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Deliberation and the Role of the Practical Syllogism
Deliberation and the Role of the Practical Syllogism Thesis submitted to the Kent State University College and Graduate School of Philosophy in partial fulfillment of the requirements for the degree of MA in Philosophy By Timothy A. Elsey May 2011 © Copyright, 2011 by Timothy A. Elsey All Rights Reserved ii Thesis written by Timothy A. Elsey B.A., Mount Union College, 2007 M.A., Kent State University, 2011 Approved by Gina Zavota, Ph.D. , Advisor David W. Odell-Scott, Ph.D. , Chair, Department of Philosophy Timothy Moerland, Ph.D. , Dean, College of Arts and Sciences iii TABLE OF CONTENTS CHAPTER INTRODUCTION . 1 I AN OVERVIEW OF ARISTOTLE . 6 The Soul According to Aristotle . 7 Wish . 9 The Necessary Balance . 11 Agents Must Deliberate About Means, Tendencies, and Character . 14 Decision vs. Appetite . 16 What Controls Actions? . 18 Voluntary and Involuntary Actions . 21 Mixed Actions . 22 Ethical Evaluation and Accountability . 23 Continence vs. Incontinence . 25 Conclusions . 27 II AN OVERVIEW OF JOHN M. COOPER . 32 Why Deliberation is Essential . 35 The Means-End Pattern and the Rule-Instance Pattern . 38 The Practical Syllogism . 42 The End of Deliberation . 49 III AN OVERVIEW OF FRED D. MILLER . 52 The Action-Terminating and Action-Type Terminating Interpretations . 55 Miller’s Analysis of Aristotle . 58 The Role of the Practical Syllogism . 63 The Necessary Insight . 67 IV AN OVERVIEW OF MY THESIS . 71 Against Cooper . 72 Support From Aristotle . 75 Paula Gottlieb’s Reflective Deliberation . 76 Cooper, Gottlieb, and Miller . 79 Deliberation Occurs, Until Action is Performed . 83 REFERENCES . 88 iv An Introduction One distinguishing aspect of a moral theory is the point at which ethical evaluations are assigned. -
Procedural and Declarative Knowledge an Evolutionary Perspective
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at Open Universiteit Nederland Procedural and Declarative Knowledge An Evolutionary Perspective Timon ten Berge Ren´e van Hezewijk Vrije Universiteit Utrecht University Abstract. It appears that there are resemblances in the organization of memory and the visual system, although the functions of these faculties differ considerably. In this article, the principles behind this organization are discussed. One important principle regards the distinction between declarative and procedural knowledge, between knowing that and knowing how. Declarative knowledge is considered here not as an alternative kind of knowledge, as is usually the case in theories of memory, but as part of procedural knowledge. In our view this leads to another approach with respect to the distinction. Declarative knowledge has occupied more attention in (cognitive) psychological research than can be justified on the basis of the importance of procedural knowledge for behavior. We also discuss the question whether there are other brain faculties that reflect the same organizational characteristics. We conclude with some speculations about the consequent role of consciousness in such a tentative model. KEY WORDS: declarative knowledge, evolutionary psychology, memory, procedural knowledge, vision Introduction: Modularity in the Human Brain Traditionally, cognitive psychology has viewed the human mind as a general information-processing device. On this view, a human being is born with a set of general reasoning capacities that can be used when confronted with any problem. A growing number of researchers are supporting a view of the human brain as an organized collection of specialized modules, each with its own domain-specific knowledge and responses. -
Mapping the Meaning of Knowledge in Design Research Kristina Niedderer University of Hertfordshire
V.2:2 April 2007 www.designresearchsociety.org Design Research Society ISSN 1752-8445 Mapping the Meaning of Knowledge in Design Research Kristina Niedderer University of Hertfordshire Knowledge plays a vital role in our life This question has arisen for design in Table of Contents: in that it reflects how we understand the UK, as well as more generally for the world around us and thus deter- creative and practice-led disciplines Articles: 1 Mapping the Meaning of Knowledge mines how we act upon it. In this sense, (CPDs), because research regulations in Design Research knowledge is of particular importance and requirements in the UK remain Kristina Niedderer for designers because they act to shape silent about what knowledge and our world. Conventionally, knowledge understanding mean in the context of 3 Call for Papers: Design Research creation has been assumed by (design) their specifications while implicitly pri- Quarterly research. However developments of oritising propositional knowledge over Case Studies in Research: Knowledge using practice within research have knowledge that cannot be expressed in and Inquiry pointed to knowledge creation within that form (Niedderer 2007). and through practice. This has raised This has led to a number of prob- Listings: the question of the meaning, role and lems concerning the role and format 14 Current Research in Design: format of knowledge in both research of knowledge in research and practice ToCs from Leading Design Journals and practice, and about the compatibil- in the UK. For example, because of the ity between knowledge of research and language-based mode of proposition- 21 Upcoming Events Worldwide practice. -
