Diversity Reading List

Abstract: Leibniz's Law (or as it sometimes called, 'the Indiscerniblity of Identicals') is a widely accepted principle governing the notion of numerical identity. The principle states that if a is identical to b, then any property had by a is also had by b. Leibniz's Law may seem like a trivial principle, but its apparent consequences are far from trivial. The law has been utilised in a wide range of arguments in metaphysics, many leading to substantive and controversial conclusions. This article discusses the applications of Leibniz's Law to arguments in metaphysics. It begins by presenting a variety of central arguments in metaphysics which appeal to the law. The article then proceeds to discuss a range of strategies that can be drawn upon in resisting an argument by Leibniz's Law. These strategies divide into three categories: (i) denying Leibniz's Law; (ii) denying that the argument in question involves a genuine application of the law; and (iii) denying that the argument's premises are true. Strategies falling under each of these three categories are discussed in turn.

Abstract: I examine a range of popular solutions to the puzzle of imaginative resistance. According to each solution in this range, imaginative resistance occurs only when we are asked to imagine something that conflicts with what we believe. I show that imaginative resistance can occur without this sort of conflict, and so that every solution in the range under consideration fails. I end by suggesting a new explanation for imaginative resistance - the Import Solution - which succeeds where the other solutions considered fail

Abstract: One of humans' distinctive cognitive abilities is that they develop an array of capacities through an enculturation process. In "Cognition as a Social Skill", Sally points to one of the dangers associated with enculturation: ideological oppression. To conceptualize how such oppression takes root, Haslanager appeals to notions of mindshaping and social coordination, whereby people participate in oppressive social practices unthinkingly or even willingly. Arguably, an appeal to mindshaping provides a new kind of argument, grounded in philosophy of mind, which supports the claims that feminist and anti-racist want to defend. However, some theorists worry that Haslanger's account does not shed much light on how individuals could exert their agency to resist oppression. I argue that enactivist conceptions of mindshaping and habit can help us to make sense of the power of social influences and how they have the potential to both enable and undermine cognition and agency. This moves us toward increased understanding of the workings of social oppression - distinguishing between constructive and enabling forms of heteronomy, and overdetermining and pernicious modes that lead to atrophied moral cognition and a narrowing of the field of affordances.

Abstract: Education theorists have emphasized that transformative learning is not simply a matter of students gaining access to new knowledge and information, but instead centers upon personal transformation: it alters students' perspectives, interpretations, and responses. How should learning that brings about this sort of self-transformation be understood from the perspectives of philosophy of mind and cognitive science? Jack Mezirow has described transformative learning primarily in terms of critical reflection, meta-cognitive reasoning, and the questioning of assumptions and beliefs. And within mainstream philosophy of mind, there has been a long-standing assumption that cognition and thought are brain-based, computational, disembodied processes that occur separately from emotion and affect. According to this view, selftransformation might be construed as the forging of new neural connections and the development of new cognitive “programs.” However, I will argue that the literature on embodiment and enactivism that has emerged in recent years offers us a different and more productive way to conceptualize the intended effects of transformative learning. From the standpoint of enactivism, the experience of transformative learning is thoroughly bound up with the cognitive shifts that it involves, and it also involves significant changes to the neurobiological dynamics of the living body. Moreover, personal transformation is not simply something that happens to subjects, but rather a process in which they are actively and dynamically engaged. In addition, this enactivist approach emphasizes that the learning process is fully embodied and fundamentally affective. From a phenomenological perspective, personal transformation can be understood as a pronounced alteration in cognitive-affective orientation; and from a neurobiological perspective, the development of new habits of mind can be understood as the formation of highly integrated patterns of bodily engagement and response. The upshot is that it is not just subjects’ brains that are altered over the course of transformative learning, but also their overall bodily and affective attunement to their surroundings.

Abstract:

In this article, Maitra explores the intersection of feminist theory and philosophy of mind, aiming to develop a feminist theory of mental content. She examines how traditional theories of mental content in the philosophy of mind have not properly captured the experiences and mental states of marginalised groups. These theories, according to Maitra, have overlooked the role of historical and sociocultural forces and how they shape the content of many social constructs. The article advocates for a more inclusive and context-sensitive approach to mental content, one that acknowledges the impact of social and cultural factors on individual cognition and experiences. To that aim, Maitra offers a feminist modification of Millikan's Teleosemantic View by articulating a notion of "function", the content of representational content, as resulting from cultural and social contexts. She ends the article by showing an application of this modified Teleosemantic View for understanding how certain oppressive terms (i.e. 'whiteness', 'immigrant') come to have the content they do, by drawing into José Jorge Mendoza's article "Illegal: White Supremacy and Immigration Status".

Abstract: Recently, a research program has emerged that aims to show that animals have a memory capacity that is similar to the human episodic memory capacity. Researchers within this program argue that nonhuman animals have episodic-like memory of personally experienced past events. In this paper, I specify and evaluate the goals of this research program and the progress it has made in achieving them. I will examine some of the data that the research program has produced, as well as the operational definitions and assumptions that have gone into producing that data, in order to call into question the ultimate value of the episodic-like memory research program. I argue that there is a gap between the claims that the research program makes and the data it uses to support these claims, and that bridging this gap is essential if we want to claim that human episodic memory has a meaningful analog in animals. I end with some suggestions of how to potentially fix these problems.

Abstract: A long and scholarly piece by Eva Kitt Wah Man covers the history of Chinese conventions governing female 'beauty' from Confucius through Maoism to the present day. Classical manuals provide highly specific requirements forc ourtesans and concubines. The shrunken, pulpy appendages produced by foot-binding practiceswere regarded as the most sexually stimulating features of the female body. In 1949, following the inauguration of the Communist regime, women were expected to shun ornament and make-up, to have short hair, wear party uniforms, and to look as much like men as possible. The ideal for the contemporary Chinese woman is quite a lot like the ideal for the courtesan of tradition, but the de-tails are drawn from western fashion magazines. Wah believes that such liberation, although it has its advantages, is mainly nominal and fosters confusion. She writes: 'Although Chinese women today are developing new self-confidence, they do not seem to be aware of the fact that one can be-come a slave of the fashion industry, which merely repeats the bodily constraints of past times in a new form' (p. 194). [review by Mary Mothersill, 2001 - Journal of Aesthetics and Art Criticism 59 (2):211-214.] Feminist Review volume 75, pages145-147, 2003)

Abstract: Val Plumwood charged classical logic not only with the invalidity of some of its laws, but also with the support of systemic oppression through naturalization of the logical structure of dualisms. In this paper I show that the latter charge - unlike the former - can be carried over to classical mathematics, and I propose a new conception of inconsistent mathematics - queer incomaths - as a liberatory activity meant to undermine said naturalization.

Publisher’s Note: Nineteen prominent Native artists, educators, and activisits share their candid and often profound thoughts on what it means to be a Native American woman in the early 21st century. Their stories are rare and often intimate glimpses of women who have made a conscious decision to live every day to its fullest and stand for something larger than themselves.

Publisher's Note: Down Girl is a broad, original, and far ranging analysis of what misogyny really is, how it works, its purpose, and how to fight it. The philosopher Kate Manne argues that modern society's failure to recognize women's full humanity and autonomy is not actually the problem. She argues instead that it is women's manifestations of human capacities - autonomy, agency, political engagement - is what engenders misogynist hostility.