This article argues that philosophy instructors in general, and critical thinking instructors in particular, profit from developing concise preparatory remarks for introductory classes. To this end, it argues for two simple, but effective, introductory descriptions of philosophy: talking about how we do what we do and why we do what we do, and critical thinking applied to writing. Of particular interest with respect to the second formulation is an introductory treatment of the concept of thinking, emphasizing critical thinking as a (...) synthetic as well as analytic activity. The article also includes a suggested application of its thesis, namely, “the index-card exercise,” in which students engage in philosophical writing from day one of an introductory course, and use the results to structure and write philosophical papers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Love and Christian Ethics: Tradition, Theory, and Society eds. by Frederick V. Simmons and Brian C. SorrelsMichael Le ChevallierLove and Christian Ethics: Tradition, Theory, and Society Edited by Frederick V. Simmons and Brian C. Sorrels WASHINGTON, DC: GEORGETOWN UNIVERSITY PRESS, 2016. 400 pp. $119.00 / $39.95Fredrick Simmons and Brian Sorrels present an impressive, cohesive volume of essays by twenty-two leading scholars who engage different facets (...) of love and theological ethics. although dedicated to gene outka—thus setting the broad theme and establishing his work as a privileged point of reference throughout the volume—Love and Christian Ethics should not be confused with a Festschrift. it accomplishes far more in intellectual diversity and depth, making a significant contribution to scholarship.The volume is organized into three sections: tradition, theory, and society. across the first section, the authors address love within major sources and figures, treating scripture, greek philosophy, augustine, aquinas, Kant, and Kierkegaard. Far from a textbook presentation, each essay marks out its own argument regarding the place of love in the respective subject. The second section is devoted to major theoretical questions raised within scholarship on love and ethics, addressing topics like the relation of eudaimonism to love (a running thread that emerges in the book), forgiveness, friendship, and evolution. The final section moves into the field of practice, application, and society, including an essay critically engaging implicit presentations of love found in the law, another treating love and international development, and one poignant essay by Mark D. Jordan calling for a moratorium on strong pronouncements in sexual ethics until ethicists can cultivate a loving knowledge of sex. This final section also includes reflections on love in the Jewish and Muslim traditions. Simmons's introduction and William Werpehowksi's afterword provide useful bookends. although no single thesis blandly governs this volume as a whole—incorporating complementary, divergent, and competing positions—in constructing this volume, Simmons and Sorrels argue that love is not eclipsed in Christian ethics but has a rich and variegated tradition. Werpehowski appraises [End Page 210] the volume as a whole, identifying key threads that emerge, like relations of love to eudaimonism and the theme of neighbor love.The volume is admirable in its breadth and depth. It offers a robust encounter with major figures and questions, providing historical recovery as well as critical and constructive engagement. That said, depth can work against breadth, with essays like Oliver O'Donovan's demanding a familiarity with Augustine Confessions that will send the reader back to his or her bookcases. Missing too are other notable figures and topics, such as the Protestant Reformers, Christian mystics, and feminist ethicists. Nevertheless, these gaps do not diminish the volume as a whole. I found myself again and again excited by the insights offered by the contributors, unsettling easy assumptions regarding the relation between eudaimonia and love, illustrating the depths of accounts of friendship for thinking about polity and mediating institutions, and cautioning against overconfidence in sexual ethics as its boundaries destabilize.Love and Christian Ethics would benefit scholars, teachers, and students alike. Its broad engagement with contemporary scholarship on love makes it a useful starting point for any researcher dipping or diving into this field. Introducing professors to key and sometimes obscured questions within figures and topics, it can round out lectures and help introduce students to the growing edge of scholarship on love. It would serve as a useful reference for any upper division or graduate course engaging with this significant, but often ignored, theme in Christian ethics.Rare is it to find a book that embodies the very theme it presents. These essays on love are a scholarly gift of the best sort—one not diminished but enhanced in its sharing.Michael Le ChevallierUniversity of ChicagoCopyright © 2018 Society of Christian Ethics... (shrink)

