Ideas in Progress, Episode 33, Postmodernist Libertarianism, with Nick Gillespie
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1 What Is Scientific Progress?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilSci Archive What is Scientific Progress? Lessons from Scientific Practice Moti Mizrahi St. John’s University Forthcoming in Journal for General Philosophy of Science Abstract: Alexander Bird argues for an epistemic account of scientific progress, whereas Darrell Rowbottom argues for a semantic account. Both appeal to intuitions about hypothetical cases in support of their accounts. Since the methodological significance of such appeals to intuition is unclear, I think that a new approach might be fruitful at this stage in the debate. So I propose to abandon appeals to intuition and look at scientific practice instead. I discuss two cases that illustrate the way in which scientists make judgments about progress. As far as scientists are concerned, progress is made when scientific discoveries contribute to the increase of scientific knowledge of the following sorts: empirical, theoretical, practical, and methodological. I then propose to articulate an account of progress that does justice to this broad conception of progress employed by scientists. I discuss one way of doing so, namely, by expanding our notion of scientific knowledge to include both know-that and know-how. Keywords: aim of science; Alexander Bird; Darrell Rowbottom; scientific knowledge; scientific practice; scientific progress 1 1. Introduction According to Chang (2007, p. 1), “Scientific progress remains one of the most significant issues in the philosophy of science today.” This is partly because it seems rather odd to deny that science is making progress, but it is difficult to articulate in what sense exactly science is making progress. -
Liberalism, Neoliberalism, and the Literary Left
Draft of September 7, 2016 Liberalism, Neoliberalism, and the Literary Left Deirdre Nansen McCloskey An interview by W. Stockton and D. Gilson, eds., "Neoliberalism in Literary and Cultural Studies." Forthcoming as a special issue of either Public Cultures or Cultural Critique D.N.Mc: I am always glad to respond to queries from my friends on the left. I was myself once a Joan-Baez socialist, so I know how it feels, and honor the impulse. I’ve noticed that the right tends to think of folks on the left as merely misled, and therefore improvable by instruction—if they will but listen. The left, on the other hand, thinks of folks on the right as non-folk, as evil, as “pro-business,” as against the poor. Therefore the left is not ready to listen to the instruction so helpfully proffered by the right. Why listen to Hitler? For instance, no one among students of literature who considers herself deeply interested in the economy, and left-leaning since she was 16, bothers to read with the serious and open-minded attention she gives to a Harvey or Wallerstein or Jameson anything by Friedman or Mill or Smith. (Foucault, incidentally, was an interesting exception.) Please, dears. I’ve also noticed that the left assumes that it is dead easy to refute the so-called neoliberals. Yet the left does not actually understand most of the arguments the neoliberals make. I don’t mean it disagrees with the arguments. I mean it doesn’t understand them. Not at all. It’s easy to show. -
Pragmatism and Progressivism in the Educational Thought and Practices of Booker T
PRAGMATISM AND PROGRESSIVISM IN THE EDUCATIONAL THOUGHT AND PRACTICES OF BOOKER T. WASHINGTON Ronald E. Chennault DePaul University Few men, particularly Black men, have wielded the power and influence of Booker T. Washington during his lifetime. A good deal of his colorful life is recounted in his autobiography, Up from Slavery.1 Here Washington details the most notable events of his life, from the time he spent in slavery as a youth, to his exploits and education during his adolescence, and well into his career as head of the then-Tuskegee Normal and Industrial Institute in Alabama. Washington tells of his experiences at present-day Hampton University and the extraordinary influence the lessons he learned and the people he met there had on his life philosophy. He also reserves a large part of his story to describe numerous occasions during which he spread his institution’s seeds of success and offered his advice on improving America’s race relations. Yet as revealing as his account is, both by reading its lines and between its lines, Washington’s autobiography represents only a piece of his life’s puzzle. If Washington is the “trickster” that Harlan imagines and McElroy argues,2 a fairer and fuller understanding of Washington’s wizardry necessitates moving beyond his autobiography. Restricting our understanding of Washington to his self-representation in Up from Slavery (even extending to his photographic self-representation)3 and allowing his account to epitomize his worldview does more than “oversimplify Washington . it further contributes to the uncritical acceptance of Washington’s propagandistic portrayal of Tuskegee’s goals, programs, and accomplishments.”4 Many gaps in his life story can be filled by consulting primary sources such as Washington’s writings and speeches as well as by looking to extensive biographical and numerous scholarly works on Washington. -
