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Added by: Andrea BlomqvistAbstract: We often have affective responses to fictional events. We feel afraid for Desdemona when Othello approaches her in a murderous rage. We feel disgust toward Iago for orchestrating this tragic event. What mental architecture could explain these affective responses? In this paper I consider the claim that the best explanation of our affective responses to fiction involves imaginative desires. Some theorists argue that accounts that do not invoke imaginative desires imply that consumers of fiction have irrational desires. I argue that there are serious worries about imaginative desires that warrant skepticism about the adequacy of the account. Moreover, it is quite difficult to articulate general principles of rationality for desires, and even according to the most plausible of these possible principles, desires about fiction are not irrational.
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Added by: Andrea BlomqvistAbstract: In this chapter, I discuss three aspects of the ST: the concept of simulation, high level simulation, and low level simulation. In the next section, I argue for a more precise characterization of the concept of simulation. In sections 3 and 4, I discuss high level simulation and lowI level simulations, which are quite different in some respects.
Comment: This article introduces the reader to Simulation Theory, and would be a good substitute on for any introductory text by Goldman. It would be suitable in any module on social cognition for any year.
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Added by: Andrea BlomqvistAbstract: Imagination seems to play an epistemic role in philosophical and scientific thought experiments, mindreading, and ordinary practical deliberations insofar as it generates new knowledge of contingent facts about the world. However, it also seems that imagination is limited to creative generation of ideas. Sometimes we imagine fanciful ideas that depart freely from reality. The conjunction of these claims is what I call the puzzle of knowledge through imagination. This chapter aims to resolve this puzzle. I argue that imagination has an epistemic role to play, but it is limited to the context of discovery. Imagination generates ideas, but other cognitive capacities must be employed to evaluate these ideas in order for them to count as knowledge. Consideration of the Simulation Theory's so-called 'threat of collapse' provides further evidence that imagination does not, on its own, yield new knowledge of contingent facts, and it suggests a way to supplement imagination in order to get such knowledge.
Comment: This is a relatively difficult paper, but it deals with the interesting topic of whether we can get knowledge through imagination. It would be suitable to suggest as a further reading for senior year undergraduate students.
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Added by: Nick NovelliAbstract: Newton's Principia introduces four rules of reasoning for natural philosophy. Although useful, there is a concern about whether Newton's rules guarantee truth. After redirecting the discussion from truth to validity, I show that these rules are valid insofar as they fulfill Goodman's criteria for inductive rules and Newton's own methodological program of experimental philosophy; provided that cross-checks are used prior to applications of rule 4 and immediately after applications of rule 2 the following activities are pursued: (1) research addressing observations that systematically deviate from theoretical idealizations and (2) applications of theory that safeguard ongoing research from proceeding down a garden path.
Comment: A good examination of the relationship of scientific practices to truth, put in a historical context. Would be useful in a history and philosophy of science course.
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Added by: Simon Fokt, Contributed by: Anonymous
Abstract: It has become customary among philosophers and biologists to claim that folk racial classification has no biological basis. This paper attempts to debunk that view. In this paper, I show that ‘race’, as used in current U.S. race talk, picks out a biologically real entity. I do this by, first, showing that ‘race’, in this use, is not a kind term, but a proper name for a set of human population groups. Next, using recent human genetic clustering results, I show that this set of human population groups is a partition of human populations that I call ‘the Blumenbach partition’.
Comment: This is a great paper to use for teaching metaphysics of race
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Added by: Clotilde Torregrossa, Contributed by: Simon FoktAbstract: The debate concerning the phenomenology of thought is marked by severe disagreement about how best to characterize a given conscious thought on the basis of introspective reflecting upon it. In this paper I focus on the fact of this introspection-based disagreement - in particular, on its epistemic import for participants in the debate. How ought these philosophers respond when facing such radical disagreement about the deliverance of introspection? I argue that the fact of such disagreement itself should lead participants to be less confident - or even to suspend judgement - in their own introspection-based claims. If that is right, then to the extent that the debate about the phenomenology of thought is carried out by appeal to introspective evidence, this constitutes a serious epistemological concern. At the very least, if this is the epistemically appropriate response, non?trivial reliance of introspective evidence in the debate comes under pressure.
