Time, Fission, and Personal Identity
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Plato's Republic and Stoicism CHRISTOPHER GILL I. Introduction In
Colloquium 6 Ethical Reflection and the Shaping of Character: Plato's Republic and Stoicism CHRISTOPHER GILL I. Introduction In this article I explore a striking, and perhaps paradoxical, feature of Greek ethical thought. This is that, in at least two areas of Greek philosophy (Plato's Republic and Stoicism), a complex and credible model of ethical development is combined with an ideal type of character which is often seen as hopelessly unrealistic, and perhaps positively repellent: the ideal which the Stoics call apatheia, or 'absence of passion.' By examining certain aspects of Platonic and Stoic thinking, I aim to bring out both the credibility of their model of ethical development and also the plausibility of the idea that this development might lead to a form of apatheia that is not wholly repellent. The model of ethical development, in broad outline, is a two-stage one: first, the development of pre-reflective virtue, through an upbringing and participation in interpersonal and communal relationships; then that of post-reflective virtue, through systematic ethical debate or dialectic, a form of virtue based on, but deepening or modifying, pre-reflective virtue.1 This model can be subdivided into On this model, and the alternative Greek model, in which reflection is a prerequisite for virtue, see Gill 1996b, 4.6, 5.7; also, on the characteristic structures of thinking in Greek ethical philosophy, Annas 1993, esp. chs. 1 and 22. Here, as elsewhere, I use 'her/him' and 'he/she' indifferently as indefinite two versions. The first is represented by Aristotle's ethical writings, especially the Nicomachean Ethics, and Stoic theory, at least in one prevalent pattern? In this version, the development towards pre- reflective virtue can occur, in principle, within conventional societies; post-reflective virtue may modify pre-reflective virtue, but needs to be based on this. -
Curriculum Vitae John R. Perry Email: [email protected] Born: 16 January 1943 in Lincoln, Nebraska Address: 545 Hilbar Lane
Curriculum Vitae John R. Perry Email: [email protected] Born: 16 January 1943 in Lincoln, Nebraska Address: 545 Hilbar Lane, Palo Alto, CA 94303 Websites: http://www.john.jperry.net http://www-csli.stanford.edu/groups/center-explanation-consciousness http://www.structuredprocrastination.com/ http://www.philosophytalk.org/ Education 1968 Ph.D., Philosophy, Cornell University 1964 B.A., Philosophy, Doane College Appointments Spring, 2015 Visiting Professor, University of California, Berkeley 2014-- Professor Emeritus, University of California, Riverside 2009 --2014 Distinguished Professor (50%), University of California, Riverside. 2009-- Professor Emeritus, Stanford (recalled halftime through 2010-11) 2000-2001 Chair, Department of Philosophy 1993–99 Director, Center for the Study of Language and Information 1990–1991 Chair, Department of Philosophy, Stanford University 1985– 2008 Henry Waldgrave Stuart Professor of Philosophy, Stanford University 1985–1986 Director, Center for the Study of Language and Information 1977– 2008 Full Professor, Philosophy, Stanford University 1976–1982 Chair, Department of Philosophy, Stanford University 1974–1977 Associate Professor, Philosophy, Stanford University 1972–1974 Associate Professor, Philosophy, University of California, Los Angeles 1971–1972 Visiting Assistant Professor, Philosophy, University of Michigan, Ann Arbor 1968–1972 Assistant Professor, Philosophy, University of California, Los Angeles Fellowships, Honors, Recent Lectures 2014 Romanell Lecturer, American Philosophical Association -
In the “The Problem of the Essential Indexical” John Perry Presents The
1 Faith and Philosophy, April (2006), 191-200. Penultimate Draft DE SE KNOWLEDGE AND THE POSSIBILITY OF AN OMNISCIENT BEING Stephan Torre In this paper I examine an argument that has been made by Patrick Grim for the claim that de se knowledge is incompatible with the existence of an omniscient being. I claim that the success of the argument depends upon whether it is possible for someone else to know what I know in knowing (F), where (F) is a claim involving de se knowledge. I discuss one reply to this argument, proposed by Edward Wierenga, that appeals to first-person propositions and argue that this response is unsuccessful. I then consider David Lewis‟s theory of de se attitudes involving the self-ascription of properties. I claim that, according to this theory, there are two senses in which someone