This article argues that Bowers and Paternoster’s emphasis on a moral community marks an important step towards a more ethical and effective approach to anti-doping. However, it also argues that the authors’ proposed strategies undermine their stated goal of effectively engaging athletes as partners in anti-doping efforts and raise ethical concerns. Their proposed emphasis on exploiting shaming as a punishment and their general view of athletes as adversaries fosters mistrust between athletes and those who enforce the anti-doping rules. Instead, this (...) article describes a model for empowering athletes as stakeholders in anti-doping policy as a means to provide anti-doping rules with increased moral legitimacy among athletes. (shrink)

In this paper, I develop a new interpretation of Quine’s epistemology in the hopes of clarifying the relationship between naturalized epistemology and traditional epistemology. Quine’s naturalized epistemology is commonly criticized on the grounds that it amounts to giving up on traditional epistemological projects in favor of projects in natural science. But, I argue, this criticism rests on a mistaken interpretation of Quine’s epistemology. This is because Quine’s naturalized epistemology retains an important meliorative component; part of its aim is to improve (...) our systems of beliefs. Quine’s approach emphasizes improving our beliefs by engaging in conceptual clarification, which is a central part of both traditional and naturalized epistemology, as well as, on Quine’s conception, scientific inquiry. Thus, I argue, a central task of naturalized epistemology is to clarify science from within. Once this is properly understood, it is evident that Quine’s naturalized epistemology constitutes a re-orientation, rather than a wholesale rejection, of the projects of traditional epistemology. (shrink)

Players of videogames describe their gameplay in the first person, e.g. “I took cover behind a barricade.” Such descriptions of gameplay experiences are commonplace, but also puzzling because players are actually just pushing buttons, not engaging in the activities described by their first-person reports. According to a view defended by Robson and Meskin (2016), which we call the fictional identity view, this puzzle is solved by claiming that the player is fictionally identical with the player character. Hence, on this view, (...) if the player-character fictionally performs an action then, fictionally, the player performs that action. However, we argue that the fictional identity view does not make sense of players' gameplay experiences and their descriptions of them. We develop an alternative account of the relationship between the player and player-character on which the player-character serves as the player's fictional proxy, and argue that this account makes better sense of the nature of videogames as interactive fictions. (shrink)

Struggles over journalism are often struggles over boundaries. These symbolic contests for control over definition also mark a material struggle over resources. In short: boundaries have consequences. Yet there is a lack of conceptual cohesiveness in what scholars mean by the term "boundaries" or in how we should think about specific boundaries of journalism. This book addresses boundaries head-on by bringing together a global array of authors asking similar questions about boundaries and journalism from a diverse range of perspectives, methodologies, (...) and theoretical backgrounds. (shrink)

Both utilitarian and deontological moral theories locate the source of our moral beliefs in the wrong sorts of considerations. One way this failure manifests itself, we argue, is in the ways these theories analyze the proper human relationship toward the non-human environment. Another, more notorious, manifestation of this failure is found in Derek Parfit's Repugnant Conclusion. Our goal is to explore the connection between these two failures, and to suggest that they are failures of act-centered moral theories in general. As (...) such, they cannot be fixed by simply developing a better version of such a theory. Virtue-based theories, we suggest, provide a more promising alternative. (shrink)

The Reliability Challenge to moral non-naturalism has received substantial attention recently in the literature on moral epistemology. While the popularity of this particular challenge is a recent development, the challenge has a long history, as the form of this challenge can be traced back to a skeptical challenge in the philosophy of mathematics raised by Paul Benacerraf. The current Reliability Challenge is widely regarded as the most sophisticated way to develop this skeptical line of thinking, making the Reliability Challenge the (...) strongest epistemic challenge to normative nonnaturalism. In this paper, I argue that the innovations that have occurred since Benacerraf’s statement of the challenge are misconceived and confused in a number of ways. The Reliability Challenge is not the most potent epistemic challenge to moral non-naturalism. The most potent challenge comes from the fact that there is a causal condition on knowledge – or, more precisely, a becaual condition – that non-natural moral facts cannot satisfy. (shrink)

