Rationality and Synchronic Identity

Many requirements of rationality rely for their application on facts about identity at a time. Take the requirement not to have contradictory beliefs. It is irrational if a single agent believes P and believes ～P, but it is not irrational if one agent believes P and another believes ～P. There are puzzle cases, however, in which it is unclear whether we have a single agent, or instead two or more. I consider and reject possible criteria of identity at a time before proposing a pluralist alternative on which there are vastly more agents than we might have thought. This pluralist thesis is analogous to mereological universalism, on which there are all sorts of strange disconnected objects of which we don’t usually take note. I conclude by giving a pragmatic account of which of these rational agents it makes sense to attend to, by appealing the purposes that we have in employing rationally evaluative language.     

Embedded taste predicates

Wide-ranging semantic flexibility is often considered a magic cure for contextualism to account for all kinds of troubling data. In particular, it seems to offer a way to account for our intuitions regarding embedded perspectival sentences. As has been pointed out by Lasersohn [2009. “Relative Truth, Speaker Commitment, and Control of Implicit Arguments.” Synthese 166 (2): 359â374], however, the semantic flexibility does not present a remedy for all kinds of embeddings. In particular, it seems ineffective when it comes to embeddings under operators with truth evaluative adverbs such as ‘correctly believes that’ and ‘incorrectly believes that’ and under factive verbs. This paper takes a closer look at the problematic embedding data with respect to predicates of personal taste. It argues that there is indeed no semantic solution for contextualism but a pragmatic way out.     

Authoritarian reactions to terrorist threat: Who is being threatened,the Me or the We?

Endorsement of authoritarian attitudes has been observed to increase under conditions of terrorist threat. However, it is not clear whether this effect is a genuine response to perceptions of personal or collective threat. We investigated this question in two experiments using German samples. In the first experiment (N = 144), both general and specific authoritarian tendencies increased after asking people to imagine that they were personally affected by terrorism. No such effect occurred when they were made to think about Germany as a whole being affected by terrorism. This finding was replicated and extended in a second experiment (N = 99), in which personal and collective threat were manipulated orthogonally. Authoritarian and ethnocentric (ingroup bias) reactions occurred only for people highly identified with their national ingroup under personal threat, indicating that authoritarian responses may operate as a group‐level coping strategy for a threat to the personal self. Again, we found no effects for collective threat. In both studies, authoritarianism mediated the effects of personal threat on more specific authoritarian and ethnocentric reactions. These results suggest that the effects of terrorist threat on authoritarianism can, at least in part, be attributed to a sense of personal insecurity, raised under conditions of terrorist threat. We discuss the present findings with regard to basic sociomotivational processes (e.g., group‐based control restoration, terror management) and how these may relate to recent models of authoritarianism.     

Philosophy Unbound: The Idea of Global Philosophy

The future of philosophy is moving towards “global philosophy.” The idea of global philosophy is the view that different philosophical approaches may engage more substantially with each other to solve philosophical problems. Most solutions attempt to use only those available resources located within one philosophical tradition. A more promising approach might be to expand the range of available resources to better assist our ability to offer more compelling solutions. This search for new horizons in order to improve our clarity about philosophical issues is at the heart of global philosophy. The idea of global philosophy encourages us to look beyond our traditions to improve our philosophical problem‐solving by our own lights. Global philosophy is a new approach whose time is coming. This essay offers the first account of this approach and an assessment of its future promise.     

Memoria autobiográfica: La influencia de los estados de ánimo sobre las perspectivas de recuerdo

Resumen

Se aborda el estudio de la influencia de las variables afectivas en el recuerdo autobriográfico. Dos son las variables independientes manipuladas: el estado de ánimo inducido (triste vs. alegre) y las instrucciones de recuerdo (subjetivo y emocional vs. frío y objetivo). Como variables dependientes se emplean diversos Indices de Recuerdo elaborados por la autora, y el tipo de perspectiva (observador vs. personal) desde la que los sujetos recuerdan cada suceso. Los resultados muestran una clara interacción entre el estado de ánimo inducido y las instrucciones de recuerdo sobre la elección de una u otra perspectiva de recuerdo. Los sujetos prefieren una perspectiva Observador para sus recuerdos más emotivos, y optan por una Personal para los menos dolorosos.     

Settling on what we are: The central place of the sense‐of‐self in education,and the implication of the concepts of the teleon and telentropy for the development of the sense‐of‐self

The purpose of this article is to illustrate the centrality of the development of a person's sense‐of‐self in his or her personal growth, and so to justify why educators should deliberately focus the attention of learners on the development of their own senses‐of‐self.

We describe the sense‐of‐self as a person's working hypothesis of what he or she is, as a functioning being. (This is in contrast to the notion of self‐concept, which is composed of the beliefs and evaluations that one has about oneself as a person in a social context.)

To illustrate the centrality of the sense‐of‐self we introduce two associated concepts—the teleon and telentropy. Teleons are “purposeful action patterns,” which may be regarded as the defining characteristic of any living system, including human beings.

Telentropy is similar to entropy (encountered in physics and chemistry), but instead of dealing with the level of disorder in externally described systems, it represents the level of informational confusion existing within an organism regarding its own true nature.

We discuss the implications of the concepts “teleon” and “telentropy” for a person's educability, using examples from daily life and educational institutions.

We provide a number of suggestions for the revising of educational practice to foster the development of the sense‐of‐self in learners. This we demonstrate to have potentially beneficial effects of the general stress levels of society.     

Surviving Salem

No abstract available for this article.     

Autonomy and the Normativity Question: Framing Considerations

Abstract

An initial interest in the question of whether one can autonomously choose to be non-autonomous has developed into the broader question of whether there are any normative commitments that necessarily attend being autonomous. This paper argues that reflection on this issue has been systematically hampered by a failure to realize that the normativity question does not delineate a single line of inquiry, but rather several different such lines; and that these differences depend on how certain key concepts embedded in the question are understood. The paper concludes by noting several lines of future research suggested by the present work.     

Teaching Ethical Decision Making: Designing a Personal Value Portrait to Ignite Creativity and Promote Personal Engagement in Case Method Analysis

The case method approach to introducing ethical issues is a traditional tool for applying critical thinking skills to a specific dilemma (Beauchamp &; Childress, 2001 Beauchamp, T. L. and Childress, J. F. 2001. Principles of biomedical ethics, 5th, New York: Oxford University Press.  [Google Scholar]). It allows for personal reflection and clarification of an individual's conceptual framework for deciding what is and is not ethical behavior. However, it also affords the student distance from the story line and may, through providing a retrospective critique, prevent sufficient challenge to the student to articulate and defend personal value assessments in addressing the ethical dynamics reflected in the case. Providing teaching exercises that encourage the creation of language to form that conceptual framework and a comfort in using that language allows the student to not only identify ethical issues but also recognize and more effectively communicate the struggles with molding a personal values portrait to apply to such cases.