Although widely recognized as founder and key figure in the current re-emergence of pragmatism, Charles Peirce is rarely brought into contemporary dialogue. In this book, Kory Sorrell shows that Peirce has much to offer contemporary debate and deepens the value of Peirce’s view of representation in light of feminist epistemology, philosophy of science, and cultural anthropology. Drawing also on William James and John Dewey, Sorrell identifies ways in which bias, authority, and purpose are ineluctable constituents of shared representation. (...) He nevertheless defends Peirce’s realistic account of representation, showing how the independently real world both constrains social representation and informs its content. Most importantly, Sorrell shows how members of a given community not only represent but transform a shared world—and how those practices of representation may, and should, be improved. (shrink)

John Dewey developed a pragmatic theory of inquiry to provide intelligent methods for social progress. He believed that the logic and attitude of successful scientific inquiries, properly conceived, could be fruitfully applied to morals and politics. Unfortunately, his project has been poorly understood and his logic of inquiry neglected as a resource. Contemporary pragmatists, like Richard Rorty, for example, dismiss his emphasis on method and avoid judgments of moral progress that are in any way independent of the biases of particular (...) cultures. In this article, I argue that Dewey’s theory of inquiry indeed provides intelligent methods and intellectual criteria for engaging moral and political matters. Inquiry, as Dewey conceives it, issues in judgments that are increasingly objective, reliable and refined in application. These judgments are rooted in particular times and places, in actual ‘situations’, but are not entirely hostage to specific cultures. I then apply Dewey’s theory to two standard moral problems to demonstrate how it works. The conclusion is that Dewey’s theory of inquiry gets it just right: it provides solid ground for criticism and moral progress while remaining acutely sensitive to cultural differences and changing circumstances. (shrink)

This study sought to discover the difference that the number of years of teaching experience and professional development had on how teachers implemented behavior interventions for a child diagnosed with Autism Spectrum Disorder. Teachers from a school district in the southern region of the United States were given one of two scenarios and asked to complete related questions to the best of their ability. The teachers were then asked to complete a demographics survey that assessed their years of teaching experience (...) as well as their professional development training regarding autism. The information from the demographics survey was then compared to how the teacher responded to the scenario. It was hypothesized that the years of experience and professional development training would positively affect the way a teacher implemented behavior interventions. However, the research showed no significant difference in either hypothesis. There was also no significant interaction effect found. (shrink)

ABSTRACT This article defends Charles Peirce's “doctrine of immediate perception.” This realistic view holds that conscious agents, due to the work of unconscious mind, directly perceive the world and often know objects, events, and persons as they truly are, independently of how we might prefer to think of them (what is known as our realist intuition). The doctrine provides a promising alternative to more recent views insisting that all experience of the world and other persons is ineluctably mediated by language, (...) along with the categories and biases language inevitably imposes. Peirce's view is further explicated in terms of what neuroscientists now call the “new” unconscious (but to which Peirce contributed to earlier) and supported by recent work in both neuroscience and empirical psychology, especially experiments involving infants. The article supports the conclusion that, while much experience is mediated by language (often helpfully so), direct (and desirable) access to a world that informs and often surprises us persists throughout conscious experience. (shrink)

This essay focuses on the role relationships of authority play in the communal production of knowledge. The author draws on recent developments in feminist epistemology and the pragmatism of John Dewey to show that not only is authority representation ineluctable, but is desirable if held properly accountable.

Empathy is the ability to infer and share the feelings, intentions, and goals of other persons.1 It provides the basis for our extraordinary capacity to help others, including strangers we may never meet, without interest in personal benefit. Its extent has been controversial, but recent studies in neuroscience, empirical psychology, and primatology support a highly empathic understanding of human nature. This view overturns the so-called “Darwinian” paradigm prevalent both in popular imagination and academic disciplines.2 The “Darwinian” account—in quotes because distant (...) from Darwin’s own express views3—holds that “man is a wolf to man” (homo homini lupus); that individuals are self-maximizing and manipulative .. (shrink)

Physicians in rural settings confront many of the same ethical dilemmas as their urban counterparts: confidentiality, quality‐of‐life decisions, resource allocation, and their moral responsibility for bettering the life of the community. However, the courses of action they choose as morally justifiable are influenced by distance from other professional facilities, the interrelationship of private and professional roles in a small community, and the non‐specialized orientation of their practices.