Practical Rationality–Its Nature and Operation
Studia Humana Volume 8:2 (2019), pp. 55—68 DOI: 10.2478/sh-2019-0018 Practical Rationality – its Nature and Operation Andrzej Niemczuk University of Rzeszów, Rejtana 16c Av., 35-959 Rzeszów, Poland e-mail: [email protected] Abstract: The article presents a proposal of explanation what practical rationality is, how it works and what are its criteria. In order to define practical rationality, the author starts from the general characteristics of reason, and then in the realm or reason activity distinguishes practical rationality from theoretical rationality. The necessary conditions of practical rationality are presented, as well as its standing between freedom and values. Next, the sources and nature of practical reasons are characterized, as well as their relation to values and desires. The problem of practical syllogism is briefly commented on. In the final part of the article the author proposes five criteria of practical rationality. Keywords: practical rationality, reason, practical reasons, criteria of rationality, practical syllogism, freedom, values. 1. General Remarks on the Concept of Rationality The typologies of rationality proposed in the literature on the subject are too varied to comment on them in detail in the present article. The differences between them vividly come to light when relevant works by Ryszard Kleszcz, Mieszko Tałasiewicz, Józef Życiński, Ryszard Szarfenberg and other authors are compared [3], [16], [17], [18], [14], [7]. Differentiated types are usually created by adding a domain adjective to the notion of rationality (e.g. epistemic, methodological, ontological, pragmatic rationality etc.), or a noun defining a field of thinking (e.g. rationality of science, politics, common thinking, decision, economic choice, etc.). -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
The Practical Syllogism in Context: De Motu 7 and Zoology
The Practical Syllogism in Context: De Motu 7 and Zoology Pierre-Marie Morel, Ecole Normale Supérieure de Lettres et de Sciences humaines, Lyon Ziel dieses Beitrags ist es, die Erörterungen zum Praktischen Syllogismus in De motu animalium, Kapitel 7, in ihren unmittelbaren Kontext einzuordnen. Dieser Kontext ist keineswegs ein logischer. De motu ist eine psychologische oder zoo- logische Abhandlung, die in den Rahmen der Naturphilosophie gehört. Darüber hinaus kann der Praktische Syllogismus aus De motu nicht auf „praktische“, d.h. anthropologische Fälle wie akrasia eingeschränkt werden. Er ist vielmehr in eine physiologische Erörterung eingefügt, die die biologische Erklärung der Emotionen, Reaktionen und Handlungen von Lebewesen betrifft. Daher bedeutet die Notwen- digkeit der Konklusion – hier der Handlung selbst – nicht, dass die Handlungsbe- dingungen auf Propositionen oder logische Beziehungen reduziert werden könnten. Eher steht sie für die Notwendigkeit, welche die Relation zwischen Handelndem und Leidendem in der Bewegung der Lebewesen bestimmt. Anyone who intends to explore Aristotle’s conception of the so-called practical syllogism, or practical reasoning, immediately feels embarrassed: there is neither a clear definition, nor a logical justification of this procedure in Aristotle’s texts. Moreover, Aristotle makes use of the practical syllogism in particular contexts – ethical (EN VII 5), psychological (De an. III 11), zoological (MA 7) – without explaining the general conditions of this use. This particular exegetical situation entails an obvious methodological rule: one needs, at first, to describe and analyze the immediate context of the specific uses of the practical syllogism in order to explain its meaning and theoretical function. 1 My first and foremost aim in this paper is to inscribe chapter 7 of the De motu animalium on the practical syllogism in its immediate context. -
Descartes' Hostages: Mind and Observability in Education
