secular public reasoning to those of liberals like Rawls and Galston. I provide a weak defense of Taylor against both Connolly and many of Taylor’s liberal secular foes. Despite its noted shortcomings that Connolly can help to address, Taylor’s model does provide a more adequate basis for thinking through a public morality appropriate to the times because it takes seriously the hold certain values (...) have on non-secular individuals, and thus is very much attuned to the realities of ethical deliberation in early 21st-century western democracies Key Words: democracy • liberalism • pluralism • secularism • theism. (shrink)

This book is the scholarly & fully annotated edition of the award-winning _The Illustrated To Think Like God.__ _To Think Like God_ focuses on the emergence of philosophy as a speculative science, tracing its origins to the Greek colonies of Southern Italy, from the late 6th century to mid-5th century B.C. Special attention is paid to the sage Pythagoras and his movement, the poet Xenophanes of Colophon, and the lawmaker Parmenides of Elea. In their own ways, each thinker held that (...) true insight, whether as wisdom or certainty, belonged not to mortal human beings but to the gods. The Pythagoreans sought to approach this otherwordly knowledge by studying numerical relationships, believing them to govern the universe, and that those who know the number of a thing know its true nature. Yet their quest was a hopeless one, bogged down by cultism, numerology, political conspiracies, bloody uprisings, and exile. Above all, number did not turn out as the most reliable of mediums; it was certainly not a key to the realm of the divine. Thus, their contributions to philosophy's inception, while much better-publicized, was not the most significant. That particular role was reserved for an unusual challenge and the elaborate reaction it provoked. The challenge came from Xenophanes, who had argued that reliable truth was beyond mortal reach, because even if by accident a human being should state what is exactly the case, he had no way of knowing that he did, all things being susceptible to opinion. This dilemma is sure to have bothered a legislative mind like that of Parmenides, and we find him introducing techniques for testing the veracity of statements. These methods were meant to be carried out by reasoning and argument alone, without relying in physical evidence or mortal sense-perception, which was deemed untrustworthy. Reason was that one faculty shared by gods and humans alike. In time, Parmenides' ingenious arguments have earned him the titled of the first logician and metaphysician whose influence on subsequent thinkers was immeasurable. Parmenides taught us that philosophy was not about claims but about proof, which also makes him the father of theoretical science -- which, curiously, began as a quest into the mind of God. "Arnold Hermann makes a genuine contribution to Presocratics studies. This book, which is both an introduction to Pythagoras and Parmenides and a scholarly study, will interest novices and experts alike. Hermann's multi-leveled approach and his careful analyses of alternate views make his work a useful teaching tool, while his systematic inquiry into Pythagoreanism, the poem of Parmenides, and the development of early Greek thought will well repay the attention of scholars. — Patricia Curd_,_ _Purdue University_ "_To Think Like God_ is a highly ambitious book... Hermann's approach deserves to be taken seriously as an alternative to standard interpretations." — Richard D. McKirahan, Jr.,___ __Edwin Clarence Norton Professor of Classics and Professor of Philosophy, Pomona College_ "Arnold Hermann brings fresh life into the specialists' debates... a blow of wind that dissipates much fog." — Walter Burkert_, Professor Emeritus of Classical Philology, University of Zurich_ ARNOLD HERMANN_ is pursuing independent research on the origins of philosophy and methods of thinking. He specialices on subjects connected with Parmenides and Plato's _Parmenides._. (shrink)

This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored (...) in local epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education. (shrink)

In recent years, there has been a resurgent interest in the philosophical dimension of cultural products—cinema, in particular. Rather than analyzing the production, dissemination and reception of particular films through literary, cultural, sociological or psychological theories, one considers film as “doing the work” of theory/philosophy. This essay argues that cinema's possibility of being/becoming philosophy will emerge only if one remains open to the inconsistencies of the cinematic text, rather than seek to posit a mythical point of origin that reduces representation (...) to its effective functionality, thereby announcing the death of thinking. Following the ways in which Adorno and Horkheimer indicate the deep ontological significance of the myth of origin involved in the logic of Enlightenment, this essay attempts to offer responsibility, vigilance and hesitation as alternative ways of engaging with thought. Cinema, this essay finally claims, can offer a model with which thinking, as philosophy proper, can be recovered from its mythical origin. (shrink)

