The nature and ethics of indifference

Indifference is sometimes said to be a virtue. Perhaps more frequently it is said to be a vice. Yet who is indifferent; to what; and in what way is poorly understood, and frequently subject to controversy and confusion. This paper presents a framework for the interpretation and analysis of ethically significant forms of indifference in terms of how subjects of indifference are variously related to their objects in different circumstances; and how an indifferent orientation can be either more or less dynamic, or more or less sensitive to the nature and state of its object. The resulting analysis is located in a wider context of moral psychology and ethical theory; in particular with respect to work on the virtues of care, empathy and other forms of affective engagement. During the course of this discussion, a number of recent claims associated with the ethics of care and empathy are shown to be either misleading or implausible

Foucault, normativity and critique as a practice of the self

In this paper I distinguish between two main critical questions: ?how possible? questions, which look for enabling conditions (empirical or transcendental) and raise issues of epistemic normativity; and ?whether permissible? questions, which relate to conditions of legitimacy and ethical normativity. I examine the interplay of both types of questions in Foucault?s work and argue that this helps us to understand both the function of the historical a priori in the archeological period and the subsequent accusations of crypto-normativity levelled against Foucault by commentators such as Taylor and Habermas. I chart the complex conceptual space available for a defense. After examining several possible replies (in particular deflationary and constructivist), I conclude that the most effective option, and the one that fits Foucault?s approach best, is to refuse the demand for normative justification as self-defeating, and to opt for the cultivation of an appropriate ethical sensibility through an emphasis on critique as a performative practice of the self. I offer in conclusion some thoughts on what such practice may look like for Foucault

Applying Recent Argumentation Methods to Some Ancient Examples of Plausible Reasoning

Plausible (eikotic) reasoning known from ancient Greek (late Academic) skeptical philosophy is shown to be a clear notion that can be analyzed by argu- mentation methods, and that is important for argumentation studies. It is shown how there is a continuous thread running from the Sophists to the skeptical philosopher Carneades, through remarks of Locke and Bentham on the subject, to recent research in artificial intelligence. Eleven characteristics of plausible reasoning are specified by analyzing key examples of it recognized as important in ancient Greek skeptical philosophy using an artificial intelligence model called the Carneades Argumentation System (CAS). By applying CAS to ancient examples it is shown how plausible reasoning is especially useful for gaining a better understanding of evidential reasoning in law, and argued that it can also be applied to everyday argumentation. Our analysis of the snake and rope example of Carneades is also used to point out some ways CAS needs to be extended if it is to more fully model the views of this ancient philosopher on argumentation

A Philosophical Treatise of Universal Induction

Understanding inductive reasoning is a problem that has engaged mankind for thousands of years. This problem is relevant to a wide range of fields and is integral to the philosophy of science. It has been tackled by many great minds ranging from philosophers to scientists to mathematicians, and more recently computer scientists. In this article we argue the case for Solomonoff Induction, a formal inductive framework which combines algorithmic information theory with the Bayesian framework. Although it achieves excellent theoretical results and is based on solid philosophical foundations, the requisite technical knowledge necessary for understanding this framework has caused it to remain largely unknown and unappreciated in the wider scientific community. The main contribution of this article is to convey Solomonoff induction and its related concepts in a generally accessible form with the aim of bridging this current technical gap. In the process we examine the major historical contributions that have led to the formulation of Solomonoff Induction as well as criticisms of Solomonoff and induction in general. In particular we examine how Solomonoff induction addresses many issues that have plagued other inductive systems, such as the black ravens paradox and the confirmation problem, and compare this approach with other recent approaches.Comment: 72 pages, 2 figures, 1 table, LaTe

Epistemology as Education

In his Introduction to this Special Edition of Education Sciences, Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by ‘local’ epistemologies—feminist,queer, post-colonial, postmodern and others—which try to establish how different knowledge can look when not grounded in presuppositions of consciousness, or rationality, or gender, colour, etc., all of which exclude and suppress that which they deem to be ‘other’. However, perhaps it is not just these local knowledges that are excluded from epistemological work in education. Perhaps,\ud remarkably, epistemological questions pursued in education are habitually carried out in isolation from education, as if education were nothing in its own right. This ‘otherness’ of education to philosophy in general, and to epistemology in particular, contributes to the latter often seeming to be nugatory with regard to the inequalities borne within modern social and political relations.\ud With this is mind, the following contribution reflects not so much on the relation of epistemology and education, or on epistemology in education, but rather on epistemology as education. Primarily this concerns the question of how epistemology, the science of knowledge, can have knowledge of itself and of the educational significance carried in trying to do so. This challenge of epistemology as\ud education commends epistemology to heed the Delphic maxim: know thyself. It is to these efforts that the following essay is directed

Reading Scepticism Historically. Scepticism, Acatalepsia and the Fall of Adam in Francis Bacon