I argue that there is a wide variety of epistemic norms, distributed along two different spectra. One spectrum runs from the ideal to the practical and concerns the extent to which it is possible to follow the norm given our cognitive and epistemic limitations. The other spectrum runs from thin to thick and concerns the extent to which the norm concerns facts about our beliefs over and above the content of the belief. Many putative epistemic norms, such as truth and (...) various conceptions of justification, can be found at different points on the spectra. There is no single obvious privileged point from which to say any of these norms is more fundamental than the others, though there may be some reason to doubt that some of the norms are intrinsically interesting. (shrink)

We will study patterns which occur when considering how Σ 1 -elementary substructures arise within hierarchies of structures. The order in which such patterns evolve will be seen to be independent of the hierarchy of structures provided the hierarchy satisfies some mild conditions. These patterns form the lowest level of what we call patterns of resemblance . They were originally used by the author to verify a conjecture of W. Reinhardt concerning epistemic theories 449–460; Ann. Pure Appl. Logic, to appear), (...) but their relationship to axioms of infinity and usefulness for ordinal analysis were manifest from the beginning. This paper is the first part of a series which provides an introduction to an extensive program including the ordinal analysis of set theories. Future papers will conclude the introduction and establish, among other things, that notations we will derive from the patterns considered here represent the proof-theoretic ordinal of the theory KPℓ 0 or, equivalently, Π 1 1 −CA 0. (shrink)

A systematic effort to rethink Freud's theory of the unconscious, aiming to separate out the different forms of unconsciousness.

The Skillfulness of Virtue provides a new framework for understanding virtue as a skill, based on psychological research on self-regulation and expertise. Matt Stichter lays the foundations of his argument by bringing together theories of self-regulation and skill acquisition, which he then uses as grounds to discuss virtue development as a process of skill acquisition. This account of virtue as skill has important implications for debates about virtue in both virtue ethics and virtue epistemology. Furthermore, it engages seriously with (...) criticisms of virtue theory that arise in moral psychology, as psychological experiments reveal that there are many obstacles to acting and thinking well, even for those with the best of intentions. Stichter draws on self-regulation strategies and examples of deliberate practice in skill acquisition to show how we can overcome some of these obstacles, and become more skillful in our moral and epistemic virtues. (shrink)

It seems like experience plays a positive—even essential—role in generating some knowledge. The problem is, it’s not clear what that role is. To see this, suppose that when your visual system takes in information about the world around you it skips the experience step and just automatically and immediately generates beliefs in you about your surroundings. A lot of philosophers think that, in such a case, you would (or at least could) still know, via perception, about the world around you. (...) But then that raises the question: What epistemic role was the experience playing? How did it contribute to your knowledge of your surroundings? Philosophers have given many different answers to these questions. But, for various reasons, none of them has really stuck. In this paper I offer and defend a different answer to these questions—a solution to the problem—which avoids the pitfalls of other answers. I argue that experience is, all by itself, a kind of knowledge—it’s what Bertrand Russell (1912) calls “knowledge of things”. So I argue that experience helps generate knowledge simply by being knowledge. (shrink)

When we experience the world – see, hear, feel, taste, or smell things – we gain all sorts of knowledge about the things around us. And this knowledge figures heavily in our reasoning about the world – about what to think and do in response to it. But what is the nature of this knowledge? On one commonly held view, all knowledge is constituted by beliefs in propositions. But in this paper I argue against this view. I argue that some (...) knowledge is constituted, not by beliefs in propositions, but by awareness of properties and objects. To make my case, I focus on the role of visual perception in reasoning. I start by introducing a principle about the relationship between knowledge and reasoning, which says that to learn something new by reasoning, one must know the bases of one’s reasoning. Then I argue that in some cases of genuine, knowledge-conferring reasoning, the bases of our reasoning are not propositions that we believe; rather, they’re properties or objects that we see. Thus, I conclude that some such knowledge is non-propositional and is rather what some call “knowledge of things”. (shrink)

Since its resurgence in the 1990s, character education has been subject to a bevy of common criticisms, including that it is didactic and crudely behaviorist; premised on a faulty trait psychology; victim‐blaming; culturally imperialist, racist, religious, or ideologically conservative; and many other horrible things besides. Matt Ferkany and Benjamin Creed examine an intellectualist Aristotelian form of character education that has gained popularity recently and find that it is largely not susceptible to such criticisms. In this form, character education is (...) education for practically intelligent virtue, or the intrinsically motivated and psychically harmonious exercise of robust and stable traits involving practical intelligence conducive to individual and collective human flourishing. (shrink)