Considers the legacy of Thomas Merton and his relevance for contemporary times. With the publication of The Seven Storey Mountain in 1948, Thomas Merton became a bestselling author, writing about spiritual contemplation in a modern context. Although Merton (1915–1968) lived as a Trappist monk, he advocated a spiritual life that was not a retreat from the world, but an alternative to it, particularly to the deadening materialism and spiritual vacuity of the postwar West. Over the next twenty years, Merton (...) wrote for a wide audience, bringing the wisdom of Christianity, Buddhism, and Sufism into dialogue with the period’s contemporary thought. In Thinking through Thomas Merton, Robert Inchausti introduces readers to Merton and evaluates his continuing relevance for our time. Inchausti shows how Merton broke the high modernist trance so that we might become the change we wish to see in the world by refiguring the lost virtues of silence, contemplation, and community in a world enamored by the will to power, virtuoso performance, radical skepticism, and materialist metaphysics. Merton’s defense of contemplative culture is considered in light of the postmodern thought of recent years and emerges as a compelling alternative. Robert Inchausti is Professor of English at California State Polytechnic University, San Luis Obispo. He is the author of Thomas Merton’s American Prophecy and The Ignorant Perfection of Ordinary People, both also published by SUNY Press. (shrink)

This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of (...) subject matter, and introduce subject-specific critical thinking. Subject-matter departmental and other units will make long-range plans for incorporating critical thinking in varying amounts in subject-matter courses, culminating in a written Senior Thesis/Project involving investigating, taking, and defending a position, which reinforce critical thinking abilities and dispositions and increase subject-matter knowledge. Teaching approaches used in the program are involving and based on the principle, “We learn what we use.” Both summative and formative assessment are employed as appropriate. Coordination and support are extensive. Objections and concerns are discussed, and alternatives, including possible transitions, are considered. An extended review of research supports moving toward CTAC. (shrink)

Recent experimental work by T.D. Wilson et al. indicates that a consequence of asking subjects to reflect on their attitudes is that they not only reduce the consistency between their attitudes and behavior, but they perform actions which they come to regret. Wilson interprets this work via intra-psychic concepts, and arrives at the conclusion that it is rational to avoid deliberating about a wide range of attitudes and behaviors. This consequence has objectionable implications for philosophical theories of deliberative practical rationality. (...) I respond to this challenge by reinterpreting the experimental results in a way which is not only consistent with a certain theory of deliberative practical rationality but in which the results lend support to that theory. My interpretive focus is on attending closely to the social circumstances of subjects in the experiments[1]. (shrink)

Many philosophers think that free will requires alternative possibilities. Other philosophers deny this. There are plenty of philosophical arguments on both sides of this debate, but here I want to highlight various theological pressures that might push Christians into rejecting the principle of alternative possibilities. In this paper, I explore six cases that might push Christians in that direction: the case of divine foreknowledge, the case of prophecy, the case of the blessed in heaven, the case of Christ's (...) human freedom, the case of Mary's fiat in light of her immaculate conception, and the case of prayers for the past. As I will argue, in each of these cases, given certain other standard theological commitments, it seems that Christians are pushed to admit that the agent in question does indeed act freely but also that he or she did not possess alternative possibilities at the moment of decision. (shrink)

Recent work on Alain Badiou and Jacques Rancière has rightly identified equality both as a central theme in their own thinking and as the key notion in contemporary radical political thought more broadly, but a focus on the differences between their respective accounts of equality has failed to clarify a major problem that they share. The problem is that human equality is said to rest on a particular human capacity, leaving Badiou's axiomatic equality and Rancière's assumed equality vulnerable to (...) the charge of having a blind spot for some of society's most vulnerable. This article introduces an alternative understanding of equality drawn from the thought of Jean-Luc Nancy, an equality that does not rely on a human capacity to guarantee or verify it but rests on Nancy's notion of sense. The article explores the advantages of Nancy's account of equality in relation to sense over and against an alternative reading that focuses on Nancy's evocation of the suffering human body, before addressing, in conclusion, the problems with which Nancy's idea of equality will have to grapple, and why, despite these problems, it is still preferable to the Badiouian and Rancièrian approaches. (shrink)

