The reality of qualia

This paper argues for the reality of qualia as aspects of phenomenal experience. The argument focuses on color vision and develops a dispositionalist, subjectivist account of what it is for an object to be colored. I consider objections to dispositionalism on epistemological, metaphysical, and ‚ordinary’ grounds. I␣distinguish my representative realism from sense-data theories and from recent ‚representational’ or ‚intentional’ theories, and I argue that there is no good reason to adopt a physicalist stance that denies the reality of qualia as phenomenally available intentional contents in Brentano’s original sense of ‚intentionality’.     

Individual differences in current events knowledge: Contributions of ability,personality, and interests

What accounts for individual differences in the sort of knowledge that people may draw on in everyday cognitive tasks, such as deciding whom to vote for in a presidential election, how to invest money in the stock market, or what team to bet on in a friendly wager? In a large sample of undergraduate students, we investigated correlates of individual differences in recently acquired knowledge of current events in domains such as politics, business, and sports. Structural equation modeling revealed two predictive pathways: one involving cognitive ability factors and the other involving two major nonability factors (personality and interests). The results of this study add to what is known about the sources of individual differences in knowledge and are interpreted in the context of theoretical conceptions of adult intelligence that emphasize the centrality and importance of knowledge (e.g., Ackerman, 1996; Cattell, 1971).     

On the flexibility and the fallibility of associative memory

We report the results of four experiments in which we explored the flexibility and fallibility of associative recognition memory. In each experiment, pairs were studied one or more times, and the task was to discriminate intact from rearranged pairs. The critical findings are that the pattern of false alarm rates was dependent on the nature of the recognition procedure (e.g., ratings vs. yes-no) and the situation in which the task was performed. The specific pattern of findings suggest that subjects adopt different recognition strategies in order to achieve a desired level of performance in the most efficient manner possible by varying the degree to which they base their decisions on familiarity versus recollected information. Implications for theories of recognition memory are discussed.     

The Politics of Paradox: Leo Strauss’s Biblical Debt to Spinoza (and Kierkegaard)

The political philosopher Leo Strauss is famous for contending that any synthesis of reason and revelation is impossible, since they are irreconcilable antagonists. Yet he is also famous for praising the secular regime of liberal democracy as the best regime for all human beings, even though he is well aware that modern philosophers such as Spinoza thought this regime must make use of biblical morality to promote good citizenship. Is democracy, then, both religious and secular? Strauss thought that Spinoza was contradictory in teaching that reason and revelation should be separated from each other while also insisting that a secular democratic politics still requires the biblical morality of charity (love thy neighbor as thyself). The paradox that liberal democracy is both religious and secular, which is central to Spinoza, was dismissed by Strauss as a Machiavellian subterfuge or the cynical attempt to use religion for political purposes. In order to adhere to his dualistic separation of reason and revelation, Strauss turned to ancient Greek political philosophy, particularly the ideas of Plato and Aristotle, as the true ground of liberal democracy since this classical tradition was never exposed to biblical revelation. Yet, the illiberal and hierarchical implications of Greek political thought, which clash with Strauss’s modern views on human individuality and dignity, ultimately take him back to the biblically based philosophies of Spinoza and Kierkegaard, who teach the paradox that the Bible is the true foundation of human freedom.     

Writers Blocked: On the Wrongs of Research Co-authorship and Some Possible Strategies for Improvement

The various problems associated with co-authorship of research articles have attracted much attention in recent years. We believe that this (hopefully) growing awareness is a very welcome development. However, we will argue that the particular and increasing importance of authorship and the harmful implications of current practices of research authorship for junior researchers have not been emphasised enough. We will use the case of our own research area (bioethics) to illustrate some of the pitfalls of current publishing practices—in particular, the impact on the evaluation of one’s work in the area of employment or funding. Even where there are explicit guidelines, they are often disregarded. This disregard, which is often exemplified through the inflation of co-authorship in some research areas, may seem benign to some of us; but it is not. Attribution of co-authorship for reasons other than merit in relation to the publication misrepresents the work towards that publication, and generates unfair competition. We make a case for increasing awareness, for transparency and for more explicit guidelines and regulation of research co-authorship within and across research areas. We examine some of the most sensitive areas of concern and their implications for researchers, particularly junior ones, and we suggest several strategies for future action.     

Partiality and distributive justice in African bioethics

African ethical theories tend to hold that moral agents ought to be partial, in the sense that they should favour members of their family or close community. This is considered an advantage over the impartiality of many Western moral theories, which are regarded as having counterintuitive implications, such as the idea that it is unethical to save a family member before a stranger. The partiality of African ethics is thought to be particularly valuable in the context of bioethics. Thaddeus Metz, in particular, argues that his African-derived theory best accounts for a number of plausible intuitions, such as the intuition that health care practitioners ought to be biased towards the patients for whom they are directly responsible. In this article, I claim that the plausible intuitions drawn on in favour of partiality can be satisfactorily explained on the basis of impartial moral theories. Moreover, I argue that blanket acceptance of partiality has problematic consequences for distributive justice in resource allocation in biomedical contexts. By contrast, impartial theories can justify plausible instances of partiality whilst avoiding the pitfalls of fully partial moral theories. Although this provides grounds for abandoning partiality in principle, I claim that this finding should not be seen as damaging to African medical ethics. Instead, it prompts investigation of underexplored possibilities of impartial African moral theories. To demonstrate the value of this direction, I sketch some novel and attractive conceptions that combine impartiality with elements of African ethics.     

Win-shift and win-stay learning in the short-beaked echidna (<Emphasis Type="Italic">Tachyglossus aculeatus</Emphasis>)

Numerous previous investigators have explained species differences in spatial memory performance in terms of differences in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial memory performance of echidnas (or "spiny anteaters") can be understood in terms of the spatio-temporal distribution of their prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas were better able to learn to avoid a previously rewarding location (to "win-shift") than to learn to return to a previously rewarding location (to "win-stay"), at short retention intervals, but were unable to learn either of these strategies at retention intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval results do not. Electronic Publication