We are highly tuned to each other's visual attention. Perceiving the eye or hand movements of another person can influence the timing of a saccade or the reach of our own. However, the explanation for such spatial orienting in interpersonal contexts remains disputed. Is it due to the social appearance of the cue—a hand or an eye—or due to its social relevance—a cue that is connected to another person with attentional and intentional states? We developed an interpersonal version of the (...) Posner spatial cueing paradigm. Participants saw a cue and detected a target at the same or a different location, while interacting with an unseen partner. Participants were led to believe that the cue was either connected to the gaze location of their partner or was generated randomly by a computer (Experiment 1), and that their partner had higher or lower social rank while engaged in the same or a different task (Experiment 2). We found that spatial cue‐target compatibility effects were greater when the cue related to a partner's gaze. This effect was amplified by the partner's social rank, but only when participants believed their partner was engaged in the same task. Taken together, this is strong evidence in support of the idea that spatial orienting is interpersonally attuned to the social relevance of the cue—whether the cue is connected to another person, who this person is, and what this person is doing—and does not exclusively rely on the social appearance of the cue. Visual attention is not only guided by the physical salience of one's environment but also by the mental representation of its social relevance. (shrink)

Various attempts have been made in recent years to present Christianity in such a way that no use is made of the traditional dichotomy between the ‘natural’ and the ‘supernatural’. Braithwaite, Hare, and van Buren, for instance, appear to have no use for the dichotomy; and I think that, without too much distortion, one can say the same of Bultmann, Tillich, and Robinson. I am not, however, concerned in this paper with the work of any one thinker as such, but (...) rather with a general climate of opinion. What I want to do is to examine the grounds on which it might be argued that belief in the supernatural is discredited. The issue seems to me of special importance at the present time, since, if these grounds are inadequate, programmes of reform under the general heading ‘Christianity without the supernatural’lose much of their point; if, on the other hand, the grounds are compelling, then reform of some kind is forced upon us whatever the accompanying difficulties. (shrink)

In this paper I shall examine a variety of situations in which human agents make use of force. Section I will be concerned with the use of force in medical contexts, Section Ii with the use of force in defence of property, and Section in with the use of force in resolving international disputes. I shall argue that the boundary between what is and is not morally permissible needs to be, drawn more stringently than is commonly supposed. While agreeing that (...) in some medical contexts and in some situations where defence of property is involved the use of force may be necessary and even morally required, I shall suggest that in the absence of any suitably constituted world court the use of force in attempting to resolve international disputes creates a morally different situation. (shrink)

The key points in Meynell's argument seem to me to be as follows: It is logically absurd to say of an action or of a state of affairs that it is good unless at least some or other of the qualities w, x, y, z, etc. are present. Similarly it is logically absurd to talk of human flourishing unless some or other specifiable features are present in a person's life. The Heimler questionnaire shows us the sorts of ways in which (...) the notion of human flourishing might be ‘unpacked’, viz, in terms of satisfaction through friendship, etc. I am in full agreement with him over and I shall simply add some further comments on the notion of ‘evaluating’; but as far as is concerned I shall voice some doubts and reservations. (shrink)

This paper is divided into two sections. The first aims at showing in a general way that the programme and methods of Berkeley and Professor Ryle are to a large extent similar. The second deals with one problem only. It is an attempt to provide interpretation and commentary on Berkeley's attack on “absolute existence” and on Ryle's attack on the view that there can be different “kinds of existence,” “kinds of status,” or a number of different “worlds.”.

The perennial human need to ground the self in something greater than itself takes many forms. This article explores several values that are often considered worth dying for, from one’s country or religion, to—among the many that are often advocated in contemporary Western societies—one’s sexuality. Given the recent level of interest in Augustine’s early sexuality, I argue that, for Augustine, sex, when compulsively pursued, was a failed value. His experience revealed to him that the ultimate object with which the self (...) can be identified is God: “You [God] have made us for yourself, and our hearts are restless until they rest in you”. Augustine’s Confessiones narrate the long process by which his lust problem was transmogrified into the love project: “My weight is my love; by it I am carried wherever I am carried”. (shrink)