Most present-day scholarship on the carceral state, and practically all of the papers and discussion at this conference, involve analysis of the massive increase in prison population over the last 25 years. What has not yet been systematically explored, and what is meant to be the focus of this final panel, is how to decarcerate. This is practically virgin territory. Scholars and activists have hardly begun to create a conversation, much less a literature, on the politics and policy of decarceration. (...) My experience is that most people begin to think about decarceration as a problem in political persuasion. But that begs the questions: who needs persuading and of what? Even passing attention to the issue suggests that there are many possible paths to decarceration; each of them implicates policy choices and triggers its own political debate. (shrink)

Do we conduct our conscious propositional thinking in natural language? Or is such language only peripherally related to human conscious thought-processes? In this paper I shall present a partial defence of the former view, by arguing that the only real alternative is eliminativism about conscious propositional thinking. Following some introductory remarks, I shall state the argument for this conclusion, and show how that conclusion can be true. Thereafter I shall defend each of the three main premises in (...) turn. (shrink)

An array of new cases of lies is presented in support of the idea that lying does not require an intention to be deceptive. The crucial feature of these cases is that the agents who lie have some sort of motivation to lie alternative to an intention to be deceptive. Such alternative motivation comes in multiple varieties, such that we should think that the possibility of lying without an intention to be deceptive is common.

‘Computational thinking’ (CT) is highlighted in research literature, societal debates, and educational policies alike as being of prime significance in the 21st century. It is currently being introduced into K–12 (primary and secondary education) curricula around the world. However, there is no consensus on what exactly CT consists of, which skills it involves, and how it relates to programming. This article pinpoints four competing claims as to what constitutes the defining traits of CT. For each of the four claims, (...) inherent philosophical presuppositions are identified concerning the nature of thinking, problem-solving, and human–computer relationships. It is argued that most of these philosophical presuppositions are very similar to ones that Hubert Dreyfus and Donald Schön addressed forty to fifty years ago. Therefore, claims about the power of CT raise old discussions in a new disguise. Dreyfus and Schön argued that the presuppositions were wrong. Do their arguments hold and thus defeat contemporary claims about CT? Alternatively, has the technological development since the time of their writings proven them wrong? This article argues that it is necessary to heed the arguments of Dreyfus, Schön, and—later—Bent Flyvbjerg to ensure that CT curricula are built in accord with the value-rational nature of human practice, rather than on misconceived rationalizations of problem-solving, computer use, and computational aspects in the world. However, the pervasive integration of information technology in today's world raises new issues concerning human–machine collaborations that sidetrack the arguments of Dreyfus and Schön. A revised view of CT is required which focusses on articulating how humans can design for, partake in, and critically appraise human–machine collaborations. (shrink)

The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the ‘ordinary language’ philosophical traditions. Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions Examines the relevance of language in accounts of how we think Investigates the (...) philosophical accounts of Gilbert Ryle, Martin Heidegger, John Austin and Jacques Derrida Draws upon experience of own teaching practice as philosopher-in-residence. (shrink)

This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we (...) understand critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice. (shrink)

This article takes the form of an interview, in which the dialogue is internal. It is based on the author's experiment with the idea of the world as a household, which involves restoring household activities as free and independent activities. The author recollects earlier feminism's tendency to despise activities such as cooking and cleaning, because of their patriarchal inclusion in the stereotype of female dependency. She considers the household to be a fundamental human concept, which underlies lives and relationships, and (...) is capable of providing viable alternatives to the independency/dependency structures of patriarchy, embodied in secondary models such as the market place. (shrink)