Descartes’ Hostages: Mind and Observability in Education by Shannon Rodgers B.A. (Hon.), Simon Fraser University, 1994 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In the Curriculum Theory & Implementation: Philosophy of Education Program Faculty of Education © Shannon Rodgers 2017 SIMON FRASER UNIVERSITY Summer 2017 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Shannon Rodgers Degree: Doctor of Philosophy Title: Descartes’ Hostages: Mind and Observability in Education Examining Committee: Chair: Dr. Stephen Smith Teaching Professor Dr. Charles Bingham Senior Supervisor Professor ___________________________________________ Dr. Heesoon Bai Supervisor Professor ___________________________________________ Dr. Sean Blenkinsop Supervisor Assistant Professor ___________________________________________ Dr. Allan MacKinnon Internal Examiner Associate Professor ___________________________________________ Dr. Taylor Webb External Examiner Associate Professor Dept. of Educational Studies University of British Columbia ___________________________________________ Date Defended/Approved: June 14th, 2017 ii Ethics Statement iii Abstract My purpose in this dissertation is to argue that given the relationship among the concepts of mind, knowledge, education and assessment, educators must pay more attention to our current view of mind. Educators use assessment practices, -
Aristotle's Theory of Practical Wisdom
¥ ARISTOTLE'S THEORY OF PRACTICAL WISDOM By YoSHlo FUJII Professor of Philosophy Aristotelian philosophy has been studied assiduously by scholars of the world for the last two thousand years. It seems that no Aristotelian stone has been left unturned and that nothing new can be said about the Stagirite in the sphere of philosophy and philology. But one can always expect to find a new angle, from which to study his outstanding works on philosophical problems. In any new undertaking, however, we should not follow the Scholastic formulae or the well-beaten path of Aristotelian study. What we are called upon to do today is to throw a new light on the incarnate system of Aristotelian philosophy evolved through following' its development rather than on his pre-harmonized system. This problem has been successfully dealt with by Prof. Werner Jaeger in his work, Aristoteles, Grueedlegueeg eil~er Geschich,te seileer L;fatwicklu,~g (Berlin, 1923). A. E. Taylor was quite right when he said, "If any of us henceforth ventures to make assertions about Aristotle without having taken Mr. Jaeger's fascinating work into account, he will at least be speaking very terribly at his own peril." I That development of Aristotelian philo- sophy seen in the studies effected on the Jaeger method has been followed and furthered largely by F. Solmsen and R. Walzer in both logical and ethical ficlds.2 1 myself have traced by this same method the history of Aristotle's metaphysical and epistemological developments in my work, Aristotelione Studies (in Japanese, Tokyo, 1940). Again in another treatise, The ~thics of Aristotle (in Japanese, Tokyo, 1951), I have endeavoured to survey and analyse the development and structure of the practical wisdom (~)Pb!)~alS) of Aristotle which constitutes the most fundamental concept of all the intellectual virtues. -
A Knowledge Concept Map: Structured Concept Analysis from Systematic Literature Review
29 a Knowledge Concept Map: Structured Concept analysis from Systematic literature review Philip Sisson1 and Julie J.C.H. Ryan2 Abstract The purpose of this article is to present a mental model of knowledge as a concept map as an input to knowledge management (KM) investigations. This article’s extended knowledge concept map can serve as a resource where the investigation, development, or application of knowledge would be served with a broad mental model of knowledge. Previously unrelated concepts are related; knowledge concepts can sometimes be expressed as a range, i.e., certainty related states: view, opinion, sentiment, persuasion, belief, and conviction. Extrathesis is identified as a potential skill level higher than synthesis, and associated with the concepts: discovery, institution, insight (the event), revelation, or illumination that precedes innovation. Qualitative methods were used to gather and document concepts. System engineering and object analysis methods were applied to define and relate concepts. However, the theoretical sampling and theoretical saturation methods applied do not guarantee all appropriate concepts have been identified. Given the breadth, depth, and dimensionality of concepts of knowledge, later researchers may add additional concepts. This article provides evidence of additional things people know, an alternative to psychology’s acquaintanceship, understanding and placement of newer categorizations of knowledge in relation to older ones, and suggests that ranges for knowledge terms exist. This article extends the 2015 paper on this topic by: 1) taking a deeper look into epistemological terms and relationships, 2) providing contextual definitions, 3) suggesting extrathesis as an idea beyond synthesis, 4) updating the concept map; and 5) providing new insight on the overloaded knows including adding an eleventh know. -
The Spaces of Data, Information, and Knowledge