St. Augustine, pictured by Western painters holding in his hand his heart blazing with passionate love, consistently and repeatedly insisted―from his earliest writings until close to his death―that the essential characteristic of God is “God is love” (1 John 4:16). Yet he also insisted on the doctrines of original sin and everlasting punishment for the massa damnata. This article will not explore the rationale or semantics of his arguments, nor the detail and nuance of the doctrines of predestination and perseverance. (...) Rather, I seek to understand, from Augustine’s last writings, how he reconciled his strong conviction that God is love with doctrines requiring belief in a God who determined the fate of individuals to eternal reward or punishment “before the foundation of the world” (Eph. 1:4), a God indifferent to individuals’ actions, struggles, or longings. My primary interest is not on Augustine’s ability to render these two apparently opposing ideas of God intellectually compatible, but rather on his feeling, gathered from his last sermons, as he approached death. In brief, how could Augustine love the God in whom he believed? (shrink)

Beyond the Centaur questions the accuracy and usefulness of the virtually unquestioned ancient consensus that persons are composed of unequally valued, hierarchically stacked antagonistic components, usually soul or mind and body. Part I explores the gradual historical development of this notion of person. Part II consists of a thought experiment, examining an understanding of persons, not as stacked components, but as intelligent bodies -- one entity. It explores how a new understanding of persons can affect in important and fruitful ways (...) how we live: how we move, feel, think, believe, and die. (shrink)

In his last years, St. Augustine became impatient with the doctrinal questions and requests for advice on practical matters of ecclesiastical discipline frequently referred to in correspondence of his last decade. Scholars have often attributed his uncharacteristic reluctance to address these matters to the diminishing competence and energy of old age. This article demonstrates that his evident unwillingness to respond at length to such queries relates rather to his desire to sequester increased time for meditation. Throughout his Christian life, he (...) described and refined his practice of meditation; it gathered urgent importance as he neared death. Augustine’s lifelong search for “God and the soul,” articulated in his first writings, evolved through his meditation, changing from an intellectual effort to achieve a vision of God by the use of reason to a search for the truth of his own life. In meditation he sought to recall in detail God’s loving leading within the chaos and pain of his youthful desires and throughout his life. I explore his understanding of “God is love” from his earliest (extant) treatise, De beata uita (386 CE), his Easter sermons on First John (415 CE), to his Enchiridion (421 CE) as the core of his developing understanding of God’s activity in himself. (shrink)

In St. Augustine’s society, men’s tears were not considered a sign of weakness, but an expression of strong feeling. Tears might be occasional, prompted by incidents such as those Augustine described in the first books of his Confessiones. Or they might accompany a deep crisis, such as his experience of conversion. Possidius, Augustine’s contemporary biographer, reported that on his deathbed Augustine wept copiously and continuously. This essay endeavors to understand those tears, finding, primarily but not exclusively in Augustine’s later writings, (...) descriptions of his practice of meditation suggesting that a profound and complex range of emotions from fear and repentance to gratitude, love, rest in beauty, and delight in praise richly informed Augustine’s last tears. (shrink)

Conditionalists say that the value something has as an end—its final value—may be conditional on its extrinsic features. They support this claim by appealing to examples: Kagan points to Abraham Lincoln’s pen, Rabinowicz and Rønnow-Rasmussen to Lady Diana’s dress, and Korsgaard to a mink coat. They contend that these things may have final value in virtue of their historical or societal roles. These three examples have become familiar: many now merely mention them to establish the conditionalist position. But the widespread (...) faith in such cases is, I believe, unjustified. This is because, surprisingly, the pen, the dress, and the coat cannot have final value. I argue that the problem is internal: these cases are ruled out by every conditionalist account of final value. Further, the problem with these well-known cases applies to most other supposed examples of extrinsic, final goods. Thus nearly all cases given to support the conditionalist view cannot succeed. I suggest a kind of diagnosis: I claim that these examples are best seen as instances of sentimental value, rather than final value. I close by providing a brief account of sentimental value and explain how it relates to instrumental, intrinsic, and final goodness. (shrink)

Really statistical explanation is a hitherto neglected form of noncausal scientific explanation. Explanations in population biology that appeal to drift are RS explanations. An RS explanation supplies a kind of understanding that a causal explanation of the same result cannot supply. Roughly speaking, an RS explanation shows the result to be mere statistical fallout.