The term “Socratic method” is so pervasive in education across the disciplines that it has largely lost its meaning, and it has lost its roots in its originator—the historical Socrates. In this article we draw from the original source, Plato's ancient dialogues, to understand the theory and principles behind the questioning used in Socratic method. A deep understanding of Socratic method is particularly timely now as nursing leaders call for increased use of theory‐based debriefing across the nursing curriculum. Socratic questioning (...) is ideally suited as a method for debriefing in nursing classrooms because of its ability to enhance critical thinking and self‐reflection of the learner and because of its basis in care for the learner through a learner‐centred design. We present an analysis of the Socratic method in Plato's works and provide an overview of the key Socratic principles and techniques. We illustrate these principles and techniques with examples of how Socratic teaching can be applied in the nursing classroom, and we address the challenges and rewards for nursing faculty implementing Socratic method. Learning about Socratic method directly from Plato's dialogues can provide a richer and more robust understanding of this key pedagogical technique and help nurse educators practice more intentional and informed Socratic questioning and debriefing. (shrink)

Introduction Current research documents both the historical impact of racism in healthcare as well as studies piloting antiracist interventions as part of medical training to ameliorate its stigma, bias, and consequences in medicine. The purpose of this study was to qualitatively analyze the impact of a one session lecture surrounding racial issues in psychiatry on third-year medical students’ thoughts and reflections surrounding the content. Methodology Remote methodologies were used to engage medical students in a lecture created by a major University’s (...) Substance Use Disorder Center of Excellence to address the legacy of racial issues in psychiatry as well as present interventions. The team collected anonymous evaluations via anonymous chat submission after each lecture. Qualitative evaluation data were compiled from 108 students across 11 sessions over the course of a year. The team reviewed major and minor themes and synthesized following the Standards for Reporting Qualitative Research (SRQR) guidelines for qualitative reporting. Results We identified the following five themes:1) appreciation and notes on the content itself; 2) how the information presented can impact future clinical care; 3) the interconnectedness of social determinants of health and racism; 4) recognizing power dynamics with patients; and 5) opportunities for future education. Conclusion Information compiled both from participating students and the available literature can inform future education efforts to build opportunities for antiracist training in medical education. (shrink)

_Listening to the Whispers_ gives voice to scholars in philosophy, medical anthropology, physical therapy, and nursing, helping readers re-think ethics across the disciplines in the context of today's healthcare system. Diverse voices, often unheard, challenge readers to enlarge the circle of their ethical concerns and look for hidden pathways toward new understandings of ethics. Essays range from a focus on the context of corporatization and managed care environments to a call for questioning the fundamental values of society as these values (...) silently affect many others in healthcare. Each chapter is followed by a brief essay that highlights issues useful for scholarly research and classroom discussion. The conversations of interpretive research in healthcare contained in this volume encourage readers to re-think ethics in ways that will help to create an ethical healthcare system with a future of new possibilities. Outstanding Academic Title, _Choice_ Magazine. (shrink)

The task of aligning the philosophical and clinical perspectives on ethics is a challenging one. Clinical practice informs philosophy, not merely by supplying cases, but through shaping and testing philosophical concepts in the reality of the clinical world. In this paper we explore several aspects of the relationship between the philosophical and the clinical within a framework of palliative care for people living with Alzheimer's disease. We suggest that health professionals have a moral obligation to question previous assumptions concerning the (...) quality of life among people with Alzheimer's, and to address the question: does the concept of palliative care properly embrace people with severe dementia? We propose an ethic of palliative care for people with Alzheimer's that is based, not on the traditionally understood principle of autonomy, but on the need to listen to those living with the disease, acknowledging their profound loss of cognitive abilities, with a focus on preventing and relieving suffering, and improving the individual's quality of life. (shrink)

Caitlin Smith Gilson, The metaphysical presuppositions of being-in-the-World: a confrontation between St. Thomas Aquinas and Martin Heidegger Content Type Journal Article Pages 157-161 DOI 10.1007/s11153-010-9263-4 Authors Christine Sorrell Dinkins, Department of Philosophy, Wofford College, 429 N. Church St., Spartanburg, SC 29303, USA Journal International Journal for Philosophy of Religion Online ISSN 1572-8684 Print ISSN 0020-7047 Journal Volume Volume 71 Journal Issue Volume 71, Number 2.