The Spaces of Data, Information, and Knowledge Xiaoyu Chena and Dongming Wangb,c Abstract We study the data space D of any given data set X and explain how functions and relations are defined over D. From D and for a specific domain ∆ we construct the information space I of X by interpreting variables, functions, and explicit relations over D in ∆ and by including other relations that D implies under the interpretation in ∆. Then from I we build up the knowledge space K of X as the product of two spaces KT and KP , where KT is obtained from I by using the induction principle to generalize propositional relations to quantified relations, the deduction principle to generate new relations, and standard mechanisms to validate relations and KP is the space of specifications of methods with operational instructions which are valid in KT . Through our construction of the three topological spaces the following key observation is made clear: the retrieval of information from the given data set for ∆ consists essentially in mining domain objects and relations, and the discovery of knowledge from the retrieved information consists essentially in applying the induction and deduction principles to generate propositions, synthesizing and modeling the information to generate specifications of methods with operational instructions, and validating the propositions and specifications. Based on this observation, efficient approaches may be designed to discover profound knowledge automatically from simple data, as demonstrated by the result of our study in the case of geometry. Keywords data space, declarative knowledge, deduction principle, implied knowledge, induction principle, information retrieval, knowledge discovery, procedural knowledge, quantified relation arXiv:1411.1497v1 [cs.AI] 6 Nov 2014 1 Introduction With increasingly wide use of digital devices and networks, more and more scientific explorations and social activities are carried out electronically, where the involved objects, phenomena, and behaviors of interest are measured and presented in the form of data. -
Humanity at the Heart of Practice
Humanity at the Heart of Practice Humanity at the Heart of Practice: A Study of Ethics for Health- Care Students and Practitioners By Beverly J. Whelton and Jane Neuenschwander Humanity at the Heart of Practice: A Study of Ethics for Health-Care Students and Practitioners By Beverly J. Whelton and Jane Neuenschwander This book first published 2019 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2019 by Beverly J. Whelton and Jane Neuenschwander All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-3280-1 ISBN (13): 978-1-5275-3280-9 TABLE OF CONTENTS Introduction to the Text .............................................................................. 1 Section One: Values and Practical Reasoning Chapter 1 .................................................................................................... 6 Values Introduction Ethical Decisions are Similar to Clinical Decisions Community Values Personal Values Seeking the Principle-based Action Student Starters and Submissions Outline Terminology Chapter 2 .................................................................................................. 13 Practical Reasoning Introductions to -
Outcome Evaluation and Procedural Knowledge in Implicit Learning
Outcome Evaluation and Procedural Knowledge in Implicit Learning Danilo Fum ([email protected]) Department of Psychology, University of Trieste Via S.Anastasio 12, I-34134, Trieste, Italy Andrea Stocco ([email protected]) Department of Psychology, University of Trieste Via S.Anastasio 12, I-34134, Trieste, Italy Abstract form. Starting from the 90s, however, it has been suggested that many results could be explained by Although implicit learning has been considered in recent supposing that participants acquire concrete, fragmentary, years as a declarative memory phenomenon, we show that a declarative knowledge of the task represented through procedural model can better elucidate some intriguing and instances. Instance-based knowledge has indeed been unexpected data deriving from experiments carried out with Sugar Factory (Berry & Broadbent, 1984), one of the most shown to underlie or significantly affect performance on popular paradigms in this area, and can account for other artificial grammar learning (Perruchet & Pacteau, 1990), phenomena reported in the literature that are at odds with sequence prediction (Perruchet, 1994) and dynamic current explanations. The core of the model resides in its system control tasks (Dienes & Fahey, 1995; Lebiere, adaptive mechanism of action selection that is related to Wallach & Taatgen, 1998, Taatgen & Wallach, 2002). outcome evaluation. We derived two critical predictions In this paper we will focus on a widely adopted from the model concerning: (a) the role of situational dynamic system control task known as Sugar Factory factors, and (b) the effect of a change in the criterion (Berry & Broadbent, 1984). In this task, henceforth SF, adopted by participants to evaluate the outcome of their participants are asked to imagine themselves in chief of a actions.