else can know what I know in knowing (F). I then argue that the second sense allows for the compatibility of de se knowledge with the existence of an omniscient being. Consider the following case:1 I am at a pool party and around the pool are several burning torches. At some point, I smell the distinct smell of burning hair and I come to know that someone‟s hair is on fire. I then see a reflection in the water of an individual whose hair is on fire and I come to know of this individual that his hair is on fire. Next I realize that everyone is pointing and shouting at me. I suddenly realize: (F) My hair is on fire! 1 2 When I come to realize (F), my behavior changes drastically; I jump into the pool in order to extinguish the flames. -
Introduction to Philosophy Philosophy 1000, Spring 2017
INTRODUCTION TO PHILOSOPHY PHILOSOPHY 1000, SPRING 2017 SECTION 001 MWF, 10:00, VAC 1B90 INSTRUCTOR Jonathan Spelman [email protected] https://www.chalkup.co/course/585dcc64281f930800a658cb/trending COURSE DESCRIPTION This course introduces students to some of the central questions in philosophy and identifies some potential answers to them. For example, we consider epistemological questions such as whether we can trust our senses and, more generally, whether we can know anything. We consider metaphysical questions such as whether God exists and whether we could survive the death of our bodies. Finally, we consider normative questions such as whether we have a moral obligation to donate money to famine relief and whether it is morally wrong to buy and eat factory-farmed meat, pollute the environment, and/or play violent video games. Along the way, this course helps students develop the philosophical skills they need to answer these questions. In particular, it helps students to construct and evaluate arguments, devise thought experiments and counterexamples, and develop intellectual courage, empathy, and humility. OFFICE HOURS I will hold office hours on Mondays from 11:00a-12:45p and Wednesdays from 2:00p-3:45p in Hellems 15. I am also available by appointment. REQUIRED TEXTS • Course Pack • John Perry, A Dialogue on Personal Identity and Immortality. Hackett, 1978. • René Descartes, Discourse on Method and Meditation on First Philosophy, translated by Donald A. Cress, 4th ed., Hackett, 1999. TECHNOLOGY POLICY Studies show that students who write their notes retain more information than those who type their notes (see, for example, http://www.npr.org/2016/04/17/474525392/attention-students-put- your-laptops-away). -
Course Description an Examination of Philosophical Issues on the Theme of Relativism. Are Moral Standards Relative to Cultures A
Course Description An examination of philosophical issues on the theme of relativism. Are moral standards relative to cultures and/or moral frameworks? Are there incompatible or non-comparable ways of thinking about the world that are somehow equally good? Is science getting closer to the truth? Is rationality -- the notion of a good reason to believe something -- relative to cultural norms? What are selves? Is there a coherent form of relativism about the self? Discussion of these questions through the writings of contemporary philosophers such as Thomas Kuhn, Karl Popper, Gilbert Harman, Judith Thomson, and Derek Parfit. Emphasis on ways of making these vague questions precise, and critical evaluation of philosophical arguments. Texts Perry, John. A Dialogue on Personal Identity and Immortality. Parfit, Derek. Reasons and Persons. Harman, Gilbert, and Judith Jarvis Thomson. Moral Relativism and Moral Objectivity. Kuhn, Thomas. The Structure of Scientific Revolutions. 3 ed. Additional Readings Pryor, James. "How to Write a Philosophy Paper." Blackburn, Simon. "The World." Popper, Karl. Selections from Logic of Scientific Discovery. Putnam, Hilary. "The 'Corroboration' of Theories." Alston, William. "Yes, Virginia, There Is A Real World." Assignments There is a reading assignment for each class meeting. These are often relatively short, but many require close study, and you should not postpone them. In accordance with HASS- D regulations, you will be expected to write approximately 20 pages. These will be divided among 4 papers (the HASS-D requirement is at least 3). There will sometimes be short reading quizzes or study questions for the recitation sections. You must complete these in order to pass the course. -
Non-Religious Ethics? a Critical Notice of Derek Parfit, on What Matters
