Responsibility in epistemic collaborations: Is it me,is it the group or are we all to blame?

According to distributed virtue reliabilism (Palermos, 2020b), epistemic collaborations—such as Transactive Memory Systems and Scientific Research Teams—can be held epistemically responsible at the collective level. This raises the question of whether participants of epistemic collaborations are exempt from being held individually responsible. In response, this paper explores two possible ways in which attributions of individual responsibility may still be appropriate within epistemic collaborations: (I) Individuals can be held epistemically responsible for their individual shortcomings, but no amount of individual epistemic responsibility can replace collective epistemic responsibility. (II) Even if it is denied that participants of epistemic collaborations can be held epistemically responsible at the individual level, they may be held structurally, perhaps morally, and even legally responsible at the individual level for breaking joint commitments necessary for the effective coordination of the epistemic collaboration.     

Studies in Vision: IV. The Interactions of Rods and Cones in After-Sensations

Fixed-ratio (FR) size was increased for pigeons (N = 6), while the number of eating responses at reinforcement was either held constant or increased. Also, FR size was held constant while the number of eating responses at reinforcement was increased. Major findings were as follows: (a) when eating responses were held constant, higher FR requirements led to stable key rates and postreinforcement pauses; (b) allowing more eating responses at successively higher FR requirements led to stable key rates and postreinforcement pauses; (c) at high FR requirements which produced low key rates, increasing the number of eating responses at reinforcement increased key rates; and (d) eating response rates varied systematically with key rates.     

Contextual Definition and Ontological Commitment

According to the standard view, Kant held that hypothetical imperatives are universally binding edicts with disjunctive objects: take-the-means-or-don't-have-the-end. But Kant thought otherwise. He held that they are edicts binding only on some—those who have an end.     

Working memory and target-related distractor effects on visual search

We examined two forms of top-down effects on visual selection: (1) information held in working memory (WM) and (2) the semantic relations between targets and distractors. We found that items held in WM affected search for a different target. This WM-based interference effect generalized across different exemplars, even though participants could remember the specific exemplar on the trial. This argues against a memory top-up account of performance. In addition, there was interference from distractors that were not held in WM but were semantically related to the target. The effects of WM capture and the effects of capture by a distractor related to the target combined additively. The data suggest that task-irrelevant information in WM and task-relevant templates for targets compete separately for selection. The implications for understanding top-down processes in search are discussed.     

Wittgenstein's picture‐theory of Language 1

I argue that the current view (as held by, eg., Warnock, Anscombe and Stenius) of Wittgenstein's theory of language in the Tractates is mistaken. This view maintains that Wittgenstein's theory is one of ‘isomorphism'; that, roughly, a sentence has meaning in virtue of its being a facsimile of a fact or possible fact. But a detailed study of significant passages in the Tractattis shows that Wittgenstein held no such view. His use of important terms, such as Salz, Bild, Sachverhalt, Tatsache, etc., has been crucially misunderstood. There is no isomorphism. The theory is not about sentences at all, but about talking sense.     

Meaning and Significant Intention in G. Ryle's Logical Thought

In spite of the prima facie differences between Spinoza and Heidegger, I argue that Heidegger's views in his 1929 lecture. Was ist Metaphysik?, are both consistent with, and supplemental to, the basic premise of Spinoza's ontological argument in Part One of his Ethics. According to this view, being held out into the nothing, in Heidegger's sense, is a condition without which substance can not be adequately conceived, while at the same time, being held out into the nothing does not preclude the possibility that substance, defined as an infinite being without negation, does exist.     

Turkish College Students' Attitudes Toward Women Managers: The Effects of Patriarchy,Sexism, and Gender Differences

The authors examined how patriarchy, sexism, and gender influence Turkish college students' attitudes toward women managers. Turkish undergraduate students (N = 183) from Middle East Technical University completed questionnaires measuring attitudes toward women managers as well as attitudes toward the concepts of hostile and benevolent sexism and support for patriarchy. Participants were of upper- or middle-class Turkish backgrounds. The results showed that male participants exhibited less positive attitudes toward women managers than did female participants. In addition, participants who held more favorable attitudes toward patriarchy and who scored high on hostile sexism also held less positive attitudes toward women managers than those who held less favorable attitudes toward patriarchy and who scored low on hostile sexism. A regression analysis showed that support for patriarchy and hostile sexism was more important for explaining less favorable attitudes toward women managers than was benevolent sexism.     

