DOCSLIB.ORG

Descartes' Imagination: Unifying Mind and Body in Sensory Representation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Descartes' Imagination: Unifying Mind and Body in Sensory Representation Durham E-Theses Descartes' Imagination: Unifying Mind and Body in Sensory Representation GRAHAM, CLAIRE How to cite: GRAHAM, CLAIRE (2013) Descartes' Imagination: Unifying Mind and Body in Sensory Representation , Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/6920/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk Abstract The aim of this thesis is to investigate the role that the imagination plays in the later philosophy of René Descartes. The thesis will look at two related questions: (i) the status of the imagination as a mode of thought dependent on the body; (ii) the role of the imagination in object-perception. Throughout, the traditional view of Descartes as a Cartesian Dualist is rejected and a more holistic approach is taken towards the relationship between mind and body, in which Descartes’ claims that the two make up a “substantial union” are taken seriously. Part One deals with the relationship between mind and body. I argue that Cartesian Dualism cannot account for the faculties of sensation and imagination, because they have a corporeal basis. However, the ‘union of mind and body’, Descartes’ device for explaining their interaction, can. I end Part One by identifying a problem with the paradigm case of mind-body interaction, object-perception. To determine the object of an idea there needs to be a mechanism to marry the two ingredients of perception: the innate ideas of geometry in the intellect, and ‘adventitious’ ideas of the object delivered by the senses. Otherwise we have no explanation for how the essentially ‘inward-looking’ intellect can apply its ideas to the essentially passive sensations. Part Two focuses on the imagination and the question of object-perception raised in Part One. I argue against the largely-held view in the secondary literature that, with the advent of the cogito, the imagination’s cognitive profile declined sharply. I argue that, in fact, the corporeal basis of the imagination places it beautifully to bridge the gap in object-perception, and that this is part of its role in all Descartes’ discussions on the topic. The other, related, role of the imagination is to conjure fictions and hypotheses, suiting it for scientific and epistemological endeavours. The fact that the imagination is not tied to what is present to the senses, even though it receives its original content from them, means that it can manipulate ideas of corporeal things; including the innate notions of extension, shape and motion so key to gaining a clear and distinct idea of matter. Descartes’ Imagination: Unifying Mind and Body in Sensory Representation Claire Graham Submitted for the degree of Ph.D. in Philosophy Durham University Philosophy Department November 2012 Abstract ........................................................................................................................ i Abbreviations.............................................................................................................. v Acknowledgements .................................................................................................... vi Introduction ................................................................................................................ 8 I. Aims ...................................................................................................................... 8 II. Overview ............................................................................................................. 9 III. Outline .............................................................................................................. 11 Part One .............................................................................................. 14 Chapter One ............................................................................................................. 14 Descartes’ Metaphysics ............................................................................................ 14 I. Introduction ........................................................................................................ 14 (i) Substance ....................................................................................................... 15 (ii) Attributes ...................................................................................................... 18 (iii) Distinctions ................................................................................................. 21 (iv) Modes .......................................................................................................... 23 (v) Hierarchies .................................................................................................... 27 II. The Myth of Cartesian Dualism ........................................................................ 30 III. The Interaction Problem ................................................................................... 34 IV. A Battle in the Literature ................................................................................. 41 Chapter Two ............................................................................................................. 44 The Union of Mind and Body .................................................................................. 44 I. The Wrong Question ........................................................................................... 44 II. What is the Union? ............................................................................................ 46 III. The Union as a Substance? .............................................................................. 49 IV. Richardson’s Account ...................................................................................... 50 V. Cartesian Hylomorphism? ................................................................................. 53 (i) Hoffman......................................................................................................... 54 (ii) Gilson ........................................................................................................... 56 VI. Cartesian ‘Trialism’ ......................................................................................... 59 VII. Conclusion ...................................................................................................... 61 Chapter Three .......................................................................................................... 65 Sensation ................................................................................................................... 65 I. Expériences ......................................................................................................... 66 II. Definition and Division ..................................................................................... 68 III. The Mind’s “Perception” ................................................................................. 73 IV. The Provenance of Sensation ........................................................................... 75 V. Object-Perception .............................................................................................. 77 VI. The Problem of Material Falsity ...................................................................... 81 VII. Determining the Object .................................................................................. 85 Part Two ............................................................................................. 87 I. Introduction ......................................................................................................... 87 II. Fictions and Hypotheses .................................................................................... 92 Chapter Four ............................................................................................................ 97 The Early Imagination ............................................................................................. 97 III. Regulae vs Meditations .................................................................................... 97 IV. The Imagination and Sensation ...................................................................... 100 V. Geometry and Extension ................................................................................. 103 VI. The External World........................................................................................ 105 VII. Proportionality and Comparison ................................................................... 108 VIII. Cognitive Decline and the Corporeal Imagination ...................................... 110 IX. Conclusions .................................................................................................... 116 Chapter Five ..........................................................................................................
