On the Domain of Metaphilosophy

This article argues for four interrelated claims: (i) Metaphilosophy is not one sub‐discipline of philosophy, nor is it restricted to questions of methodology. Rather, metaphilosophical inquiry encompasses the general background conditions of philosophical practice. (ii) These background conditions are of various sorts, not only those routinely considered “philosophical” but also those considered biographical, historical, and sociological. Accordingly, we should be wary of the customary distinction between what is proper (internal) and merely contingent (external) to philosophy. (iii) “What is philosophy?” is best understood as a practical question concerning how members of different philosophical sub‐communities identify what is pertinent to their respective activities and self‐conceptions. (iv) Given (i)–(iii), understanding what philosophy is requires us to take more seriously the social‐institutional dimension of contemporary philosophical practice.     

Extensive Philosophical Agreement and Progress

This article argues, first, that there is plenty of agreement among philosophers on philosophically substantive claims, which fall into three categories: reasons for or against certain views, elementary truths regarding fundamental notions, and highly conditionalized claims. This agreement suggests that there is important philosophical progress. It then argues that although it's easy to list several potential kinds of philosophical progress, it is much harder to determine whether the potential is actual. Then the article attempts to articulate the truth that the deniers of philosophical progress are latching on to. Finally, it comments on the significance of the agreement and (potential) progress.     

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self-Efficacy

This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self-concept (trait-like creative self-efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait-like creative self-efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self-concept and scientific creativity, and creative self-concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self-concept for creative functioning.     

How Not to Criticise Scientism

This paper argues that the main global critiques of scientism lose their punch because they rely on an uncharitable definition of their target. It focuses on epistemological scientism and divides it into four categories in terms of how strong (science is the only source of knowledge) or weak (science is the best source of knowledge) and how narrow (only natural sciences) or broad (all sciences or at least not only the natural sciences) they are. Two central arguments against scientism, the (false) dilemma and self-referential incoherence, are analysed. Of the four types of epistemological scientism, three can deal with these counterarguments by utilizing two methodological principles: epistemic evaluability of reliability and epistemic opportunism. One hopes that these considerations will steer the discussion on scientism to more fruitful pastures in the future. For example, there are interesting methodological considerations concerning what evaluability or reliability and epistemic opportunism entail.     

《周易》家人卦的家道要旨

《周易》家人卦的家道理论体系,由立家之道、安家之道和兴家之道构成,且三位一体而又层层递进。立家之道,源于“阴阳变易”之化生原理,宏于“阴顺阳威”;付之践行,始于“闲邪未蒙”,功在“厉威勿纵”,誉于“顺德利贞”。安家之道,据于“允执厥中”的象位原理,适于“中正合宜”;履之于家,固于“持守正道”,毅于“谨遵中德”,成于各安角色。兴家之道,基于“民安国泰”的系统法则,旨在“家齐国治”;行之于家,寓于“王假有家”,系于交感互爱,遵于唯变所适。整个家道理论体系是一个系统有机统一的整体,极具系统性与辩证性。     

THE QUR'AN,SCIENCE, AND THE (RELATED) CONTEMPORARY MUSLIM DISCOURSE

We discuss the special place of the Qur'an in the Muslim discourse in general and on science in particular. The Qur'an has an unparalleled influence on the Muslim mind, and understanding the Islamic treatise on science and religion must start from this realization. We explore the concept of science in the Islamic culture and to what extent it can be related to the Qur'an. Reviewing various Islamic discourses on science, we show how a simplistic understanding of the plan to adopt modern science within an Islamic revival program has been corrupted in the form of the theory of “scientific miraculousness of the Qur'an.” We assess and dismiss this theory but use it to show how a serious misunderstanding of the nature of modern science and a narrow view of the Qur'an has led to that embarrassingly popular yet misguided theory. We conclude by promoting a multiplicity of readings of the Qur'an and show that this allows for an enlightenment of one's interpretation of Qur'anic verses, using various tools at one's disposal, including scientific knowledge. We uphold Averroes's principle of “no possible conflict,” which can be used to persuade the Muslim public of a given idea not by proving that it can be found in the Qur'an but rather by showing that at least some readings of it are fully consistent with the given scientific theory.     

中医药科研道德责任的伦理学思考

科研道德作为一种意识形态,它既受科研实践的制约和影响,同时又具有反作用,可以促进或阻碍其发展。目前,科研道德责任在科研工作中愈来愈受到人们的关注。通过对中医药科研道德责任意义的认识,从分析当前中医药科研道德滑坡情况及其造成的危害入手,对科研道德责任进行理性思考,并探讨其对策。     

How Should We Foster the Professional Integrity of Engineers in Japan? A Pride-Based Approach

I discuss the predicament that engineering-ethics education in Japan now faces and propose a solution to this. The predicament is professional motivation, i.e., the problem of how to motivate engineering students to maintain their professional integrity. The special professional responsibilities of engineers are often explained either as an implicit social contract between the profession and society (the "social-contract" view), or as requirements for membership in the profession (the "membership-requirement" view). However, there are empirical data that suggest that such views will not do in Japan, and this is the predicament that confronts us. In this country, the profession of engineering did not exist 10 years ago and is still quite underdeveloped. Engineers in this country do not have privileges, high income, or high social status. Under such conditions, neither the social-contract view nor the membership-requirement view is convincing. As an alternative approach that might work in Japan, I propose a pride-based view. The notion of pride has been analyzed in the virtue-ethics literature, but the full potential of this notion has not been explored. Unlike other kinds of pride, professional pride can directly benefit the general public by motivating engineers to do excellent work even without social rewards, since being proud of themselves is already a reward. My proposal is to foster a particular kind of professional pride associated with the importance of professional services in society, as the motivational basis for professional integrity. There is evidence to suggest that this model works.     

Attending to the spiritual through the teaching of science: a study of pre‐service primary teachers’ attitudes

Analysis of the attitudes of 140 pre‐service primary teachers, and of extended interviews with 15 of these prospective teachers, indicates differences in the ways pre‐service teachers use science in their heuristic reasoning and their ability and/or willingness to include a spiritual dimension in their science teaching. These differences were a reflection of neither the prospective teachers’ formal scientific training nor their personal religious faiths – both factors have been found to make little difference. Rather, they are indicative of how their personal conceptual frameworks emanate and influence their teaching approaches. Most are clearly able to engage with science’s spiritual component: an appreciation of the need for individual humility and recognition that scientific understanding is the result of a shared, collective endeavour. Despite most prospective teachers being neither hostile to the thought of addressing spiritual issues during their teaching of science nor totally convinced of its importance, they are also largely ignorant of the possibility, never mind the potential benefits, of its inclusion.     

Moral masquerades: Experimental exploration of the nature of moral motivation

Why do people act morally – when they do? Moral philosophers and psychologists often assume that acting morally in the absence of incentives or sanctions is a product of a desire to uphold one or another moral principle (e.g., fairness). This form of motivation might be called moral integrity because the goal is to actually be moral. In a series of experiments designed to explore the nature of moral motivation, colleagues and I have found little evidence of moral integrity. We have found considerable evidence of a different form of moral motivation, moral hypocrisy. The goal of moral hypocrisy is to appear moral yet, if possible, avoid the cost of being moral. To fully reach the goal of moral hypocrisy requires self-deception, and we have found evidence of that as well. Strengthening moral integrity is difficult. Even effects of moral perspective taking – imagining yourself in the place of the other (as recommended by the Golden Rule) – appear limited, further contributing to the moral masquerade.