Multipotential Abilities and Vocational Interests in Gifted Adolescents: Fact or Fiction?

The widely held view that highly intellectually gifted adolescents are multipotential in their abilities and career interests was investigated in two samples (N = 322 and N = 217) of gifted high school seniors. Three measures of intellectual abilities—verbal, mathematical, and mechanical—and a measure of vocational interest based upon nonacademic talented activities and accomplishments that yielded scores for vocational interest in three areas—Science, Social, and Artistic—were administered. Contrary to the widely held view, a very large proportion of intellectually gifted adolescents reported a differentiated pattern of both abilities and interests, and a very small proportion reported the expected high-flat ability and interest profiles. The findings suggest that the working assumptions of career education and counselling of intellectually gifted adolescents should perhaps be reconsidered.     

The philosophy of science at the turn of the millenium

Abstract

Central to a new, or ‘resolute’, reading of Wittgenstein’s Tractatus LogicoPhilosophicus is the idea that Wittgenstein held there an ‘austere’ view of nonsense: the view, that is, that nonsense is only ever a matter of our failure to give words a meaning, and so that there are no logically distinct kinds of nonsense. Resolute readers tend not only to ascribe such a view to Wittgenstein, but also to subscribe to it themselves; and it is also a feature of some readings which in other respects are clearly not Resolute. This paper forms part of a reply to Hans-Johann Glock’s work in which he argues (in part) that Wittgenstein in the Tractatus held a view of nonsense other than the austere view. Instead, Glock argues, Wittgenstein there held that there are many logically distinct kinds of nonsense. Here, I outline and defend the austere view, together with its attribution to the early Wittgenstein, against a number of Glock’s criticisms, and focussing especially on Wittgenstein’s reformulation in the Tractatus of Frege’s context-principle.     

In Defense of Common Content

Abstract

In this essay, I critically discuss a theory of utterance content and de re communication that Anne Bezuidenhout has recently developed in a series of articles. This theory regards the significance of utterances as more pragmatic in nature than allowed by traditional accounts; further, it downplays logical considerations in explaining de re communication, choosing instead to emphasize its psychological character. Included among the implications of this approach is the rejection of what can be called ‘common content’, or utterance content that is held in common by speaker and listener. After describing this theory, I argue that Bezuidenhout does not supply a compelling reason to prefer her account of utterance content over more traditional alternatives that make room for elements of content held in common between speaker and listener. Further, I argue that her account of de re communication supplies even more reason to reject the view of content to which she subscribes. In the end, it will be clear that she has no principled reason for rejecting common content.     

Don't hate me because I'm beautiful: Anti-attractiveness bias in organizational evaluation and decision making

Within organizational judgment and decision making contexts, biases based on an evaluated person's attractiveness are among the most salient and frequently investigated. An enormous amount of research indicates favoritism for attractive people compared to unattractive ones. The current research demonstrates that the nature of this bias depends on whether one is evaluating a member of the same sex or the opposite sex. Experiment 1 (n = 2639) investigated selection of scholarship applicants and demonstrated that a pro-attractiveness bias held only for selection of opposite-sex scholarship applicants; no such bias was observed for highly attractive same-sex applicants. Experiment 2 (n = 622) investigated evaluations of prospective job candidates and demonstrated again that pro-attractiveness bias was observed only for opposite-sex candidates; participants discriminated against highly attractive same-sex candidates. Moreover, this bias was not observed among highly attractive participants; it held only for moderately attractive participants, those for whom highly attractive same-sex individuals can pose especially potent social threats. Findings suggest that attractiveness biases in organizational decision making are rooted partly in the social threats and opportunities afforded by attractive people.     

laws and their stability

Many philosophers have believed that the laws of nature differ from the accidental truths in their invariance under counterfactual perturbations. Roughly speaking, the laws would still have held had q been the case, for any q that is consistent with the laws. (Trivially, no accident would still have held under every such counterfactual supposition.) The main problem with this slogan (even if it is true) is that it uses the laws themselves to delimit qs range. I present a means of distinguishing the laws (and their logical consequences) from the accidents, in terms of their range of invariance under counterfactual antecedents, that does not appeal to physical modalities (or any cognate notion) in delimiting the relevant range of counterfactual perturbations. I then argue that this approach explicates the sense in which the laws possess a kind of necessity.     