In lieu of an abstract, here is a brief excerpt of the content:Brian Boyd responds:In responding to my critical discussion, Lisa Zunshine restates the argument of Why We Read Fiction at some length but replies to none of my specific criticisms. These criticisms are all based on the evidence of the texts that she offers as case studies, especially Mrs Dalloway and Lolita. Although I—and the textual evidence—contradict her claims, she provides no answers to the criticisms.Let me respond to (...) two restatements. First: "Fictional narratives endlessly experiment with rather than automatically execute our evolved cognitive adaptations" (p. 190). This is often, but almost tautologically, true in the case of experimental fiction, as the work of Richardson, Woolf, and Nabokov (to cite Zunshine's key examples) was in their time. It is not necessarily true in the sense Zunshine especially means it—that authors give us a demanding cognitive workout of our capacity for Theory of Mind by incorporating multiple embedding, A's thoughts of B's thoughts of C's thoughts of D's thoughts of E—even in the case of fictional experimenters like Defoe, Tolstoy, or Joyce, and it is not true of the vast bulk of fiction, from folk tale or jokes to soap operas or pulp [End Page 196] novels, and it cannot therefore be an explanation for "why we read fiction," though it may explain why some of us read some fiction. And to identify overloaded embedding when it is not present, as Zunshine does in discussing Mrs Dalloway, constitutes a simple misreading.Second: "Our Theory of Mind makes literature as we know it possible" (p. 191). Granted, without Theory of Mind we would not have fiction. But nor would we have fiction without many other features of human nature: without sociality, episodic memory, language, childhood pretend play, empathy, the brain's inhibitory mechanisms, folk physics, our mental databases for individuals, and much, much more. An evolutionary and cognitive understanding of fiction needs to take into account many aspects of our capacity for understanding events and stories, not just one.Apart from one three-word phrase, Zunshine's sole quotation from my review is this: "To what extent has Zunshine benefited from the methodology, rather than results, of science?" (I refer to "the results of science" here because I note that although, for instance, she relies most heavily on Simon Baron-Cohen among Theory of Mind researchers, while ignoring major figures in the field like Janet Astington or Josef Perner, she does not even cite the book or any of the more than twenty papers of which Baron-Cohen has been primary author since his 1995 Mindblindness.) Her quotation from my review continues: "Alas, she appears to have learned less than one would have hoped.... Her formulations are often weak and indecisive, hedgings, rather than strong testable hypotheses. Rather than apply scientific stringency to her literary analysis, she seems more interested in exploiting than testing what she can find." She confesses herself puzzled by this charge. Let me explain one simple point.Science's core methodological principle is that claims should be subjected to the test of evidence, and accepted or rejected on the basis of their compatibility with the relevant evidence. Leo Spitzer long ago pointed out that good reading follows scientific method: we read, we make hypotheses about the text, and we either confirm or disconfirm the hypotheses according to what we find in the text, and search for ampler hypotheses when previous ones have been discredited.1 Literary scholarship has long been vitiated by a far flabbier methodology, by the naïve assumption that evidence for a proposition suffices: "I see a and b in the text, therefore my claim C is a valid interpretation." But if reading or interpretation C is incompatible with counter-evidence d and e in the text, it is a falsified hypothesis and needs to yield to a better [End Page 197] reading, an interpretation that can incorporate this counter-evidence. I showed that Zunshine's claims about her prime examples were not compatible with evidence in the texts. She does not challenge the textual counter-evidence I provide, but just ignores it. That is where literary criticism most urgently needs to learn from scientific... (shrink)

Brian Skyrms offers a fascinating demonstration of how fundamental signals are to our world. He uses various scientific tools to investigate how meaning and communication develop. Signals operate in networks of senders and receivers at all levels of life, transmitting and processing information. That is how humans and animals think and interact.