People tend to judge more recent events, relative to earlier ones, as the cause of some particular outcome. For instance, people are more inclined to judge that the last basket, rather than the first, caused the team to win the basketball game. This recency effect, however, reverses in cases of overdetermination: people judge that earlier events, rather than more recent ones, caused the outcome when the event is individually sufficient but not individually necessary for the outcome. In five experiments (N (...) = 5507), we find evidence for the recency effect and the primacy effect for causal judgment. Traditionally, these effects have been a problem for counterfactual views of causal judgment. However, we argue that an extension of a recent counterfactual model of causal judgment explains both the recency and the primacy effect. In line with the predictions of our extended counterfactual model, we also find that, regardless of causal structure, people tend to imagine the counterfactual alternative to the more recent event rather than to the earlier one. Moreover, manipulating this tendency affects causal judgments in the ways predicted by this extended model: asking participants to imagine the counterfactual alternative to the earlier event weakens the interaction between recency and causal structure, and asking participants to imagine the counterfactual alternative to the more recent event strengthens the interaction between recency and causal structure. We discuss these results in relation to work on counterfactual thinking, causal modeling, and late-preemption. (shrink)

Understanding disability requires understanding its social construction, and social construction can be read in cultural products. In this essay, I look to one major locus for images of persons with disabilities—horror. Horror films and fiction use disability imagery to create and augment horror. I first situate my understanding of disability imagery in the horror genre using a case study read through the work of Julia Kristeva. But, I go on to argue that trademark moves in the horror genre, which typically (...) support ableist assumptions, can be used to subvert ableism and open space for alternative social and political thinking about disability. I point to the work of Tim Burton and Stephen King to demonstrate these possibilities in horror. (shrink)

This book's aims are to determine the importance of legal philosophy in legal education and in addition to develop alternative methods for teaching law in general and the philosophy of law in particular. In this context, the individual essays in this volume discuss the alternatives and tendencies in the quest for an adequate model of teaching and learning jurisprudence. Common to all of them is a commitment to the necessary integration of theoretical and practical knowledge, of traditional case and (...) lecture methods with non-traditional models such as cinema, drama, and literature, and of the dominant legal perspective with alternative approaches utilizing information technologies such as computers and the internet. Effective teaching and learning must favor critical and strategic thinking, dialectical and dialogical inquiry or research, problem-solving, role-playing, and skill-developing over mere rote memorization of existing rules and standard answers. (shrink)

This brief paper presents an Aristotelian-inspired approach to end-of-life decision making. The account focuses on the importance of teleology, in particular, the telos of eudaimonia understood as the goal of human flourishing as well as the telos of medicine when a person’s eudaimonia is threatened by serious illness and death. We argue that an Aristotelian bioethics offers a better alternative to a “fundamentalist bioethics” since the telos of eudaimonia offers a more realistic conception of the self and the realities (...) of frailty and mortality, provides a more objective basis for making decisions regarding end-of-life treatment and care, and is better able to resist the pull of the Technological Imperative. In addition, this teleological concept is flexible enough for it to be employed in multicultural and pluralistic societies. (shrink)

Many philosophers have written in the past as though it were nearly obvious to rational reflection that the existence of evil in this world is incompatible with the presumed properties of the Christian God, and they have assumed a proof of incompatibility to be easy to construct. An informal underpinning for this line of thought is easy to develop. Surely God in his benevolence finds evil to be evil, and hence has both the desire and the means, provided by his (...) omnipotence and omniscience, to eradicate it. But it remains a brute fact that evil exists. While this seems plausible enough at first glance, and seems damaging to the rationality of Christian belief, attempts to pin down a definite proof of incompatibility have encountered difficulties. The root difficulty is perhaps that the surface plausibility of incompatibility is ultimately mistaken. In what he calls a Free Will Defence against natural atheology, Alvin Plantinga has presented what seems a definitive proof, on rather modest assumptions, of the logical compatibility of God's nature and the existence of evil. Logic alone can neither prove nor disprove God's existence, since the defence rests on the empirical assumption that evil exists in this world. What Plantinga shows, put very simply, is that God may have created a world as good as any that an omnipotent, omniscient, and benevolent being might have created given that human beings must exist in that world. Whether Christianity ought to court logical rationality may seem highly dubious, but on the supposition that it does, Plantinga's proof that the existence of God is logically compatible with the existence of evil seems to me to settle the issue of whether Christianity is a possible object of rational belief, at least insofar as the problem of evil is considered the major obstacle to rationality of belief. Perhaps it is now clear that I do not intend here to attack the validity or the significance of Plantinga's proof. At the same time, I think it possible to argue for Plantinga's conclusion on other grounds, grounds that seem to me philosophically more appealing, and grounds that are manifestly compatible with the Biblical record. After briefly summarizing Plantinga's argument, I shall propose an alternative free will defence that circumvents some of the presuppositions of his arguments, an alternative that may be attractive to philosophers who are not interested in an ontology involving Plantinga's conception of possible worlds. (shrink)

