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Comment Fundamentalism and Science
SISSA – International School for Advanced Studies Journal of Science Communication ISSN 1824 – 2049 http://jcom.sissa.it/ Comment Fundamentalism and science Massimo Pigliucci The many facets of fundamentalism. There has been much talk about fundamentalism of late. While most people's thought on the topic go to the 9/11 attacks against the United States, or to the ongoing war in Iraq, fundamentalism is affecting science and its relationship to society in a way that may have dire long-term consequences. Of course, religious fundamentalism has always had a history of antagonism with science, and – before the birth of modern science – with philosophy, the age-old vehicle of the human attempt to exercise critical thinking and rationality to solve problems and pursue knowledge. “Fundamentalism” is defined by the Oxford Dictionary of the Social Sciences 1 as “A movement that asserts the primacy of religious values in social and political life and calls for a return to a 'fundamental' or pure form of religion.” In its broadest sense, however, fundamentalism is a form of ideological intransigence which is not limited to religion, but includes political positions as well (for example, in the case of some extreme forms of “environmentalism”). In the United States, the main version of the modern conflict between science and religious fundamentalism is epitomized by the infamous Scopes trial that occurred in 1925 in Tennessee, when the teaching of evolution was challenged for the first time 2,3. That battle is still being fought, for example in Dover, Pennsylvania, where at the time of this writing a court of law is considering the legitimacy of teaching “intelligent design” (a form of creationism) in public schools. -
A Natural Case for Realism: Processes, Structures, and Laws Andrew Michael Winters University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-20-2015 A Natural Case for Realism: Processes, Structures, and Laws Andrew Michael Winters University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Philosophy of Science Commons Scholar Commons Citation Winters, Andrew Michael, "A Natural Case for Realism: Processes, Structures, and Laws" (2015). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/5603 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Natural Case for Realism: Processes, Structures, and Laws by Andrew Michael Winters A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: Douglas Jesseph, Ph.D. Co-Major Professor: Alexander Levine, Ph.D. Roger Ariew, Ph.D. Otávio Bueno, Ph.D. John Carroll, Ph.D. Eric Winsberg, Ph.D. Date of Approval: March 20th, 2015 Keywords: Metaphysics, Epistemology, Naturalism, Ontology Copyright © 2015, Andrew Michael Winters DEDICATION For Amie ACKNOWLEDGMENTS Thank you to my co-chairs, Doug Jesseph and Alex Levine, for providing amazing support in all aspects of my tenure at USF. I greatly appreciate the numerous conversations with my committee members, Roger Ariew, Otávio Bueno, John Carroll, and Eric Winsberg, which resulted in a (hopefully) more refined and clearer dissertation. -
Presidential Address
Empowering Philosophy Christia Mercer COLUMBIA UNIVERSITY Presidential Address delivered at the one hundred sixteenth Eastern Division meeting of the American Philosophical Association in Philadelphia, PA, on January 10, 2020. The main goal of my presidential address in January 2020 was to show that philosophy’s past offers a means to empower its present. I hoped to encourage colleagues to make the philosophy we teach and practice more inclusive (both textually and topically) and to adopt a more public- facing engagement with our discipline. As I add these introductory remarks to my January lecture, it is June 2020 and the need to empower philosophy has never seemed more urgent. We’ve witnessed both the tragic death of George Floyd and the popular uprising of a diverse group of Americans in response to the ongoing violence against Black lives. Many white Americans—and many philosophers—have begun to realize that their inattentiveness to matters of diversity and inclusivity must now be seen as more than mere negligence. Recent demonstrations frequently contain signs that make the point succinctly: “Silence is violence.” A central claim of my January lecture was that philosophy’s status quo is no longer tenable. Even before the pandemic slashed university budgets and staff, our employers were cutting philosophy programs, enrollments were shrinking, and jobs were increasingly hard to find. Despite energetic attempts on the part of many of our colleagues to promote a more inclusive approach to our research and teaching, the depressing truth remains: -
”What Is It Like to Be a Robot?” Review of David Mcfarland's Guilty Robots, Happy Dogs