Load more

Recommended publications
  • An Example of Sharing Information Expressed with Vague Terms
    Talking about Forests: an Example of Sharing Information Expressed with Vague Terms Luc´ıa Gomez´ Alvarez´ a, Brandon Bennett a and Adam Richard-Bollans a a University of Leeds, The United Kingdom Abstract. Most natural language terms do not have precise universally agreed defi- nitions that fix their meanings. Even when conversation participants share the same vocabulary and agree on taxonomic relationships (such as subsumption and mutual exclusivity, which might be encoded in an ontology), they may differ greatly in the specific semantics they give to the terms. We illustrate this with the example of ‘forest’, for which the problematic arising of the assignation of different meanings is repeatedly reported in the literature. This is especially the case in the context of an unprecedented scale of publicly available geographic data, where information and databases, even when tagged to ontologies, may present a substantial semantic variation, which challenges interoperability and knowledge exchange. Our research addresses the issue of conceptual vagueness in ontology by pro- viding a framework based on supervaluation semantics that explicitly represents the semantic variability of a concept as a set of admissible precise interpretations. Moreover, we describe the tools that support the conceptual negotiation between an agent and the system, and the specification and reasoning within standpoints. Keywords. concept negotiation, supervaluation, standpoint, forest, GIS, vagueness 1. Introduction Since the shift in philosophy of language from logical positivism to behaviourism and pragmatism, it is widely accepted that most natural language terms do not have precise universally agreed definitions that fix their meanings. Even when conversation partici- pants share the same vocabulary and agree on taxonomic relationships (such as subsump- tion and mutual exclusivity, which might be encoded in an ontology), they may differ greatly in the specific semantics they give to the terms in a particular situation.
    [Show full text]
  • Jonah N. Schupbach: Curriculum Vitae
    Jonah N. Schupbach Department of Philosophy, University of Utah [email protected] 402 CTIHB, 215 S. Central Campus Drive jonahschupbach.com Salt Lake City, Utah 84112 (801) 585-5810 Areas of Specialization Areas of Competence Epistemology (including Formal Epistemology) Philosophy of Religion Logic Metaphysics Philosophy of Science Philosophy of Cognitive Science Appointments University of Utah Associate Professor (tenure granted 2017), Department of Philosophy, 2017–present. Assistant Professor, Department of Philosophy, 2011–2017. Tilburg University Visiting Fellow, Tilburg Center for Logic & Philosophy of Science (TiLPS), September 2008– June 2009. Education Ph.D. History & Philosophy of Science, University of Pittsburgh, 2011. Dissertation: Studies in the Logic of Explanatory Power (defended June 14, 2011). Co-directors: John Earman (Pittsburgh, HPS), Edouard Machery (Pittsburgh, HPS). M.A. Philosophy, Western Michigan University, 2006. M.A. Philosophy of Religion, Denver Seminary, 2004. B.S.E. Industrial Engineering, University of Iowa, 2001. Jonah N. Schupbach,Curriculum Vitae 2 Publications Books Conjunctive Explanations: The Nature, Epistemology, and Psychology of Explanatory Multiplicity. New York: Routledge (to appear in Routledge’s Studies in the Philosophy of Science series). Co-edited with David H. Glass. Bayesianism and Scientific Reasoning. Cambridge: Cambridge University Press (to appear in Cambridge’s Elements in the Philosophy of Science series). Book Chapters “William Paley,” in Stewart Goetz and Charles Taliaferro (eds.), The Encyclopedia of Philosophy of Religion. Malden, MA: Wiley (forthcoming). “Inference to the Best Explanation, Cleaned Up and Made Respectable,” in Kevin McCain and Ted Poston (eds.), Best Explanations: New Essays on Inference to the Best Explanation. Oxford: Oxford University Press, (2017): 39-61.