A principal aim of the branch of ethics called ‘population theory’ or ‘population ethics’ is to find a plausible welfarist axiology, capable of comparing total outcomes with respect to value. This has proved an exceedingly difficult task. In this paper I shall state and discuss two ‘trilemmas’, or choices between three unappealing alternatives, which the population ethicist must face. The first trilemma is not new. It originates with Derek Parfit's well-known ‘Mere Addition Paradox’, and was first explicitly stated by Yew-Kwang (...) Ng. I shall argue that one horn of this trilemma is less unattractive than Parfit and others have claimed. The second trilemma, which is a kind of mirror image of the first, appears hitherto to have gone unnoticed. Apart from attempting to resolve the two trilemmas, I shall suggest certain features which I believe a plausible welfarist axiology should possess. The details of this projected axiology will, however, be left open. (shrink)

Subjectivity is that feature of consciousness whereby there is something it is like for a subject to undergo an experience. One persistent challenge in the study of consciousness is to explain how subjectivity relates to, or arises from, purely physical brain processes. But, in order to address this challenge, it seems we must have a clear explanation of what subjectivity is in the first place. This has proven challenging in its own right. For the nature of subjectivity itself seems to (...) resist straightforward characterization. In this paper, I won't address how subjectivity relates to the physical. Instead, I'll address subjectivity itself. I'll do this by introducing and defending a model of subjectivity based on self-acquaintance. My model does not purport to reduce, eliminate, or naturalize subjectivity, but it does make subjectivity more tractable, less paradoxical, and perhaps less dubious to those averse to obscurity. (shrink)

These days almost everyone seems to think it obvious that equality of opportunity is at least part of what constitutes a fair society. At the same time they are so vague about what equality of opportunity actually amounts to that it can begin to look like an empty term, a convenient shorthand for the way jobs should be allocated, whatever that happens to be. Matt Cavanagh offers a highly provocative and original new view, suggesting that the way we think (...) about equality and opportunity should be radically changed. (shrink)

Julia Annas is one of the few modern writers on virtue that has attempted to recover the ancient idea that virtues are similar to skills. In doing so, she is arguing for a particular account of virtue, one in which the intellectual structure of virtue is analogous to the intellectual structure of practical skills. The main benefit of this skill model of virtue is that it can ground a plausible account of the moral epistemology of virtue. This benefit, though, is (...) only available to some accounts of virtue. Annas claims that Aristotle rejects this skill model of virtue, and so the model of virtues as a skill that Annas endorses for the modern virtue theory is Socratic. This paper argues that while Aristotle rejects the Socratic model of virtue as a skill, he does not reject the model of virtue as a skill altogether. Annas has mischaracterized Aristotle's position on the skill model, because she has not recognized that Aristotle endorses a different account of the structure of skill than the one put forth by Socrates. In addition, recent research on expertise provides an account of skills very much at odds with the description of skills offered by Annas, but similar to the account endorsed by Aristotle. Contrary to Annas, not only is the skill model of virtue compatible with a neo-Aristotelian account of virtue, but it also appears that basing a skill model of virtue on a Socratic account of virtue is likely to prove unsuccessful. (shrink)

Though one of anti-intellectualism’s key historical figures, Henri Bergson’s thought has not played a significant role in ongoing discussions of that topic. This paper attempts to help change this situation by discussing the notion at the centre of Bergson’s anti-intellectualism (namely, intuition) alongside the notion at the centre of a central form of contemporary anti-intellectualism (namely, know-how or skill). In doing so, it focuses on perhaps the most common objection to both Bergson and contemporary anti-intellectualists: that their anti-intellectualisms are rather (...) forms of irrationalism. It argues that in fact only a narrow charge of irrationalism applies to Bergsonian intuition and that a form of contemporary anti-intellectualism may offer help in responding to this remaining accusation. (shrink)

This paper argues for a reinterpretation of the skill analogy in virtue ethics. It argues that the skill analogy should not be understood as proposing that being virtuous is analogous to possessing a practical skill but, rather, as proposing that being virtuous is analogous to being a good occupant of a skill-involving role. The paper argues for this by engaging with various standard objections to the analogy, two recent defences of it, and Aristotle’s treatment of it in developing his account (...) of virtue in the Nicomachean Ethics. It aims to show that neither virtue nor the skill analogy is correctly understood without recourse to the notion of a role and that once we have recourse to that notion, many objections to the analogy are met. (shrink)