Scientific Essentialism defends the view that the fundamental laws of nature depend on the essential properties of the things on which they are said to operate, and are therefore not independent of them. These laws are not imposed upon the world by God, the forces of nature or anything else, but rather are immanent in the world. Ellis argues that ours is a dynamic world consisting of more or less transient objects which are constantly interacting with each other, and whose (...) identities depend on their roles in these processes. Natural objects must behave as they do, because to do otherwise would be contrary to their natures. The laws of nature are, therefore, metaphysically necessary, and consequently, there are necessary connections between events. Brian Ellis calls for the rejection of the theory of Humean Supervenience and an implementation of a new kind of realism in philosophical analysis. (shrink)

A textbook on modal logic, intended for readers already acquainted with the elements of formal logic, containing nearly 500 exercises. Brian F. Chellas provides a systematic introduction to the principal ideas and results in contemporary treatments of modality, including theorems on completeness and decidability. Illustrative chapters focus on deontic logic and conditionality. Modality is a rapidly expanding branch of logic, and familiarity with the subject is now regarded as a necessary part of every philosopher's technical equipment. Chellas here offers (...) an up-to-date and reliable guide essential for the student. (shrink)

We live in a world of crowds and corporations, artworks and artifacts, legislatures and languages, money and markets. These are all social objects — they are made, at least in part, by people and by communities. But what exactly are these things? How are they made, and what is the role of people in making them? In The Ant Trap, Brian Epstein rewrites our understanding of the nature of the social world and the foundations of the social sciences. Epstein (...) explains and challenges the three prevailing traditions about how the social world is made. One tradition takes the social world to be built out of people, much as traffic is built out of cars. A second tradition also takes people to be the building blocks of the social world, but focuses on thoughts and attitudes we have toward one another. And a third tradition takes the social world to be a collective projection onto the physical world. Epstein shows that these share critical flaws. Most fundamentally, all three traditions overestimate the role of people in building the social world: they are overly anthropocentric. Epstein starts from scratch, bringing the resources of contemporary metaphysics to bear. In the place of traditional theories, he introduces a model based on a new distinction between the grounds and the anchors of social facts. Epstein illustrates the model with a study of the nature of law, and shows how to interpret the prevailing traditions about the social world. Then he turns to social groups, and to what it means for a group to take an action or have an intention. Contrary to the overwhelming consensus, these often depend on more than the actions and intentions of group members. (shrink)

Listen to the interview with Brian Kemple... and learn to appreciate the diachronic trajectory of semiotics. *** Live interview with Brian Kemple, Executive Director of the Lyceum Institute, to discuss the legacy and influence of John Deely (1942-2017), the thinker most responsible for developing semiotics into the 21st century. This interview, conducted by William Passarini (Mansarda Acesa) and Tim Troutman (Lyceum Institute), is part of the preliminary activities of the 2022 International Open Seminar on Semiotics: a Tribute to (...) John Deely on the Fifth Anniversary of His Passing, cooperatively organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies, the International Center for Semiotics and Intercultural Dialogue, Moscow State Academic University for the Humanities and the Mansarda Acesa with the support of the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project. Brian Kemple holds a PhD in Philosophy from the University of St. Thomas, in Houston TX, where he wrote his dissertation under the inimitable John Deely. He is the Founder and Executive Director of the Lyceum Institute (https://lyceum.institute). Philosophical interests and areas of study include: Thomas Aquinas, John Poinsot, Charles Peirce, Martin Heidegger, the history and importance of semiotics, scholasticism, phenomenology; as well as ancillary interests in the liberal arts, technology, and education as a moral habit. He has published two scholarly books— 'Ens Primum Cognitum in Thomas Aquinas and the Tradition' (Brill: 2017) and 'The Intersections of Semiotics and Phenomenology: Peirce and Heidegger in Dialogue' (De Gruyter: 2019), as well as a number of scholarly articles, popular articles, and his own 'Introduction to Philosophical Principles: Logic, Physics, and the Human Person' (2019) and the forthcoming 'Linguistic Signification: A Classical Course in Grammar and Composition' (2021). In addition to being the Executive Director of the Lyceum Institute, he is the Executive Editor of 'Reality: a Journal for Philosophical Discourse' (https://realityjournal.org/). *** Technical support was assured by Robert Junqueira and the cover image for the video was designed by Zahra Soltani. (shrink)