    [Show full text]
  • Between Foundation and Convention
    NCCU Philosophical Journal Vol.10 (July 2003), pp.35-74 ©Department of Philosophy, National Chengchi University Between Foundation and Convention: Carnap’s Evolution between Schlick and Neurath in the Vienna Circle Jeu-Jenq Yuann Tunghai University Abstract For long the foundationalist image of logical positivism has been considered a matter of course. And it is basically accepted that R. Carnap has a great deal to do with this traditional image. Recent researches reveal that this image is not entirely true; Carnap can be deemed as a conventionalist also when some key conceptions are understood from a different point of view. Indeed, by examining some Carnap’s works, we are urged to realize that his view of science is somehow situated somewhere between foundationalism and conventionalism. We argue in this paper that Carnap’s weaving situation can be comprehended by taking into account the discussions taking place in the Vienna Circle and notably the debates among R. 36 NCCU Philosopical Journal Vol.10 Carnap, M. Schlick, and O. Neurath. We intend to make it explicit that Carnap’s stance was first in line with that of Schlick’s foundationalism and then moved to a more conventionalist one under the influence of Neurath. By this argument, we intend to demonstrate the following two points: 1) Discussions in the Vienna Circle were far from unanimous; 2) Carnap’s stance containing ‘an ethical attitude of tolerance’ proceeded mainly under Neurath’s influence. Key Words: Foundationalism, Conventionalism, R. Carnap, M. Schlick, O. Neurath * Received April 06, 2003; accepted July 16, 2003 Proofreaders: Bing-Jie Li Between Foundation and Convention 37 1.
    [Show full text]
  • Consciousness, the Unconscious and Mathematical Modeling of Thinking
    entropy Article On “Decisions and Revisions Which a Minute Will Reverse”: Consciousness, The Unconscious and Mathematical Modeling of Thinking Arkady Plotnitsky Literature, Theory and Cultural Studies Program, Philosophy and Literature Program, Purdue University, West Lafayette, IN 47907, USA; [email protected] Abstract: This article considers a partly philosophical question: What are the ontological and epistemological reasons for using quantum-like models or theories (models and theories based on the mathematical formalism of quantum theory) vs. classical-like ones (based on the mathematics of classical physics), in considering human thinking and decision making? This question is only partly philosophical because it also concerns the scientific understanding of the phenomena considered by the theories that use mathematical models of either type, just as in physics itself, where this question also arises as a physical question. This is because this question is in effect: What are the physical reasons for using, even if not requiring, these types of theories in considering quantum phenomena, which these theories predict fully in accord with the experiment? This is clearly also a physical, rather than only philosophical, question and so is, accordingly, the question of whether one needs classical-like or quantum-like theories or both (just as in physics we use both classical and quantum theories) in considering human thinking in psychology and related fields, such as decision Citation: Plotnitsky, A. On science. It comes as no surprise that many of these reasons are parallel to those that are responsible “Decisions and Revisions Which a for the use of QM and QFT in the case of quantum phenomena.