The prominence of Bayesian modeling of cognition has increased recently largely because of mathematical advances in specifying and deriving predictions from complex probabilistic models. Much of this research aims to demonstrate that cognitive behavior can be explained from rational principles alone, without recourse to psychological or neurological processes and representations. We note commonalities between this rational approach and other movements in psychology – namely, Behaviorism and evolutionary psychology – that set aside mechanistic explanations or make use of optimality assumptions. Through (...) these comparisons, we identify a number of challenges that limit the rational program's potential contribution to psychological theory. Specifically, rational Bayesian models are significantly unconstrained, both because they are uninformed by a wide range of process-level data and because their assumptions about the environment are generally not grounded in empirical measurement. The psychological implications of most Bayesian models are also unclear. Bayesian inference itself is conceptually trivial, but strong assumptions are often embedded in the hypothesis sets and the approximation algorithms used to derive model predictions, without a clear delineation between psychological commitments and implementational details. Comparing multiple Bayesian models of the same task is rare, as is the realization that many Bayesian models recapitulate existing (mechanistic level) theories. Despite the expressive power of current Bayesian models, we argue they must be developed in conjunction with mechanistic considerations to offer substantive explanations of cognition. We lay out several means for such an integration, which take into account the representations on which Bayesian inference operates, as well as the algorithms and heuristics that carry it out. We argue this unification will better facilitate lasting contributions to psychological theory, avoiding the pitfalls that have plagued previous theoretical movements. (shrink)

This paper examines five groups of women that were instrumental in the emergence of the category of “feeblemindedness” in the United States. It analyzes the dynamics of oppression and power relations in the following five groups of women: “feebleminded” women, institutional caregivers, mothers, researchers, and reformists. Ultimately, I argue that a feminist analysis of the history of mental retardation is necessary to serve as a guide for future feminist work on cognitive disability.

Traditional aesthetics is often associated with the appreciation of art, Allen Carlson shows how much of our aesthetic experience does not encompass art but nature. He argues that knowledge of what it is we are appreciating is essential to having an appropriate aesthetic experience and that scientific understanding of nature can enhance our appreciation of it, rather than denigrate it.

Modern physics has provided a range of motivations for holding time to be fundamentally undirected. But how does a temporally adirectional metaphysics, or ‘C-theory’ of time, fit with the time of experience? In this chapter, I look at what kind of problem human time poses for C-theories. First, I ask whether there is a ‘hard problem’ of human time: whether it is in principle impossible to have the kinds of experience we do in a temporally adirectional world. Second I consider (...) the ‘easy problem’: how specific directed aspects of our temporal experience are to be explained by C-theorists. This leads to a greater issue: is there such a thing as an experience of time direction at all to even be explained? I show how the kinds of experience we have that we typically associate with the idea of time being directed can be accommodated within a directionless picture of time. (shrink)

Environmental aesthetics is a relatively new sub-field ofphilosophical aesthetics. It arose within analytic aesthetics in thelast third of the twentieth century. Prior to its emergence,aesthetics within the analytic tradition was largely concerned withphilosophy of art. Environmental aesthetics originated as a reactionto this emphasis, pursuing instead the investigation of the aestheticappreciation of natural environments. Since its early stages, thescope of environmental aesthetics has broadened to include not simplynatural environments but also human and human-influenced ones. At thesame time, the discipline has also (...) come to include the examination ofthat which falls within such environments, giving rise to what iscalled the aesthetics of everyday life. This area involves theaesthetics of not only more common objects and environments, but alsoa range of everyday activities. Thus, early in the twenty-firstcentury, environmental aesthetics embraced the study of the aestheticsignificance of almost everything other than art. Together with thisbroader scope of environmental aesthetics, the twenty-first centuryhas also given rise to renewed and more intense investigations of therelationship between environmental aesthetics and environmentalism aswell as to several new interests and directions. (shrink)