Platonic Knowledge and the Standard Analysis

Abstract

In this paper I explore Plato’s reasons for his rejection of the so‐called standard analysis of knowledge as justified true belief. I argue that Plato held that knowledge is an infallible mental state in which (a) the knowable is present in the knower and (b) the knower is aware of this presence. Accordingly, knowledge (epistēmē) is non‐propositional. Since there are no infallible belief states, the standard analysis, which assumes that knowledge is a type of belief, cannot be correct. In addition, I argue that Plato held that belief (doxa) is only possible for the sort of being capable of knowledge. This is because self‐reflexivity is necessary for infallible knowledge and self‐reflexivity is only possible if the intellect is immaterial. This capacity for self‐reflexivity is also essential for belief, since beliefs are, paradigmatically, not dispositions but self‐reflexive mental states.     

Solving the Color Incompatibility Problem

It is commonly held that Wittgenstein abandoned the Tractatus largely because of a problem concerning color incompatibility. In this paper, I solve the color incompatibility problem and argue that the central program of the Tractatus can in fact be accomplished.     

Wellness and mattering: the role of holistic factors in job satisfaction

A study was conducted with 82 employees in varied positions to determine the variance in job satisfaction that could be accounted for by holistic wellness and mattering. Results of regression analyses revealed that both wellness and mattering contributed significantly to the variance in job satisfaction; however, wellness was the stronger predictor. When block variables such as age and job tenure were held constant, the contributions of wellness and mattering to job satisfaction were not significant.     

Of Signs: Matter and Revelation in the Liturgies of William Durand and John Calvin

This article seeks to set aside what we might call Cartesian physics to revisit William Durand's conception of sign as set forth in the Rationale divinorum officiorum and John Calvin's as set forth in the Institutio christianae religionis. Reading the two works through the lens of medieval physics reveals commonalities – both held signs to be ever-present modes of divine communication – and enables us to delineate more precisely their differences. For both, creation was a locus of divine communication. For Durand, the position of a faithful person was observation informed by Scripture, an attentiveness to the redundantia of divine communication in which Scripture and creation were in dialectic. For Calvin, divine communication was simultaneously visible and, to fallen humankind, imperceptible: even as creation held forth divine signs, human beings could not comprehend them. These differing conceptions of the human observer (Durand) or spectator (Calvin), precede and ground their differing approaches to eucharistic signs.     

Expert or Esoteric? Philosophers Attribute Knowledge Differently Than All Other Academics

Academics across widely ranging disciplines all pursue knowledge, but they do so using vastly different methods. Do these academics therefore also have different ideas about when someone possesses knowledge? Recent experimental findings suggest that intuitions about when individuals have knowledge may vary across groups; in particular, the concept of knowledge espoused by the discipline of philosophy may not align with the concept held by laypeople. Across two studies, we investigate the concept of knowledge held by academics across seven disciplines (N = 1,581) and compare these judgments to those of philosophers (N = 204) and laypeople (N = 336). We find that academics and laypeople share a similar concept of knowledge, while philosophers have a substantially different concept. These experiments show that (a) in contrast to philosophers, other academics and laypeople attribute knowledge to others in some “Gettier” situations; (b) academics and laypeople are much less likely to attribute knowledge when reminded of the possibility of error, but philosophers are not affected by this reminder; and (c) non-philosophy academics are overall more skeptical about knowledge than laypeople or philosophers. These findings suggest that academics across a wide range of disciplines share a similar concept of knowledge, and that this concept aligns closely with the intuitions held by laypeople, and differs considerably from the concept of knowledge described in the philosophical literature, as well as the epistemic intuitions of philosophers themselves.     

Becoming Visible: Jewish Senior Volunteers

Jewish older women who serve as volunteers were interviewed for this pilot study. Older persons who volunteer time and expertise make a valuable contribution to their older community. This study examined the perceptions that seniors have of themselves as contributing members to their Jewish community. Interviews and focus groups were held where the Jewish women spoke of their motivations for volunteering, frustrations and satisfactions. Interviews were also held with volunteer coordinators of three Jewish settings in Toronto. The needs of the community and the needs of the older Jewish woman are considered. Older volunteers want to be more visible, to have their contributions recognized as a vital component of their own mental health. Volunteer settings provide networks and support groups, while contributing to the well-being of the Jewish community members.     

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.