© 2016 Elsevier LtdJumping spiders are famous for their visually driven behaviors [1]. Here, however, we present behavioral and neurophysiological evidence that these animals also perceive and respond to airborne acoustic stimuli, even when the distance between the animal and the sound source is relatively large and with stimulus amplitudes at the position of the spider of ∼65 dB sound pressure level. Behavioral experiments with the jumping spider Phidippus audax reveal that these animals respond to low-frequency sounds by freezing—a common (...) anti-predatory behavior characteristic of an acoustic startle response. Neurophysiological recordings from auditory-sensitive neural units in the brains of these jumping spiders showed responses to low-frequency tones —recordings that also represent the first record of acoustically responsive neural units in the jumping spider brain. Responses persisted even when the distances between spider and stimulus source exceeded 3 m and under anechoic conditions. Thus, these spiders appear able to detect airborne sound at distances in the acoustic far-field region, beyond the near-field range often thought to bound acoustic perception in arthropods that lack tympanic ears [2]. Furthermore, direct mechanical stimulation of hairs on the patella of the foreleg was sufficient to generate responses in neural units that also responded to airborne acoustic stimuli—evidence that these hairs likely play a role in the detection of acoustic cues. We suggest that these auditory responses enable the detection of predators and facilitate an acoustic startle response. Video. (shrink)

It will come as no surprise that I have a different interpretation of the four passages in which, McRae claims, Descartes “definitely includes extension and its modes in what is given through the senses”. In the first, Descartes includes extension, etc., among his ideas of corporeal bodies. This is not to say that he includes them among his adventitious ideas, though. All adventitious ideas are ideas of external bodies. But the converse is not true. Not all ideas of corporeal bodies (...) are ipso facto adventitious ideas, for, as I see it, the idea of the true and immutable nature of body is non-sensible and innate. McRae slides from “all adventitious ideas seem to be ideas of external bodies” to “all ideas of external bodies are adventitious”. (shrink)

An encounter with R.D. Laing at a lecture he gave towards the end of his life in New York. The personality of this existential psychotherapist was powerful even in a large venue. His approach to psychotherapy is discussed.

A detailed study of the political organization in an important area of Tanzania shortly before Independence. Unyamwezi covers 35,000 square miles and has a population of 400,000. Dr Abrahams outlines the social and economic framework and examines the origins of the modern political system. He then discusses the internal organization of Nyamwezi chiefdoms and villages and the emergence of national politics. The theoretical and comparative implications of the study, which is based on extensive field work in the area, are (...) also considered. (shrink)

Acute exercise consistently benefits both emotion and cognition, particularly cognitive control. We evaluated acute endurance exercise influences on emotion, domain-general cognitive control, and the cognitive control of emotion, specifically cognitive reappraisal. Thirty-six endurance runners, defined as running at least 30 miles per week with one weekly run of at least 9 miles (21 female, age 18-30 years) participated. In a repeated measures design, participants walked at 57% age-adjusted maximum heart rate (HRmax) (range 51-63%) and ran at 70% HRmax (...) (range 64-76%) for 90 minutes on two separate days. Participants completed measures of emotional state and the Stroop test of domain-general cognitive control before, every 30 minutes during, and 30 minutes after exercise. Participants also completed a cognitive reappraisal task after exercise. Functional near-infrared spectroscopy tracked changes in oxygenated and deoxygenated hemoglobin levels in the prefrontal cortex (PFC). Endurance exercise elevated positive emotion and cognitive reappraisal success. Endurance exercise reduced Stroop response time and test-evoked PFC oxygenation during exercise. Results suggest that even at relatively moderate intensities, endurance athletes benefit emotionally from running both during and after exercise, and task-related prefrontal cortex oxygenation reductions do not appear to hinder prefrontal-dependent cognitive control. (shrink)