    [Show full text]
  • In Press at Cognition. This File Is a Pre-Print and May Contain Errors Or Omissions Not Present in the Final Published Version
    In press at Cognition. This file is a pre-print and may contain errors or omissions not present in the final published version. Linguistic Conventionality and the Role of Epistemic Reasoning in Children’s Mutual Exclusivity Inferences Mahesh Srinivasan,1 Ruthe Foushee,1 Andrew Bartnof,1 & David Barner2 1University of California, Berkeley 2University of California, San Diego Please address correspondence to: Mahesh Srinivasan Department of Psychology University of California, Berkeley Berkeley, CA 94720-1650 Phone: 650-823-9488 Email: [email protected] Mutual Exclusivity and Conventionality Abstract To interpret an interlocutor’s use of a novel word (e.g., “give me the papaya”), children typically exclude referents that they already have labels for (like an “apple”), and expect the word to refer to something they do not have a label for (like the papaya). The goal of the present studies was to test whether such mutual exclusivity inferences require children to reason about the words their interlocutors know and could have chosen to say: e.g., If she had wanted the “apple” she would have asked for it (since she knows the word “apple”), so she must want the papaya. Across four studies, we document that both children and adults will make mutual exclusivity inferences even when they believe that their interlocutor does not share their knowledge of relevant, alternative words, suggesting that such inferences do not require reasoning about an interlocutor’s epistemic states. Instead, our findings suggest that children’s own knowledge of an object’s label, together with their belief that this is the conventional label for the object in their language, and that this convention applies to their interlocutor, is sufficient to support their mutual exclusivity inferences.
    [Show full text]
  • Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy
    Know!. Org. 26(1999)No.2 65 H.A. Olson: Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy Hope A. Olson School of Library & Information Studies, University of Alberta Hope A. Olson is an Associate Professor and Graduate Coordinator in the School of Library and Information Studies at the University of Alberta in Edmonton, Alberta, Canada. She holds a PhD from the University of Wisconsin-Madison and MLS from the University of Toronto. Her re­ search is generally in the area of subject access to information with a focus on classification. She approaches this work using feminist, poststructural and postcolonial theory. Dr. Olson teaches organization of knowledge, cataloguing and classification, and courses examining issues in femi­ nism and in globalization and diversity as they relate to library and information studies. Olson, H.A. (1999). Exclusivity, Teleology and Hierarchy: Our Aristotelean Legacy. Knowl· edge Organization, 26(2). 65-73. 16 refs. ABSTRACT: This paper examines Parmenides's Fragments, Plato's The Sophist, and Aristotle's Prior AnalyticsJ Parts ofAnimals and Generation ofAnimals to identify three underlying presumptions of classical logic using the method of Foucauldian discourse analysis. These three presumptions are the notion of mutually exclusive categories, teleology in the sense of linear progression toward a goal, and hierarchy both through logical division and through the dominance of some classes over others. These three presumptions are linked to classificatory thought in the western tradition. The purpose of making these connections is to investi­ gate the cultural specificity to western culture of widespread classificatory practice. It is a step in a larger study to examine classi­ fication as a cultural construction that may be systemically incompatible with other cultures and with marginalized elements of western culture.
    [Show full text]
  • A Bayesian Framework for Cross-Situational Word-Learning
    A Bayesian Framework for Cross-Situational Word-Learning Michael C. Frank, Noah D. Goodman, and Joshua B. Tenenbaum Department of Brain and Cognitive Science Massachusetts Institute of Technology fmcfrank, ndg, [email protected] Abstract For infants, early word learning is a chicken-and-egg problem. One way to learn a word is to observe that it co-occurs with a particular referent across different situations. Another way is to use the social context of an utterance to infer the in- tended referent of a word. Here we present a Bayesian model of cross-situational word learning, and an extension of this model that also learns which social cues are relevant to determining reference. We test our model on a small corpus of mother-infant interaction and find it performs better than competing models. Fi- nally, we show that our model accounts for experimental phenomena including mutual exclusivity, fast-mapping, and generalization from social cues. To understand the difficulty of an infant word-learner, imagine walking down the street with a friend who suddenly says “dax blicket philbin na fivy!” while at the same time wagging her elbow. If you knew any of these words you might infer from the syntax of her sentence that blicket is a novel noun, and hence the name of a novel object. At the same time, if you knew that this friend indicated her attention by wagging her elbow at objects, you might infer that she intends to refer to an object in a nearby show window. On the other hand if you already knew that “blicket” meant the object in the window, you might be able to infer these elements of syntax and social cues.