Progress Pacific: the Fastest Way to Turn Ideas Into Business Reality
OVERVIEW www.progress.com THE FASTEST WAY TO TURN IDEAS INTO BUSINESS REALITY OVERVIEW Businesses require powerful applications with purpose. Today, business works in the HIGHLIGHTS palm of your user’s hands—so your applications must work there as well. To meet Rapid application business user expectations, your company must have a simple way to create apps fast development: Browser- without relying on deep technical skills or expensive IT resources. Apps must connect to based visual design critical data in real-time. And they must be able to analyze data results immediately. requiring minimal coding Mobile & Web: Create apps WHAT IT DOES tailored for the best web and Progress® Pacific™ is a modern Platform-as-a-Service (PaaS) that makes it easy for mobile experience businesses to rapidly build data-driven apps and deploy them on any cloud or device. Data driven: Connect your The Pacific (PaaS gives you the freedom to choose the data sources, deployment app to the data used inside environments and business logic that best fit your needs. Support your enterprise, your company and by your developers and customers with cloud-enabled applications and grow into new markets customers with Progress Pacific. Gain business insight: Self- service data integration, BENEFITS report building and CREATE NEW APPS FAST WITH MINIMAL CODING collaboration Modern application development is about the immediate ability to turn ideas into Platform Services: deployed solutions. Your customers want to move from “What if?” to “Now I can” as Core architectural and soon as tomorrow. Your Pacific installation includes a rapid application development governance services enable platform that works within a web browser. -
A Response to the Libertarian Critics of Open-Borders Libertarianism
LINCOLN MEMORIAL UNIVERSITY LAW REVIEW __________________________________ VOLUME 4 FALL 2016 ISSUE 1 ____________________________________ A RESPONSE TO THE LIBERTARIAN CRITICS OF OPEN-BORDERS LIBERTARIANISM Walter E. Block, Ph.D. Harold E. Wirth Eminent Scholar Endowed Chair and Professor of Economics Joseph A. Butt, S.J. College of Business I. INTRODUCTION Libertarians may be unique in many regards, but their views on immigration do not qualify. They are as divided as is the rest of the population on this issue. Some favor open borders, and others oppose such a legal milieu. The present paper may be placed in the former category. It will outline both sides of this debate in sections II and III. Section IV is devoted to some additional arrows in the quiver of the closed border libertarians, and to a refutation of them. We conclude in section V. A RESPONSE TO THE LIBERTARIAN CRITICS OF OPEN-BORDERS LIBERTARIANISM 143 II. ANTI OPEN BORDERS The libertarian opposition to free immigration is straightforward and even elegant.1 It notes, first, a curious bifurcation in international economic relations. In the case of both trade and investment, there must necessarily be two2 parties who agree to the commercial interaction. In the former case, there must be an importer and an exporter; both are necessary. Without the consent of both parties, the transaction cannot take place. A similar situation arises concerning foreign investment. The entrepreneur who wishes to set up shop abroad must obtain the willing acquiescence of the domestic partner for the purchase of land and raw materials. And the same occurs with financial transactions that take place across 1 Peter Brimelow, ALIEN NATION: COMMON SENSE ABOUT AMERICA’S IMMIGRATION DISASTER (1995); Jesús Huerta De Soto, A Libertarian Theory of Free Immigration, 13 J. -
Crop Progress
Crop Progress ISSN: 1948-3007 Released August 9, 2021, by the National Agricultural Statistics Service (NASS), Agricultural Statistics Board, United States Department of Agriculture (USDA). Corn Silking – Selected States [These 18 States planted 92% of the 2020 corn acreage] Week ending 2016-2020 State August 8, August 1, August 8, Average 2020 2021 2021 (percent) (percent) (percent) (percent) Colorado ............................................. 93 86 95 89 Illinois ................................................. 99 96 97 97 Indiana ............................................... 96 93 96 92 Iowa .................................................... 98 92 96 96 Kansas ............................................... 94 88 93 94 Kentucky ............................................. 94 91 93 93 Michigan ............................................. 94 91 97 83 Minnesota ........................................... 99 96 99 96 Missouri .............................................. 99 89 96 98 Nebraska ............................................ 