:KDW,V,W/LNHWR%HD5RERW" *XLOW\5RERWV+DSS\'RJV7KH4XHVWLRQRI$OLHQ0LQGVE\'DYLG0F)DUODQG 5HYLHZE\'DQLHO&'HQQHWW %LR6FLHQFH9RO1R 6HSWHPEHU SS 3XEOLVKHGE\University of California PressRQEHKDOIRIWKHAmerican Institute of Biological Sciences 6WDEOH85/http://www.jstor.org/stable/10.1525/bio.2009.59.8.14 . $FFHVVHG Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press and American Institute of Biological Sciences are collaborating with JSTOR to digitize, preserve and extend access to BioScience. http://www.jstor.org Fall Focus on Books learn to appreciate some of the advances respect, that they go back to Harvard out the terrain using what you already and controversies in evolutionary de- Press and propose to use the current know to interpret what you find. For- velopmental biology while reading Greg version of their book as the seed for a tunately, David McFarland has chosen Wray. Then again, there is no essay on community-wide, online, open-ended the second option in Guilty Robots, the role of phenotypic plasticity in evo- effort. Of course, it would also be nice if Happy Dogs: The Question of Alien lution, a topic that has acquired central it were open access, but that’s another Minds, and there is much food for status during the past two decades; after story. -
The Epistemology of Racism and Community-Based
THE EPISTEMOLOGY OF RACISM AND COMMUNITY-BASED ASSESSMENT PRACTICE By ASAO B. INOUE A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of English May 2005 © Copyright by ASAO B. INOUE, 2005 All Rights Reserved © Copyright by ASAO B. INOUE, 2005 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of ASAO B. INOUE find it satisfactory and recommend that it be accepted. ___________________________________ Chair ___________________________________ ___________________________________ ii ACKNOWLEDGMENTS I would like to thank Dr. Victor Villanueva, Dr. Rory Ong, and Dr. William Condon for their careful reading of earlier drafts of this dissertation. Additionally, I appreciate Dr. Peter Elbow’s gracious help and copious suggestions on an earlier version of chapter five, a version of which appeared in the journal Assessing Writing 10.1 (2005). Most of all, I thank kelly Inoue for supporting me, keeping my life in order, and making it possible for me to do the work required for this dissertation. iii iv THE EPISTEMOLGY OF RACISM AND COMMUNITY-BASED ASSESSMENT PRACTICE Abstract by Asao B. Inoue, Ph.D. Washington State University May 2005 Chair: Victor Villanueva, Jr. This is a discussion that theorizes the epistemology of racism and incorporates it into a critical writing pedagogy. It uses primarily a critical sophistic pedagogy, a set of community- based assessment practices, and a rhetoric of hard agreements, all theorized. This discussion draws primarily from three areas: (1) sophistic rhetorical and pedagogical theory, primarily discussions around nomos-physis, Protagoras’ man-measure doctrine and his antilogical heuristics for rhetorical invention; (2) cultural theory and theories surrounding the ideological and rhetorical construction of race, class, and power; and (3) composition theory, primarily assessment theory and critical pedagogical theory. -
Social Epistemology
Social Epistemology Franz Dietrich1 and Kai Spiekermann2 May 2019 Abstract Social epistemology studies knowledge in social contexts. Knowledge is ‘social’ when its holder communicates with or learns from others (Epistemology in groups), or when its holder is a group as a whole, literally or metaphorically (Epistemology of groups). Group knowledge can emerge explicitly, through aggregation procedures like voting, or implicitly, through institutions like deliberation or prediction markets. In the truth-tracking paradigm, group beliefs aim at truth, and group decisions at ‘correctness’ – in virtue of external facts that are empirical or normative, real or constructed, universal or relativistic, etc. Procedures and institutions are evaluated by epistemic performance: Are they truth-conducive? Do groups become ‘wiser’ than their members? We review several procedures and institutions, discussing epistemic successes and failures. Jury theorems provide formal arguments for epistemic success. Some jury theorems misleadingly conclude that ‘huge groups are infallible’ – an artefact of inappropriate premises. Others have defensible premises, and still conclude that groups outperform individuals, without being infallible. Social Epistemology is the branch of Epistemology which studies knowledge in social contexts. In this review, we first set the stage by introducing clarifications, distinctions, and applications (Section 1). We then discuss formal procedures (Section 2) and informal institutional arrangements (Section 3) which generate collective beliefs or decisions that ‘track the truth’, or instead lead to epistemic failures (Section 4). 1 Scope and problems of social epistemology 1.1 Epistemology in groups versus epistemology of groups A first distinction pertains to the knowledge holder, who is either a group member or the group as a whole. -