    [Show full text]
  • Mutual Exclusivity in Autism Spectrum Disorders
    Cognition xxx (2011) xxx–xxx Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis ⇑ Ashley de Marchena a, , Inge-Marie Eigsti a, Amanda Worek b, Kim Emiko Ono b, Jesse Snedeker b a Department of Psychology, University of Connecticut, Storrs, 406 Babbidge Road, Unit 1020, CT 06269, United States b Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States article info abstract Article history: While there is ample evidence that children treat words as mutually exclusive, the cogni- Received 25 November 2009 tive basis of this bias is widely debated. We focus on the distinction between pragmatic Revised 7 December 2010 and lexical constraints accounts. High-functioning children with autism spectrum disor- Accepted 20 December 2010 ders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabular- Available online xxxx ies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were Keywords: interpreted contrastively more often than facts. Word performance was associated with Mutual exclusivity vocabulary size; fact performance was associated with social-communication skills. Thus Word learning Pragmatics mutual exclusivity does not appear to be driven by pragmatics, suggesting that it is either Autism a lexical constraint or a reflection of domain-general learning processes. Asperger’s syndrome Ó 2010 Elsevier B.V. All rights reserved. 1. Introduction Smith, & Jones, 1988; Macnamara, 1982; Markman & Hutchinson, 1984). The experiments that followed demon- In Categorization and Naming in Children (1989), Ellen strated that young children do not learn words through Markman presented a set of questions and phenomena brute force associative learning; instead they approach that have fueled research on word learning for 20 years.
    [Show full text]
  • Mutual Exclusivity in Autism Spectrum Disorders: Testing the Pragmatic Hypothesis
    Mutual Exclusivity in Autism Spectrum Disorders: Testing the Pragmatic Hypothesis The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation De Marchena, Ashley, Inge-Marie Eigsti, Amanda Worek, Kim Emiko Ono, and Jesse Snedeker. 2010. Mutual exclusivity in autism spectrum disorders: testing the pragmatic hypothesis. Cognition 119(1): 96-113. Published Version doi:10.1016/j.cognition.2010.12.011 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:5132922 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 Mutual Exclusivity 1 Running head: MUTUAL EXCLUSIVITY IN AUTISM Mutual Exclusivity in Autism Spectrum Disorders: Testing the Pragmatic Hypothesis Ashley de Marchena University of Connecticut, Storrs Inge-Marie Eigsti University of Connecticut, Storrs Amanda Worek Harvard University Kim Emiko Ono Harvard University Jesse Snedeker Harvard University Mutual Exclusivity 2 Abstract While there is ample evidence that children treat words as mutually exclusive, the cognitive basis of this bias is widely debated. We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabularies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were interpreted contrastively more often than facts. Word performance was associated with vocabulary size; fact performance was associated with social-communication skills.
    [Show full text]
  • CONTRASTIVE BAYESIANISM 1. What Is
    2 BRANDEN FITELSON Hopefully, this will give some sense of how “Bayesian philosophers” (broadly con- strued) think about “contrastivism” and its philosophical significance. To this end, I will examine several recent case studies from the contemporary literature on CONTRASTIVE BAYESIANISM Bayesian confirmation theory, which, as we shall see, is implicated in Bayesian phi- losophy of science, Bayesian epistemology, and Bayesian cognitive science. BRANDEN FITELSON 3. Likelihoodism, Bayesianism, and Contrastive Confirmation Abstract. Bayesianism provides a rich theoretical framework, which lends itself It is useful to begin with a discussion of a prominent “contrastivist” probabilis- rather naturally to the explication of various “contrastive” and “non-contrastive” concepts. In this (brief) discussion, I will focus on issues involving “contrastivism”, tic account that has appeared in contemporary philosophy of science. This will as they arise in some of the recent philosophy of science, epistemology, and cog- simultaneously set the theoretical stage for subsequent sections, and illustrate a nitive science literature surrounding Bayesian confirmation theory. concrete example of “contrastivism” in (broadly) Bayesian philosophy of science. Elliott Sober has been defending what he calls “contrastive empiricism” (CE) for over 20 years. In his original statement and defense of (CE), Sober [44] explains: . theory testing is a contrastive activity. If you want to test a theory T , 1. What is “Bayesianism”? you must specify a range of alternatives — you must say what you want to test T against. There is a trivial reading of this thesis that I do not intend. I.J. Good [19] once estimated that there are 46,656 varieties of Bayesianism. He To find out if T is plausible is simply to find out if T is more plausible based his estimate on a number of “dimensions” along which different sorts of than not-T .
