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بایگانی‌های Brian Carr - خانه اخلاق پژوهان جوان
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Rationality And Logic

by Robert Hanna

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Subject: Logic, Psychologism, Reasoning (Psychology),

In Rationality and Logic, Robert Hanna argues that logic is intrinsically psychological and that human psychology is intrinsically logical. He claims that logic is cognitively constructed by rational animals (including humans) and that rational animals are essentially logical animals. In order to do so, he defends the broadly Kantian thesis that all (and only) rational animals possess an innate cognitive “logic faculty.” Hanna’s claims challenge the conventional philosophical wisdom that sees logic as a fully formal or “topic-neutral” science irreconcilably separate from the species- or individual-specific focus of empirical psychology. Logic and psychology went their separate ways after attacks by Frege and Husserl on logical psychologism—the explanatory reduction of logic to empirical psychology. Hanna argues, however, that—despite the fact that logical psychologism is false—there is an essential link between logic and psychology. Rational human animals constitute the basic class of cognizers or thinkers studied by cognitive psychology; given the connection between rationality and logic that Hanna claims, it follows that the nature of logic is significantly revealed to us by cognitive psychology. Hanna’s proposed “logical cognitivism” has two important consequences: the recognition by logically oriented philosophers that psychologists are their colleagues in the metadiscipline of cognitive science; and radical changes in cognitive science itself. Cognitive science, Hanna argues, is not at bottom a natural science; it is both an objective or truth-oriented science and a normative human science, as is logic itself.

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The Blackwell Guide To The Philosophy Of Education

by Nigel Blake

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Subject: Philosophy,

In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid foundation for further study.

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Moral Deliberations In Modern Cinema

by Samuel Vaknin

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Subject: ,

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EPISTEMOLOGY AN ANTHOLOGY

by Ernest Sosa

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Subject: Knowledge, Theory Of, Philosophy / Epistemology,

New and thoroughly updated, Epistemology: An Anthology continues to represent the most comprehensive and authoritative collection of canonical readings in the theory of knowledge. Concentrates on the central topics of the field, such as skepticism and the Pyrrhonian problematic, the definition of knowledge, and the structure of epistemic justification Offers coverage of more specific topics, such as foundationalism vs coherentism, and virtue epistemology Presents wholly new sections on ‘Testimony, Memory, and Perception’ and ‘The Value of Knowledge’ Features modified sections on ‘The Structure of Knowledge and Justification’, ‘The Non-Epistemic in Epistemology’, and ‘The Nature of the Epistemic’ Includes many of the most important contributions made in recent decades by several outstanding authors

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Consciousness and Moral Responsibility

by Neil Levy

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Subject: Consciousness, Responsibility,

Neil Levy presents an original theory of freedom and responsibility. Cognitive neuroscience and psychology provide a great deal of evidence that our actions are often shaped by information of which we are not conscious; some psychologists have concluded that we are actually conscious of very few of the facts we respond to. But most people seem to assume that we need to be conscious of the facts we respond to in order to be responsible for what we do. Some thinkers have argued that this naive assumption is wrong, and we need not be conscious of these facts to be responsible, while others think it is correct and therefore we are never responsible. Levy argues that both views are wrong. He sets out and defends a particular account of consciousness-the global workspace view-and argues this account entails that consciousness plays an especially important role in action. We exercise sufficient control over the moral significance of our acts to be responsible for them only when we are conscious of the facts that give to our actions their moral character. Further, our actions are expressive of who we are as moral agents only when we are conscious of these same facts. There are therefore good reasons to think that the naive assumption, that consciousness is needed for moral responsibility, is in fact true. Levy suggests that this entails that people are responsible less often than we might have thought, but the consciousness condition does not entail that we are never morally responsible. — Provided by publisher.

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