:This essay seeks to defend the claim that political philosophy ought to be appropriately guided by the phenomenon of politics that it seeks to both offer a theory of and, especially in its normative guise, offer a theory for. It does this primarily through the question of political values. It begins by arguing that for any value to qualify as a value for the political domain, it must be intelligible in relation to the constitutive features of politics as a human (...) activity. It then examines the extent to which the preconditions for the realization of values in practice ought to figure in our considerations as to whether they are values that fit or belong to our social world. We can understand these parts of the essay as responding to two related questions, respectively: Is this a political value at all? — which is to ask, is it a value that is appropriate for the political realm?; and then Is this a political value for us? The final section responds to the often-made complaint that political philosophy ought not to make any concessions to the actual world of politics as it really is, arguing that attending to the realities of politics, and in particular the constitutive conditions of political activity, gives meaning to the enterprise as the theorization of politics. Furthermore those same conditions provide the limits of intelligibility beyond which ideals and values can no longer be, in any meaningful sense, ideals and values for the political sphere. (shrink)

On an account of virtue as skill, virtues are acquired in the ways that skills are acquired. In this paper I focus on one implication of that account that is deserving of greater attention, which is that becoming more skillful requires learning from one’s failures, but that turns out to be especially challenging when dealing with moral failures. In skill acquisition, skills are improved by deliberate practice, where you strive to correct past mistakes and learn how to overcome your current (...) limitations. A similar story applies to virtue acquisition, as moral failures will be a part of anyone’s life, and we will all have to learn from these experiences. However, despite the importance of being able to learn from our mistakes, this is very difficult in practice, given that failure of any kind can be distressing, and especially so for moral failure. The distress created by a recognition of moral failure often prompts responses of anger, avoidance, or defensiveness; rather than attempts to make amends and when necessary to work on self-improvement. The most potentially distressing response to moral failure is shame, as it is often associated with defensiveness. It is here where emotion regulation will be important to manage that distress, and I focus on the skill of emotion differentiation. I argue that emotion differentiation is a promising strategy for distinguishing the emotions we may experience in the wake of failure, including shame, and to encourage those emotions that motivate self-improvement. Thus, emotion regulation is important for virtue acquisition. (shrink)

Some philosophers claim that propositions are simple—i.e., lack parts. In this paper, I argue that this claim is mistaken. I start with the widely accepted claim that propositions are the objects of beliefs. Then I argue that the objects of beliefs have parts. Thus, I conclude that propositions are not simple. My argument for the claim that the objects of beliefs have parts derives from the fact that beliefs are productive and systematic. This fact lurks in the background of debates (...) about the metaphysics of propositions. But its import for these debates has yet to be fully appreciated. So here I bring the point to the fore, and thus make manifest a powerful argument against simple propositions. (shrink)

This paper argues that a sweatshop worker's choice to accept the conditions of his or her employment is morally significant, both as an exercise of autonomy and as an expression of preference. This fact establishes a moral claim against interference in the conditions of sweatshop labor by third parties such as governments or consumer boycott groups. It should also lead us to doubt those who call for MNEs to voluntarily improve working conditions, at least when their arguments are based on (...) the claim that workers have a moral right to such improvement. These conclusions are defended against three objections: 1) that sweatshop workers' consent to the conditions of their labor is not fully voluntary, 2) that sweatshops' offer of additional labor options is part of an overall package that actually harms workers, 3) that even if sweatshop labor benefits workers, it is nevertheless wrongfully exploitative. (shrink)

What would it be for a process to happen backwards in time? Would such a process involve different causal relations? It is common to understand the time-reversal invariance of a physical theory in causal terms, such that whatever can happen forwards in time can also happen backwards in time. This has led many to hold that time-reversal symmetry is incompatible with the asymmetry of cause and effect. This article critiques the causal reading of time reversal. First, I argue that the (...) causal reading requires time-reversal-related models to be understood as representing distinct possible worlds and, on such a reading, causal relations are compatible with time-reversal symmetry. Second, I argue that the former approach does, however, raise serious sceptical problems regarding the causal relations of paradigm causal processes and as a consequence there are overwhelming reasons to prefer a non-causal reading of time reversal, whereby time reversal leaves causal relations invariant. On the non-causal reading, time-reversal symmetry poses no significant conceptual nor epistemological problems for causation. _1_ Introduction _1.1_ The directionality argument _1.2_ Time reversal _2_ What Does Time Reversal Reverse? _2.1_ The B- and C-theory of time _2.2_ Time reversal on the C-theory _2.3_ Answers _3_ Does Time Reversal Reverse Causal Relations? _3.1_ Causation, billiards, and snooker _3.2_ The epistemology of causal direction _3.3_ Answers _4_ Is Time-Reversal Symmetry Compatible with Causation? _4.1_ Incompatibilism _4.2_ Compatibilism _4.3_ Answers _5_ Outlook. (shrink)