Social Aspects of Scientific Knowledge
1 Social Aspects of Scientific Knowledge Ilkka Niiniluoto ABSTRACT. From its inception in 1987 social epistemology has been divided into analytic (ASE) and critical (CSE) approaches, represented by Alvin I. Goldman and Steve Fuller, respectively. In this paper, the agendas and some basic ideas of ASE and CSE are compared and assessed by bringing into the discussion also other participants of the debates on the social aspects of scientific knowledge – among them Raimo Tuomela, Philip Kitcher and Helen Longino. The six topics to be analyzed include individual and collective epistemic agents; the notion of scientific community; realism and constructivism; truth-seeking communities; epistemic and social values; science, experts, and democracy. KEYWORDS. democracy, epistemic values, experts, scientific community, scientific realism, social epistemology, truth-seeking, Introduction: Analytic and Critical Social Epistemology Social epistemology studies knowledge from a social point of view. As a complement to empirical studies, such as the sociology of knowledge and the sociology of science, social epistemology aims to provide a normative philosophical account of knowledge as a collective achievement. Even though the term dates from the 1950s, the work in this field started in 1987 with a special issue of Synthese, edited by Frederick Schmitt, and the new journal Social Epistemology – A Journal of Knowledge, Culture, and Policy, founded by Steve Fuller. In the next year Fuller published a monograph with the title Social Epistemology. Alvin I. Goldman, who published in the 1987 Synthese issue an article on “Social Epistemics”, developed his reliabilist epistemology in the direction of social practices in his Knowledge in a Social World (1999). -
Social Epistemology and the Project of Mapping Science
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 Social Epistemology and the Project of Mapping Science Kamili Posey Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1097 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! SOCIAL EPISTEMOLOGY AND THE PROJECT OF MAPPING SCIENCE BY KAMILI POSEY A dissertation submitted to the Graduate Faculty in Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York. 2015 © 2015 KAMILI POSEY All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Philosophy in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Nikolas Pappas ______________________________ ______________________________ ______________________________ Date Chair of Examining Committee Iakovos Vasiliou ______________________________ ______________________________ ______________________________ Date Executive Officer Samir Chopra ______________________________________________ Linda Alcoff ______________________________________________ Robert Sinclair ______________________________________________ Supervisory Committee THE -
Social Epistemology: Theory and Applications
1 2 Social Epistemology: Theory and 3 Applications 4 5 6 ALVIN I. GOLDMAN 7 8 9 1. Mainstream Epistemology and Social Epistemology 10 11 Epistemology has had a strongly individualist orientation, at least 12 since Descartes. Knowledge, for Descartes, starts with the fact of 13 one’s own thinking and with oneself as subject of that thinking. 14 Whatever else can be known, it must be known by inference from 15 one’s own mental contents. Achieving such knowledge is an individ- 16 ual, rather than a collective, enterprise. Descartes’s successors largely 17 followed this lead, so the history of epistemology, down to our own 18 time, has been a predominantly individualist affair. 19 There are scattered exceptions. A handful of historical epistemolo- 20 gists gave brief space to the question of knowing, or believing justifi- 21 ably, based on the testimony of others. Testimony-based knowledge 22 would be one step into a more social epistemology. Hume took it for 23 granted that we regularly rely on the factual statements of others, and 24 argued that it is reasonable to do so if we have adequate reasons for 25 trusting the veracity of these sources. However, reasons for such 26 trust, according to Hume, must rest on personal observations of 1 27 people’s veracity or reliability. Thomas Reid took a different view. 28 He claimed that our natural attitude of trusting others is reasonable 29 even if we know little if anything about others’ reliability. 30 Testimony, at least sincere testimony, is always prima facie credible th 31 (Reid, 1970: 240–241). -
New Atheism and the Scientistic Turn in the Atheism Movement MASSIMO PIGLIUCCI