Thinking with Literature offers a succinct introduction to a cognitive literary criticsm, broad in scope but focusing on a particular cluster of approaches, some of which have so far been little used. Explanatory chapters and sections alternate with close readings of literary texts from a wide range of different periods and genres. The literary readings are not mere 'examples' of cognitive topics, still less of hypotheses in cognitive science: the central argument is that cognitive criticism must draw its primary (...) energies from the complexities of literature itself. The main objective of the book is to induce a change of perspective in the reader: to see the point, and the extreme interest, of adopting a cognitive approach to literary criticism. (shrink)

In this paper we argue that ‘informed’ consent in Big Data genomic biobanking is frequently less than optimally informative. This is due to the particular features of genomic biobanking research which render it ethically problematic. We discuss these features together with details of consent models aimed to address them. Using insights from consent theory, we provide a detailed analysis of the essential components of informed consent which includes recommendations to improve consent performance. In addition, and using insights from philosophy of (...) mind and language and psycholinguistics we support our analyses by identifying the nature and function of concepts (ideas) operational in human cognition and language together with an implicit coding/decoding model of human communication. We identify this model as the source of patients/participants poor understanding. We suggest an alternative, explicit model of human communication, namely, that of relevance‐theoretic inference which obviates the limitations of the code model. We suggest practical strategies to assist health service professionals to ensure that the specific information they provide concerning the proposed treatment or research is used to inform participants’ decision to consent. We do not prescribe a standard, formal approach to decision‐making where boxes are ticked; rather, we aim to focus attention towards the sorts of considerations and questions that might usefully be borne in mind in any consent situation. We hope that our theorising will be of real practical benefit to nurses and midwives working on the clinical and research front‐line of genomic science. (shrink)

The Prometheus myth has long now provided inspiration for those who envision solutions to environmental issues. Prometheus is the figure par excellence of human forethought and progress in the anthropocene. In this article, we introduce the concept of ambient Prometheanism to describe the way of thinking that foregrounds foresight and anticipation and advances technological solutions developed by capital and energy-intensive projects. We question this stance, arguing that ambient Prometheanism, with its emphasis on technofix, leads to the economisation and depoliticisation (...) of planetary environmental issues. Following Bernard Stiegler, we recover from the myth the figure of Epimetheus, Prometheus’ brother, as well as his associated faculty, epimetheia to theorise what we call an ‘Epimethean politics’. Thinking the anthropocene from the perspective of ambient Prometheanism and Epimetheanism means to consider the role of technology in climate politics, and in particular to make the case for the importance of afterthought in face of unintended consequences and accumulated errors. To substantiate our argument, we outline the challenge posed by emerging solutions focussed on technological intensification and socio-economic acceleration. An Epimethean politics of the climate requires to use reflexivity as a capacity to anticipate, but also to mobilise epimetheia to account for accidents and past mistakes. Such a politics builds from an alternative conception of technology, one that radically differs from ambient Prometheanism. Finally we read as actualisations of Epimethean politics contemporary eco-political struggles and their imperatives for multispecies living and convivial livelihoods. (shrink)

The agonistic vs. epistemic dichotomy is fairly widespread in contemporary democratic theory and is endorsed by scholars as outstanding as Luis Felipe Miguel, Chantal Mouffe, and Nadia Urbinati. According to them, the idea that democratic deliberation can work as a rational exchange of arguments that aims at truth is incompatible with the recognition of conflict as a central feature of politics. In other words, the epistemic approach is bound to obliterate the agonistic and conflictive dimension of democracy. This article takes (...) this dichotomized way of thinking to task by reconstructing the association between democracy and compromise made by John Stuart Mill, John Morley, and Hans Kelsen. It concludes that the conceptualization of democracy as compromise offers an alternative to the agonistic vs. epistemic divide that disconcerts a significant part of political philosophy today. (shrink)