97 97 99 96 North Carolina .................................... 100 98 100 99 North Dakota ...................................... 90 69 86 89 Ohio .................................................... 93 88 93 87 Pennsylvania ...................................... 72 57 72 83 South Dakota ...................................... 94 83 94 91 Tennessee .......................................... 97 95 97 98 Texas ................................................. 97 93 94 97 Wisconsin .......................................... -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2014 Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science Todd Ernest Suomela University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Communication Commons, and the Library and Information Science Commons Recommended Citation Suomela, Todd Ernest, "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/2864 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Todd Ernest Suomela entitled "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Communication and Information. Suzie Allard, Major Professor We have read this dissertation and recommend its acceptance: Carol Tenopir, Mark Littmann, Harry Dahms Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science ADissertationPresentedforthe Doctor of Philosophy Degree The University of Tennessee, Knoxville Todd Ernest Suomela August 2014 c by Todd Ernest Suomela, 2014 All Rights Reserved. -
Beyond Academic Capitalism: Innovation and Entrepreneurship As Institutional Ethos at a Public Research University
ABSTRACT Title of Dissertation: BEYOND ACADEMIC CAPITALISM: INNOVATION AND ENTREPRENEURSHIP AS INSTITUTIONAL ETHOS AT A PUBLIC RESEARCH UNIVERSITY Kevin R. McClure, Doctor of Philosophy, 2014 Dissertation Directed by: Professor Nelly Stromquist International Education Policy Program Department of Counseling, Higher Education, and Special Education The theory of academic capitalism provides a cogent explanation of the actors, organizations, and networks that initiated a shift in U.S. higher education from a “public good knowledge/learning regime” to an emerging “academic capitalist knowledge/learning regime.” In the academic capitalist knowledge/learning regime, the claims of entrepreneurs, administrators, and corporations—amidst amplified market forces—have come to supersede the claims of the public. Research thus far has not analyzed the process by which the multiple levels of higher education institutions adopt values and norms of the academic capitalist knowledge/learning regime. Using case study methodology, this dissertation empirically examines the development and dissemination of an institutional ethos that, consistent with the theory of academic capitalism, has attributed great importance to innovation and entrepreneurship at a public doctoral/research-intensive university in the United States between 1998 and 2013. Specifically, I am interested in explaining why this ethos was initiated and supported by university leaders and how it has been translated into incentives for faculty members and academic opportunities for undergraduate students. Therefore, this dissertation traces academic capitalism as a multi-level process at one higher education institution. The findings demonstrate that meanings ascribed to innovation and entrepreneurship vary across the campus. However, there is a preponderance of language and examples derived from the for-profit sector. -
2020 Social Progress Index Methodology Summary
Das 2020 SOCIAL PROGRESS INDEX Methodology Summary By Scott Stern, Petra Krylova & Jaromir Harmacek Acknowledgements ConstructinG the Social ProGress Index is a siGnificant research effort which involves months of desk research, data collection, cleaninG, transformations and calculations. This would not be possible without the leadership of Michael Green and Luke Greeves, alonGside the Board of Directors, and support from all our colleagues. In particular, this year’s index would not have been possible without the invaluable research assistance of Rory Rolt, and Tawab Safi. We also want to thank Tamar Epner and Amy Wares for layinG strong and well documented foundations for the Index which enabled us to pick up the baton. Our gratitude also goes to Brent Nagel and Alex Stetter for their editorial support and ensuring a very smooth communications and design process. Suggested Citation Index Social ProGress Imperative: 2020 Social ProGress Index. Social ProGress Imperative. WashinGton, DC. Available at: www.socialproGress.orG Methodology Stern, S., Krylova, P. & Harmacek, J.: 2020 Social ProGress Index MethodoloGy Summary. Social ProGress Imperative. WashinGton, DC. Available at: www.socialprogress.org/global/methodology Contact For technical queries regarding the index, please contact Petra Krylova ([email protected]) or Jaromir Harmacek ([email protected]). For any other queries, please contact Brent NaGel ([email protected]) or visit our website www.socialproGress.orG. 2 | socialproGress.orG 2020 Social Progress -
What Is Scientific Progress?