    [Show full text]
  • Retribution's Role. John Bronsteen Loyola University Chicago, [email protected]
    Loyola University Chicago, School of Law LAW eCommons Faculty Publications & Other Works 2009 Retribution's Role. John Bronsteen Loyola University Chicago, [email protected] Follow this and additional works at: http://lawecommons.luc.edu/facpubs Part of the Criminal Law Commons Recommended Citation Bronsteen, John, Retribution's Role, 84 Indiana L.J. 1129 (2009). This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Faculty Publications & Other Works by an authorized administrator of LAW eCommons. For more information, please contact [email protected]. Retribution's Role JOHN BRONSTEEN* Two main types of principle, retributive and consequentialist, have long been identified as the main approaches to justifying criminalpunishment. Retributivists deem punishment justified by the wrongdoing of the offender, whereas utilitarians deem itjustfied by its good consequences such as deterringfuture crime. Over the pastfifty years, each has spent decades as the dominant theory, and many hybrid theories have also been advanced. But few, if any, of the hybrid approaches have valued heavily both retributiveand consequentialistconsiderations while locatingthe particularjustificatoryrole each categoryplays. This Article points in that direction by reframing the central question ofpunishmentjustification as two questions: Why does the state have a right to punish, and why does it choose to exercise that right? The first question is answered most naturally by retributive considerations,whereas the second identifies the most naturalspace for utilitarianvalues. Thisframing device, it is hoped, resolves some of the disputes between retributivistsand utilitarianswhile sharpeningthe focus on those that remain. INTRODUCTION What gives a state the right to imprison a person? The simplest answer is that the person broke the law.
    [Show full text]
  • Three Models of Legal Ethics Anthony D'amato Northwestern University School of Law, [email protected]
    Northwestern University School of Law Northwestern University School of Law Scholarly Commons Faculty Working Papers 2010 Three Models of Legal Ethics Anthony D'Amato Northwestern University School of Law, [email protected] Edward J. Eberle Roger Williams School of Law Repository Citation D'Amato, Anthony and Eberle, Edward J., "Three Models of Legal Ethics" (2010). Faculty Working Papers. Paper 73. http://scholarlycommons.law.northwestern.edu/facultyworkingpapers/73 This Article is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Faculty Working Papers by an authorized administrator of Northwestern University School of Law Scholarly Commons. Three Models of Legal Ethics, by Anthony D'Amato* and Edward J. Eberle** 27 Saint Louis University Law Journal, pp.761-799 (1983) Abstract: This article presents a picture of each of the three theoretical models—autonomy, socialist, and deontological—and indicates how they differ from one another in their application to some aspects of attorney- client confidentiality, one of the most hotly debated topics of professional ethics. Tags: legal ethics, ethical theory, attorney-client confidentiality, professional ethics, Model Rules of Professional Conduct, Model Code, Lawyers’ Code of Conduct [pg761]“Any occupation or profession is unworthy if it requires of us that we do as a functionary what we would be ashamed to do as a private person."—Sydney J. Harris TABLE OF CONTENTS I. INTRODUCTION 762 II. THREE MODELS OF LEGAL ETHICS 764 A. The Autonomy Model 764 1. Description 764 2. Critique 765 B. The Socialist Model 770 1.
    [Show full text]