In this paper I explore buck passing analyses of deontic properties in terms of reasons. The preferred analysis is that the permissibility/impermissibility/optionality/requiredness/etc. of some agent's acting is to be couched in terms of reasons to respond in some way to that agent's action, or the prospect thereof. Along the way I try to accommodate supererogation, wrong kinds of reasons objections, and commonly accepted inferences in deontic logic.

When contemporary philosophers discuss the nature of knowledge, or conduct debates that the nature of knowledge is relevant to, they typically treat all knowledge as propositional. However, recent introductory epistemology texts and encyclopedia entries often mention three kinds of knowledge: (i) propositional knowledge, (ii) abilities knowledge, and (iii) knowledge of things/by acquaintance. This incongruity is striking for a number of reasons, one of which is that what kinds of knowledge there are is relevant to various debates in philosophy. In this (...) paper I focus on this point as it relates to the third kind of knowledge mentioned above – knowledge of things. I start by supposing that we have knowledge of things, and then I show how this supposition reshapes various debates in philosophy. (shrink)

Evolutionary Debunking Arguments purport to show that our moral beliefs do not amount to knowledge because these beliefs are “debunked” by the fact that our moral beliefs are, in some way, the product of evolutionary forces. But there is a substantial gap in this argument between its main evolutionary premise and the skeptical conclusion. What is it, exactly, about the evolutionary origins of moral beliefs that would create problems for realist views in metaethics? I argue that evolutionary debunking arguments are (...) best understood as offering up defeaters for our moral beliefs. Moreover, the defeater in question is a paradigmatic instance of undercutting defeat. If anything is an undercutting defeater, then learning about the evolutionary origins of our moral beliefs is a defeater for those beliefs. (shrink)

Several commentators have recently attributed conflicting accounts of the relation between veridical perceptual experience and hallucination to Husserl. Some say he is a proponent of the conjunctive view that the two kinds of experience are fundamentally the same. Others deny this and purport to find in Husserl distinct and non-overlapping accounts of their fundamental natures, thus committing him to a disjunctive view. My goal is to set the record straight. Having briefly laid out the problem under discussion and the terms (...) of the debate, I then review the proposals that have been advanced, disposing of some and marking others for further consideration. A.D. Smith’s disjunctive reading is among the latter. I discuss it at length, arguing that Smith fails to show that Husserl’s views on perceptual experience entail a form of disjunctivism. Following that critical discussion, I present a case for a conjunctive reading of Husserl’s account of perceptual experience. (shrink)

Predictive processing theories are increasingly popular in philosophy of mind; such process theories often gain support from the Free Energy Principle —a normative principle for adaptive self-organized systems. Yet there is a current and much discussed debate about conflicting philosophical interpretations of FEP, e.g., representational versus non-representational. Here we argue that these different interpretations depend on implicit assumptions about what qualifies as representational. We deploy the Free Energy Principle instrumentally to distinguish four main notions of representation, which focus on organizational, (...) structural, content-related and functional aspects, respectively. The various ways that these different aspects matter in arriving at representational or non-representational interpretations of the Free Energy Principle are discussed. We also discuss how the Free Energy Principle may be seen as a unified view where terms that traditionally belong to different ontologies—e.g., notions of model and expectation versus notions of autopoiesis and synchronization—can be harmonized. However, rather than attempting to settle the representationalist versus non-representationalist debate and reveal something about what representations are simpliciter, this paper demonstrates how the Free Energy Principle may be used to reveal something about those partaking in the debate; namely, what our hidden assumptions about what representations are—assumptions that act as sometimes antithetical starting points in this persistent philosophical debate. (shrink)