Perched on the ramparts of Volterra last July, I gaze over i dolci colli toscani, the sweet hills of Tuscany, drenched in summer sun. Warm, content and at peace, I am bemused at how much at home I feel in this strange land. I have felt this way since 1991 when I returned for the first time to la bell' Italia thirty-seven years after having lived in Rome as a young child in a Foreign Service family. In its sensuous beauty (...) and riotous disorder, Rome was stunning. My wife Eileen and I explored old childhood haunts, including the Embassy apartment residences on viale villa Graziole where my family had lived for four years in Rome—two consecutive two-year posts—in the 1950s. Memory cells exploding, I was assailed by vivid images from childhood. Once when I was five or six, my brother David and I accompanied our housemaid Marcella to her simple country home and joined villagers in the fields as they all turned out—men, women, and children—to harvest the bean crop. As dusk set in, fires were lit, simple musical instruments appeared with the wine, and the feasting and dancing began. Bonfires were soon aglow for miles up and down the sweet rolling hills. (shrink)

Perched on the ramparts of Volterra last July, I gaze over i dolci colli toscani, the sweet hills of Tuscany, drenched in summer sun. Warm, content and at peace, I am bemused at how much at home I feel in this strange land. I have felt this way since 1991 when I returned for the first time to la bell' Italia thirty-seven years after having lived in Rome as a young child in a Foreign Service family. In its sensuous beauty (...) and riotous disorder, Rome was stunning. My wife Eileen and I explored old childhood haunts, including the Embassy apartment residences on viale villa Graziole where my family had lived for four years in Rome—two consecutive two-year posts—in the 1950s. Memory cells exploding, I was assailed by vivid images from childhood. Once when I was five or six, my brother David and I accompanied our housemaid Marcella to her simple country home and joined villagers in the fields as they all turned out—men, women, and children—to harvest the bean crop. As dusk set in, fires were lit, simple musical instruments appeared with the wine, and the feasting and dancing began. Bonfires were soon aglow for miles up and down the sweet rolling hills. (shrink)

He then proceeds with an examination of the picture theory developed by Wittgenstein, Carnap, and Goodman, and concludes with an examination of Patricia Churchland, Ruth Millikan, Robert Cummins, and Mark Rollins. The use of the historical development of representationalism to pose a central problem in contemporary cognitive science is unique.

In lieu of an abstract, here is a brief excerpt of the content:What I Think about When I Think about Teaching Ethics: A Philosophical Exploration in Pedagogy1Douglas R. HochstetlerIntroductionIn his book, Philosophy Americana, Anderson outlines the basic tenets of those individuals in American philosophy known as pragmatists. The pragmatists “were not Enlightenment believers in the inevitability of progress,” Anderson writes, “but across the board the pragmatists were meliorists. They believed that inquiry and experiment could lead to the betterment of human (...) existence” (Philosophy Americana 28). Similarly, college professors seem to understand that progress is not inevitable in the classroom either. In fact, some of the most skeptical academics may even contend that students’ academic skills are deteriorating over time rather than improving (they may place the blame on high schools for poor preparation here). Rather than progress as a given, most faculty believe that their own inquiry and experimentation in the classroom may prove as fertile ground for the learning process. At their best and most impactful, they embody this pragmatic notion of meliorism, hopeful that their efforts will make a difference in the lives of their students.The American philosophical tradition encapsulates a variety of philosophical themes. Several stand out as ones that intersect with and potentially inform higher education pedagogy. In this introduction, I briefly highlight American philosophical themes related to the practice of teaching and learning. I follow this with the journal portion, with entries from a semester-long habit of recording my thoughts and observations related to pedagogy. The paper ends with reflections on the journal process itself.One theme pertinent to this topic is the aforementioned notion of meliorism. The pragmatists, in particular, held an underlying hope that life could improve with a requisite amount of effort and planning. As Anderson puts it, this hopeful stance toward meliorism permeated “Dewey’s faith in [End Page 81] education, and James’ faith in the human spirit” (Philosophy Americana 29). The idea of growth and continual improvement holds intuitive promise, but requires a foundational approach in terms of what it means for teachers and students. For example, as educators, we need clarity around our intended aims in the classroom. In his book, Experience and Education, Dewey provides a partial answer, with attention to the student experience: the “good aim... [forms] a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action” (Dewey 105).While growth and a belief in meliorism involve a sense of gradual improvement and sense of progress, it is clear that growth, especially, is not always a linear process. Marathon runners provide a clear example here. In their training regimens, the goal is to successfully finish a 26.2 mile race, perhaps within a pre-determined time. To meet the designated fitness levels required to run for this distance, it is quite typical for runners to follow twelve- or sixteen- or eighteen-week training programs. These programs provide the runners with a plan to gradually increase endurance capacity, in other words, to grow in physiological and psychological health. While these plans gradually increase the mileage per week, they are not merely linear in nature. Rather, after incremental increases in weekly mileage—say from 28 to 30 to 32 miles per week, it is recommended that the runner then follow with a “step back” or “rest” week, perhaps at 25 miles per week. In this way, the body has an opportunity to restore, thus allowing the runner to continue with this growth pattern and increased fitness the following week.In addition to meliorism, Henry David Thoreau articulated another theme related to pedagogy. Reflecting on his time at Walden Pond, he observed, “how easily and insensibly we fall into a particular route, and make a beaten track for ourselves” (Thoreau, Portable Thoreau 459). Too often, tradition and conformity serve as barriers to growth and meliorism; this impacts teachers and students, and classes may become repetitive, stale, and boring. Examples of conformity occur in the sense of choosing class texts or rigidly adhering to lesson or curricular plans that someone else created. Part of the job of educators is to balance this tendency... (shrink)