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Added by: Simon FoktContent: Sreenivasan asks: 'what makes a health inequality an injustice, when it is one? Do <em>health</em> inequalities have some significance in justice that differs from other important inequalities? Or is the injustice of an unjust inequality in health simply due to the application of general principles of equality and justice to the case of health?'
Comment: This text offers a good introduction to the problem of justice in healthcare and social justice in general. The text is best used as required reading in medical ethics classes, and as further reading in moral and political philosophy classes focusing on justice.
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Added by: Simon FoktAbstract: This paper offers four arguments against a moral human right to health, two denying that the right exists and two denying that it would be very useful (even if it did exist). One of my sceptical arguments is familiar, while the other is not.The unfamiliar argument is an argument from the nature of health. Given a realistic view of health production, a dilemma arises for the human right to health. Either a state's moral duty to preserve the health of its citizens is not justifiably aligned in relation to the causes of health or it does not correlate with the human right to health. It follows that no one holds a justified moral human right to health against the state.Education and herd immunity against infectious disease both illustrate this dilemma. In the former case, the state's moral duty correlates with the human right to health only if it demands too much from a cause of health; and in the latter, only if it demands nothing from a cause of health (that is, too little).
Comment: Useful in teaching on distributive justice in medicine or medical ethics in general. Can also be used as further reading in political and moral philosophy modules on human rights.
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Added by: Simon FoktAbstract: This paper argues against the unity of the virtues, while trying to salvage some of its attractive aspects. I focus on the strongest argument for the unity thesis, which begins from the premise that true virtue cannot lead its possessor morally astray. I suggest that this premise presupposes the possibility of completely insulating an agent’s set of virtues from any liability to moral error. I then distinguish three conditions that separately foreclose this possibility, concentrating on the proposition that there is more to morality than virtue alone—that is, not all moral considerations are ones to which some virtue is characteristically sensitive. If the virtues are not unified, the situationist critique of virtue ethics also turns out to be more difficult to establish than some have supposed.
Comment: This paper offers a discussion of some strong objections against virtue ethics, and as such it is best used to support modules focusing on this neo-Aristotelian view. Further, it addresses problems which seem to follow from empirical research into virtues and character, which makes it particularly useful in teaching students who tend to confuse moral psychology and philosophy.
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Added by: Jie GaoAbstract: Since its appearance over a decade ago, Timothy Williamson's anti-luminosity argument has come under sustained attack. Defenders of the luminous overwhelmingly object to the argument's use of a certain margin-for-error premise. Williamson himself claims that the premise follows easily from a safety condition on knowledge together with his description of the thought experiment. But luminists argue that this is not so: the margin-for-error premise either requires an implausible interpretation of the safety requirement on knowledge, or it requires other equally implausible assumptions. In this paper I bolster the margin-for-error premise against these attacks by recasting Williamson's own two-part defence, the first part intended to work on the assumption that there is no constitutive connection between the phenomenal and the doxastic, and the second intended to work without this assumption. Pace various luminists, I argue that the appeals to safety needed for Williamson's two-part defence are plausible. I also argue that all that is needed to generate the margin-for-error premise from these safety conditions is an empirical assumption about the kinds of creatures we are: that is, creatures whose beliefs are structured by certain dispositions. By recasting the anti-luminosity argument in this way, we can understand what is really at stake in the debate about luminosity: that is, whether we are luminous.
Comment: In this paper, Sirinivasan defends Williamson's anti-luminosity argument against a general criticism having to do with a certain margin-for-error premise. It is good for teaching upper-level undergraduate or Masters courses on topics of self-knowledge, epistemic externalism or luminosity.
Comment: This would function well as a required reading in a week on why we have emotional reactions to fiction, probably in a course for senior undergraduate students. It is suitable for a philosophy of fiction module.