This “fun, brain-twisting book... will make you think” as it explores more than 75 paradoxes in mathematics, philosophy, physics, and the social sciences (Sean Carroll, New York Times–bestselling author of Something Deeply Hidden) Paradox is a sophisticated kind of magic trick. A magician’s purpose is to create the appearance of impossibility, to pull a rabbit from an empty hat. Yet paradox doesn’t require tangibles, like rabbits or hats. Paradox works in the abstract, with words and concepts and symbols, to create (...) the illusion of contradiction. There are no contradictions in reality, but there can appear to be. In Sleight of Mind, Matt Cook and a few collaborators dive deeply into more than 75 paradoxes in mathematics, physics, philosophy, and the social sciences. As each paradox is discussed and resolved, Cook helps readers discover the meaning of knowledge and the proper formation of concepts—and how reason can dispel the illusion of contradiction. The journey begins with “a most ingenious paradox” from Gilbert and Sullivan’s Pirates of Penzance. Readers will then travel from Ancient Greece to cutting-edge laboratories, encounter infinity and its different sizes, and discover mathematical impossibilities inherent in elections. They will tackle conundrums in probability, induction, geometry, and game theory; perform “supertasks”; build apparent perpetual motion machines; meet twins living in different millennia; explore the strange quantum world—and much more. (shrink)

John Locke’s _An Essay Concerning Human Understanding_ begins with a clear statement of an epistemological goal: to explain the limits of human knowledge, opinion, and ignorance. The actual text of the _Essay_, in stark contrast, takes a long and seemingly meandering path before returning to that goal at the _Essay_’s end—one with many detours through questions in philosophy of mind, metaphysics, and philosophy of language. Over time, Locke scholarship has come to focus on Locke’s contributions to these parts of philosophy. (...) In _Locke’s Science of Knowledge_, Priselac refocuses on the _Essay_’s epistemological thread, arguing that the _Essay_ is unified from beginning to end around its compositional theory of ideas and the active role Locke gives the mind in constructing its thoughts. To support the plausibility and demonstrate the value of this interpretation, Priselac argues that—contrary to its reputation as being at best sloppy and at worst outright inconsistent—Locke’s discussion of skepticism and account of knowledge of the external world fits neatly within the Essay’s epistemology. (shrink)

Political theorists have long criticized policies that deny voting rights to convicted felons. However, some have recently turned to democratic theory to defend this practice, arguing that democratic self-determination justifies, or even requires, disenfranchising felons. I review these new arguments, acknowledge their force against existing criticism, and then offer a new critique of disenfranchisement that engages them on their own terms. Using democratic theory’s “all-subjected principle,” I argue that liberal democracies undermine their own legitimacy when they deny the vote to (...) felons and prisoners. I then show how this argument overcomes obstacles that cause problems for other critiques of disenfranchisement. (shrink)

The acquisition of virtue can be conceptualized as a self-regulatory process in which deliberate practice results in increasingly higher levels of skillfulness in leading a virtuous life. This conceptualization resonates with philosophical virtue theories as much as it converges with psychological models about skill development, expertise, goal motivation, and self-regulation. Yet, the conceptualization of virtue as skill acquisition poses the crucial question of motivation: What motivates individuals to self-improvement over time so that they can learn from past experience, correct mistakes, (...) and expand their ethical knowledge to new and unfamiliar circumstances? In this paper, it is argued that the motivation to increase one’s level of skillfulness in leading a virtuous life is supported by a specific identity goal, namely the goal to be a moral person. However, this moral identity goal needs to carry specific goal characteristics in order to effectively provide this motivation. It needs to be sufficiently abstract, internally motivated and promotion- rather than prevention-oriented. Research in developmental psychology suggests that the moral identity of children is rather concrete, externally motivated, and prevention-oriented. With development, higher levels of abstraction, internal motivation, and promotion-orientation gain importance providing an important motivational basis for a self-regulated process of virtue acquisition. (shrink)

ABSTRACTThis paper challenges a frequent objection to conceptualizing virtues as skills, which is that skills are merely capacities to act well, while virtues additionally require being properly motivated to act well. I discuss several cases that purport to show the supposed motivational difference by drawing our attention to the differing intuitions we have about virtues and skills. However, this putative difference between virtue and skill disappears when we switch our focus in the skill examples from the performance to the performer. (...) The ends of a practice can be used to judge not only the skilfulness of a performance, but also the motivational commitment of the performer. Being virtuous requires both acting well and being properly motivated to do so, which can be captured by viewing virtues as the moral subset of skills. In claiming this, though, I resist the idea that there is no element in virtue that is not found in other skills. Virtue requires being practically wise about how practices fit into a... (shrink)