The first part of this paper will provide a reconstruction of Francis Bacon’s interpretation of Academic scepticism, Pyrrhonism, and Dogmatism, and its sources throughout his large corpus. It shall also analyze Bacon’s approach against the background of his intellectual milieu, looking particularly at Renaissance readings of scepticism as developed by Guillaume Salluste du Bartas, Pierre de la Primaudaye, Fulke Greville, and John Davies. It shall show that although Bacon made more references to Academic than to Pyrrhonian Scepticism, like most of his contemporaries, he often misrepresented and mixed the doctrinal components of both currents. The second part of the paper shall offer a complete chronological survey of Bacon’s assessment of scepticism throughout his writings. Following the lead of previous studies by other scholars, I shall support the view that, while he approved of the state of doubt and the suspension of judgment as a provisional necessary stage in the pursuit of knowledge, he rejected the notion of acatalepsia. To this received reading, I shall add the suggestion that Bacon’s criticism of acatalepsia ultimately depends on his view of the historical conditions that surround human nature. I deal with this last point in the third part of the paper, where I shall argue that Bacon’s evaluation of scepticism relied on his adoption of a Protestant and Augustinian view of human nature that informed his overall interpretation of the history of humanity and nature, including the sceptical schools

Skeptical Appeal: The Source‐Content Bias

Radical skepticism is the view that we know nothing or at least next to nothing. Nearly no one actually believes that skepticism is true. Yet it has remained a serious topic of discussion for millennia and it looms large in popular culture. What explains its persistent and widespread appeal? How does the skeptic get us to doubt what we ordinarily take ourselves to know? I present evidence from two experiments that classic skeptical arguments gain potency from an interaction between two factors. First, people evaluate inferential belief more harshly than perceptual belief. Second, people evaluate inferential belief more harshly when its content is negative (i.e., that something is not the case) than when it is positive (i.e., that something is the case). It just so happens that potent skeptical arguments tend to focus our attention on negative inferential beliefs, and we are especially prone to doubt that such beliefs count as knowledge. That is, our cognitive evaluations are biased against this specific combination of source and content. The skeptic sows seeds of doubt by exploiting this feature of our psycholog

Science, institutions, and values

This paper articulates and defends three interconnected claims: firstly, that the debate on the role of values for science misses a crucial dimension, the institutional one; secondly, that institutions occupy the intermediate level between scientific activities and values and that they are to be systematically integrated into the analysis; thirdly, that the appraisal of the institutions of science with respect to values should be undertaken within the premises of a comparative approach rather than an ideal approach. Hence, I defend the view that the issue be framed in reference to the following question: “What kind of institutional rules should be in place in order for the scientific process to unfold in such a way that the values that we deem more important come to the fore?” Addressing this concern is equivalent to conducting a debate on institutions and their role for science

“Against the Dog Only a Dog”. Talking Canines Civilizing Cynicism in Cervantes’ “coloquio de los perros” (With Tentative Remarks on the Discourse and Method of Animal Studies)

Deriving its designation from the Greek word for ‘dog’, cynicism is likely the only philosophical ‘interest group’ with a diachronically dependable affinity for various animals—particularly those of the canine kind. While dogs have met with differing value judgments, chiefly along a perceived human–animal divide, it is specifically discourses with cynical affinities that render problematic this transitional field. The Cervantine “coloquio de los perros” has received scholarly attention for its (caninely) picaresque themes, its “cynomorphic” (Ziolkowski) narratological technique, its socio-historically informative accounts relating to Early Modern Europe and the Iberian peninsula, including its ‘zoopoetically’ (Derrida) relevant portrayal of dogs (see e.g., Alves, Beusterien, Martín); nor did the dialog’s mention of cynical snarling go unnoticed. The essay at hand commences with a chapter on questions of method pertaining to ‘animal narration’: with recourse to Montaigne, Descartes, and Derrida, this first part serves to situate the ensuing close readings with respect to the field of Animal Studies. The analysis of the Cervantine texts synergizes thematic and narratological aspects at the discourse historical level; it commences with a brief synopsis of the respective novellas in part 2; Section 3, Section 4 and Section 5 supply a description of the rhetorical modes of crafting plausibility in the framework narrative (“The Deceitful Marriage”), of pertinent (Scriptural) intertexts for the “Colloquy”. Parts 6–7 demonstrate that the choice of canine interlocutors as narrating agencies—and specifically in their capacity as dogs—is discursively motivated: no other animal than this animal, and precisely as animal, would here serve the discursive purpose that is concurrently present with the literal plane; for this dialogic novella partakes of a (predominantly Stoicizing) tradition attempting to resocialize the Cynics, which commences already with the appearance of the Ancient arch-Cynic ‘Diogenes’ on the scene. At the discursive level, a diachronic contextualization evinces that the Cervantine text takes up and outperforms those rhetorical techniques of reintegration by melding Christian, Platonic, Stoicizing elements with such as are reminiscent of Diogenical ones. Reallocating Blumenberg’s reading of a notorious Goethean dictum, this essay submits the formula ‘against the Dog only a dog’ as a concise précis of the Cervantine method at the discursive level, attained to via a decidedly pluralized rhetorical sermocination featuring, at a literal level, specifically canine narrators in a dialogic setting