Non-Religious Ethics? A critical notice of Derek Parfit, On What Matters The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Rosen, Michael. 2013. “Non-Religious Ethics? A critical notice of Derek Parfit, On What Matters.” International Journal of Philosophical Studies 21, no. 5: 755–772. Published Version doi:10.1080/09672559.2013.857818 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:12967839 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#OAP Non-Religious Ethics? A critical notice of Derek Parfit, On What Matters The History Workshop was a movement of radical social historians which flourished in Britain in the 1960s and 70s. Its goal was to promote “history from below” – to tell the stories of those left out of conventional narratives, and, at the same time, to open up the practice of history itself. Anyway, when the group decided to start a journal, there was a debate over whether it should carry book reviews. Weren’t book reviews – the ranking of others’ work, delivered in a tone of apparent omniscience – examples of exactly the kind of academic gate-keeping against which they had set themselves? So, in its early issues at least, the History Workshop Journal didn’t carry reviews but “Enthusiasms” – contributions in which someone would introduce a new book to readers in positive terms, without pretending to be marking it in some transcendental Prize Fellowship Examination. -
Identity and Self-Knowledge
Philos Theor Pract Biol (2017) 9:5 special issue Identity and Self-Knowledge John Perry∗ Self, person, and identity are among the concepts most central to the way humans think about themselves and others. It is often natural in biology to use such concepts; it seems sensible to say, for example, that the job of the immune system is to attack the non-self, but sometimes it attacks the self. But does it make sense to borrow these concepts? Don’t they only pertain to persons, beings with sophisticated minds, and perhaps even souls? I argue that if we focus on the every-day concepts of self and identity, and set aside loftier concepts found in religion, philosophy, and psychology that are applicable, at most, to humans, we can see that self and identity can be sensibly applied widely in biology. Keywords self • self-knowledge • identity • person • personal identity • unity-relation • process philosophy Part of a special issue, Ontologies of Living Beings, guest-edited by A. M. Ferner and Thomas Pradeu Editorial introduction: John Perry works primarily in logic, metaphysics and the philos- ophy of mind—and this essay is a contribution to a sub-field in the latter: self-knowledge. How do we have, and how do we understand, knowledge of ourselves and of our own men- tal states? While initially this might seem quite far removed from the focus of this special issue, there are two important reasons for including his piece here. Firstly, the essay sets out and examines different uses of the term ‘self ’ and ‘identity’ (alongside the related notion of ‘genidentity’). -
1 a REFUTATION of QUALIA-PHYSICALISM Michael
1 To appear in M. O’Rourke and C. Washington (eds.), Situating Semantics: Essays on the Philosophy of John Perry (MIT Press) A REFUTATION OF QUALIA-PHYSICALISM Michael McKinsey Wayne State University Recent defenders of reductive physicalism such as Brian Loar (1990, 1997) and John Perry (2001) have adopted an intriguing new strategy:i (1) accept as so much common sense (nearly) everything that property-dualists want to say about sensory qualia, including the central claims that sensory qualia determine ‘what it’s like’ to have a given sense experience, and that persons are directly aware of these qualia in the having of such experiences; (2) contend that while these common sense facts about qualia may show that our ways of thinking and speaking about qualia are conceptually different from our ways of thinking and speaking about physical properties of the brain, these facts do not show that sensory qualia themselves (as opposed to our ways of thinking and speaking about them) are distinct from physical properties of the brain; (3) use this contention to turn aside the few existing arguments against reductive physicalism by such property dualists as Kripke (1972), Nagel (1974), Jackson (1982), and Chalmers (1996); and finally (4) insist that sensory qualia are in fact just identical with physical properties of the brain, so that consequently, the facts about the sensory qualities of conscious experience are nothing over and above physical facts about the brain. I will call the view that incorporates this strategy ‘qualia-physicalism’, or ‘Q-physicalism’ for short. In this paper I will argue that Q-physicalism is false. -
Is Psychology What Matters in Survival?