What is Scientific Progress? 1 Introduction What is scientific progress? The answer is simple. Science (or some particular scientific field or theory) makes progress precisely when it shows the accumulation of scientific knowledge; an episode in science is progressive when at the end of the episode there is more knowledge than at the beginning. This simple, cumulative conception of scientific progress is not original; indeed it has a venerable history.1 Yet philosophers of science have almost entirely ignored this conception, at least since it was condemned by Kuhn and others in the 1960s. Even in the realist reaction against positivism and relativism the cumulative conception has not been rehabilitated. Realists have typically sought an account of progress in terms of increasing verisimilitude (truth-likeness, approximate truth) rather than increasing knowledge. In this paper I will be comparing three approaches to characterising scientific progress: (i) the epistemic approach, (ii) the semantic approach, and (iii) the functional-internalist approach. The epistemic approach takes knowledge to be the concept we need in order to understand what progress is. (The only version of the epistemic approach I shall consider is the cumulative knowledge account I have already advertised.) The semantic approach takes truth (or verisimilitude) to be the central concept is defining progress. And the functional-internalist holds that progress is made when a scientific development succeeds in fulfilling a certain function (such as solving a scientific problem), where that function is understood in such a way that the scientific practitioners are themselves in a position to judge whether the function has been fulfilled. -
Marketplace of Ideas: but First, the Bill a Personal Commentary on American and European Cultural Funding by William Osborne As
Marketplace of Ideas: But First, The Bill A Personal Commentary On American and European Cultural Funding By William Osborne As an American who has lived in Europe for the last 24 years, I see on a daily basis how different the American and European economic systems are, and how deeply this affects the ways they produce, market and perceive art. America advocates supply-side economics, small government and free trade – all reflecting a belief that societies should minimize government expenditure and maximize deregulated, privatized global capitalism. Corporate freedom is considered a direct and analogous extension of personal freedom. Europeans, by contrast, hold to mixed economies with large social and cultural programs. Governmental spending often equals about half the GNP. Europeans argue that an unmitigated capitalism creates an isomorphic, corporate-dominated society with reduced individual and social options. Americans insist that privatization and the marketplace provide greater efficiency than governments. These two economic systems have created something of a cultural divide between Europeans and Americans. Germany’s public arts funding, for example, allows the country to have 23 times more full-time symphony orchestras per capita than the United States, and approximately 28 times more full-time opera houses. [1] In Europe, publicly funded cultural institutions are used to educate young people and this helps to maintain a high level of interest in the arts. In America, arts education faces constant cutbacks, which helps reduce interest. The Rise of Neo-Liberalism As a Cultural Paradigm The divisions between American and European arts-funding models are best understood if one briefly considers the changes that have evolved in U.S.