In fall 1844, a party of colonists led by William Keil arrived at what was to become their new home, a gentle slope rising from the bank of the North River in Shelby County, Missouri, about forty-five miles west of Hannibal. One year later the utopian Bethel Colony had been laid out, houses were being added as fast as they could be built, and construction of a steam-powered gristmill was under way.The Bethel colonists were Bible Communists who found the (...) inspiration for their communal life in the book of Acts, which records that in the Early Church "as many as were possessors of lands or houses sold them and brought the proceeds and laid them at the apostles' feet; and distribution was made to each as any had need"... (shrink)

After distinguishing different species of Legal Moralism I outline and defend a modest, positive Legal Moralism, according to which we have good reason to criminalize some type of conduct if it constitutes a public wrong. Some of the central elements of the argument will be: the need to remember that the criminal law is a political, not a moral practice, and therefore that in asking what kinds of conduct we have good reason to criminalize, we must begin not with the (...) entire realm of wrongdoing, but with conduct falling within the public realm of our civic life; the need to look at the different processes of criminalization, and to ask what kinds of consideration can properly figure in those processes; the need to attend to the relationship, and the essential differences, between criminal law and other modes of legal regulation. (shrink)

Practical conflicts include conflicts in agents who judge, from the perspective of their own values, desires, beliefs, and the like, that one prospective course of action is superior to another but are tempted by what they judge to be the inferior course of action. A man who wants a late-night snack, even though he judges it best, from the identified perspective, to abide by his recent New Year's resolution against eating such snacks until he has lost ten pounds, is the (...) locus of a practical conflict. So is a woman who judges it best (in the same way) to run a mile this morning but is tempted to spend the entire morning working in her office instead. The topic of this essay is practical outcomes of conflicts of this kind. My concern, more specifically, is with outcomes of two general kinds: akratic (from the classical Greek term akrasia: want of self-control) and enkratic (from enkrateia: self-control) actions. (shrink)

Most of our knowledge about the life of Matthew of Vendôme derives from autobiographical passages in his writings. The date of his birth is uncertain, but it is known that after the death of his father he went to Tours, some twenty-five miles from his birthplace, where he was raised by his uncle and studied composition under Bernardus Silvestris. Matthew continued his studies at Orléans during the residence of Hugh Primas in that city, and eventually achieved a position of (...) some prominence as a teacher of grammar in the cathedral school. It was toward the close of his stay here that, sometime before 1175, he composed the Ars versificatoria as a textbook for beginning students. But Matthew's peace at Orléans had been shattered by the arrival of Arnulf of Saint-Euverte, best known as a scholiast on Lucan and Ovid, with whom he entered into a bitter rivalry; the Ars is filled with invective against Arnulf under the nicknames Rufus and Rufinus. Around 1175, Matthew left Orléans and proceeded to Paris, where he seems to have resumed his studies. He remained there for ten years, and in the course of this decade wrote the Epistolarium, a collection of letters in verse. He then returned to Tours, where he was perhaps granted a canonry at the cathedral of St. Martin, and where he completed the Tobias, a versification of the book of Tobit which he dedicated to Bishop Bartholomew of Tours and to the prelate's brother, the dean of St. Martin. It is presumed that he died shortly after its composition. (shrink)