This is a repository copy of Is Psychology What Matters in Survival?. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/164032/ Version: Published Version Article: Gustafsson, Johan orcid.org/0000-0002-9618-577X (2020) Is Psychology What Matters in Survival? Australasian Journal of Philosophy. pp. 1-14. ISSN 1471-6828 https://doi.org/10.1080/00048402.2020.1791193 Reuse This article is distributed under the terms of the Creative Commons Attribution (CC BY) licence. This licence allows you to distribute, remix, tweak, and build upon the work, even commercially, as long as you credit the authors for the original work. More information and the full terms of the licence here: https://creativecommons.org/licenses/ Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Australasian Journal of Philosophy ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rajp20 Is Psychology What Matters in Survival? Johan E. Gustafsson To cite this article: Johan E. Gustafsson (2020): Is Psychology What Matters in Survival?, Australasian Journal of Philosophy, DOI: 10.1080/00048402.2020.1791193 To link to this article: https://doi.org/10.1080/00048402.2020.1791193 © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 19 Oct 2020. Submit your article to this journal Article views: 209 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rajp20 AUSTRALASIAN JOURNAL OF PHILOSOPHY https://doi.org/10.1080/00048402.2020.1791193 Is Psychology What Matters in Survival? Johan E. -
Derek Parfit (Excerpted from Reasons and Persons, 1984, Pgs
The Badness of Extinction by Derek Parfit (excerpted from Reasons and Persons, 1984, pgs. 453-454) I believe that if we destroy mankind, as we now can, this outcome will be much worse than most people think. Compare three outcomes: (1) Peace. (2) A nuclear war that kills 99% of the world's existing population. (3) A nuclear war that kills 100%. (2) would be worse than (1), and (3) would be worse than (2). Which is the greater of these two differences? Most people believe that the greater difference is between (1) and (2). I believe that the difference between (2) and (3) is very much greater. My view is held by two very different groups of people. Both groups would appeal to the same fact. The Earth will remain habitable for at least another billion years. Civilization began only a few thousand years ago. If we do not destroy mankind, these few thousand years may be only a tiny fraction of the whole of civilized human history. The difference between (2) and (3) may thus be the difference between this tiny fraction and all of the rest of this history. If we compare this possible history to a day, what has occurred so far is only a fraction of a second. One of the groups who holds my view are Classical Utilitarians. They would claim … that the destruction of mankind would be by far the greatest of all conceivable crimes. The badness of this crime would lie in the vast reduction of the possible sum of happiness. Another group would agree, but for very different reasons. -
Wlodek Rabinowicz Derek Parfit's Contributions to Philosophy
Wlodek Rabinowicz Derek Parfit's contributions to Philosophy Article (Accepted version) (Refereed) Original citation: Rabinowicz, Wlodek (2016) Derek Parfit's contributions to Philosophy. Theoria, 82 (2). pp. 104-109. ISSN 0040-5825 DOI: 10.1111/theo.12088 © 2016 Stiftelsen Theoria This version available at: http://eprints.lse.ac.uk/66819/ Available in LSE Research Online: June 2016 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. Derek Parfit’s Contributions to Philosophy Wlodek Rabinowicz In 2014, The Royal Swedish Academy of Sciences awarded Derek Parfit the Rolf Schock Prize in Logic and Philosophy. In its motivation, the Academy stressed Parfit’s ground-breaking contributions to theory of personal identity, population ethics and analysis of the structure of moral theories. The list of philosophers and logicians who have received the Rolf Schock Prize is as yet relatively short. -
The Moral Self Summer 2011
The Moral Self Summer 2011 Description This course will examine the nature of moral status. First, we will ask what it takes to have moral status. Do you have to be alive? Sentient? Autonomous? Second, we will ask whether groups can have moral status. For example, do nations, species, ecosystems, etc. have moral rights and/or duties? Third, we will ask whether parts of individuals can have moral status. For example, if a person has multiple personality disorder (or multiple personalities in a non-pathological sense), do their personalities have moral duties to each other? And do we have moral duties to our past or future selves more generally? Finally, we will ask when in life moral status begins and ends. Do we have moral duties to embryos and corpses? What about past and future generations? General Information • Time: M/W 6:00-9:00 • Place: TISC LC1 • Instructor: Jeff Sebo • Email: jeff[email protected] • Office: 285 Mercer, #902 • Office hours: by appointment • Course website: jeffsebo.net/teaching/ 1 Readings The required books for this course are: • David DeGrazia, Human Identity and Bioethics • Derek Parfit, Reasons and Persons • John Perry, A Dialogue on Personal Identity and Immortality You can find the required books at Bluestockings (172 Allen Street between Stanton and Rivington) as well as online. All readings not from the required book will be posted on blackboard. Grading Your grades will be determined as follows: • Papers (70%): You can write either two 10-page papers (35% each) or one 20-page paper (70%) on the topic of your choice.