bs_bs_banner MIDWEST STUDIES IN PHILOSOPHY Midwest Studies In Philosophy, XXXVII (2013) New Atheism and the Scientistic Turn in the Atheism Movement MASSIMO PIGLIUCCI I The so-called “New Atheism” is a relatively well-defined, very recent, still unfold- ing cultural phenomenon with import for public understanding of both science and philosophy.Arguably, the opening salvo of the New Atheists was The End of Faith by Sam Harris, published in 2004, followed in rapid succession by a number of other titles penned by Harris himself, Richard Dawkins, Daniel Dennett, Victor Stenger, and Christopher Hitchens.1 After this initial burst, which was triggered (according to Harris himself) by the terrorist attacks on September 11, 2001, a number of other authors have been associated with the New Atheism, even though their contributions sometimes were in the form of newspapers and magazine articles or blog posts, perhaps most prominent among them evolutionary biologists and bloggers Jerry Coyne and P.Z. Myers. Still others have published and continue to publish books on atheism, some of which have had reasonable success, probably because of the interest generated by the first wave. This second wave, however, often includes authors that explicitly 1. Sam Harris, The End of Faith: Religion, Terror, and the Future of Reason (New York: W.W. Norton, 2004); Sam Harris, Letter to a Christian Nation (New York: Vintage, 2006); Richard Dawkins, The God Delusion (Boston: Houghton Mifflin Harcourt, 2006); Daniel C. Dennett, Breaking the Spell: Religion as a Natural Phenomenon (New York: Viking Press, 2006); Victor J. Stenger, God:The Failed Hypothesis: How Science Shows That God Does Not Exist (Amherst, NY: Prometheus, 2007); Christopher Hitchens, God Is Not Great: How Religion Poisons Everything (New York: Twelve Books, 2007). -
From Cognitive Science to Social Epistemology David Alexander Eck University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-12-2015 The ncE ultured Mind: From Cognitive Science to Social Epistemology David Alexander Eck University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Philosophy Commons Scholar Commons Citation Eck, David Alexander, "The ncE ultured Mind: From Cognitive Science to Social Epistemology" (2015). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/5472 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Encultured Mind: From Cognitive Science to Social Epistemology by David Eck A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: Alexander Levine, Ph.D. Co-Major Professor: Stephen Turner, Ph.D. Charles Guignon, Ph.D. Joanne Waugh, Ph.D. William Goodwin, Ph.D. Date of Approval: March 12, 2015 Keywords: enactivism, participatory sense-making, embodied knowledge, tacit knowledge, testimonial knowledge Copyright © 2015, David Eck Dedication To Lauren, whose understanding and support lie quietly between the lines of the many pages that follow. Acknowledgments It is hard to imagine the existence of the following project—never mind its completion—without the singular help of Alex Levine. His scholarship is as remarkable as it is unassuming, only surpassed by his concern for others and readiness to help. -
Philosophy of Religion
Philosophy 2800 Professor Haskins Winter/Spring 2002 Office: Humanities 2029 Humanities 2072 Phone: (251) X 6588; email: [email protected] Tues-Thurs. 12-1:20 Office Hours: Mon. 3:30-4:30 and by appt. Philosophy of Religion This course introduces a few of the most important philosophical debates about religion from medieval times to the beginning of the twenty-first century. Among the main topics discussed will be: the problem of defining "religion" as a philosophical and a cultural phenomenon ; arguments for and against the existence of God; the problem of reconciling scientific and religious worldviews; the rationality of religious belief; and the question of what forms religion might, and should, and should not, take in our postmodern and global age. This is a philosophy course, which means that emphasis will be placed not on individual religions and their histories so much as on critical reflection about general questions that a wide spectrum of religious experience and practice raises. Our philosophical readings are taken from an array of pre- modern and modern philosphers of religion. Huston Smith’s The World’s Religions, one of the required texts, contains chapters on the major religious traditions which will provide helpful background for our more general discussions. In referring to “critical reflection” above I mean that the goal of the course is not to defend any specific religious (or for that matter non-religious) point of view, including my own, even though my opinions on various issues will be evident from time to time. It is to offer intellectual tools for sorting through the cacophony of opinions and arguments about religion, spirituality, god, and related matters that is a vital (if also sometimes politically and existentially troublesome) part of our culture and that, as much as anything else in our culture today, needs the emphasis on the clear and rational evaluation of arguments that philosophy at its best tries to encourage.