PhilArchive
Not a member yet
119355 research outputs found
Sort by
But thinking makes it so: How bad attitudes can make discriminatory actions wrong
No full textIn general, otherwise permissible actions do not become wrong when agents act on bad attitudes. But cases of discrimination can be exceptions to this generalization. It could “be morally permissible for someone to rent her house to any one of several prospective tenants but not morally permissible to refuse to rent it to one of those people because of his race” (Scanlon 2008: 71). These two claims are plausible and widely accepted, but they call for explanation. Why is it that in some cases of discrimination, agents' bad attitudes make otherwise permissible actions wrong? Why doesn't this imply that otherwise permissible actions generally become impermissible when agents act on bad attitudes?? Together, these questions produce a puzzle which existing accounts of wrongful discrimination have not solved. We argue that the solution comes from appreciating how the manifestation of bad attitudes in action is a central constituent in the unjust social condition to which discrimination subjects members of subordinated groups: the deprivation of positive moral standing
Encounters with racialized ignorance: Case studies for narrative truth-telling in the humanities and social sciences
No full textThe study draws on research by Indigenous and social archaeologists, Indigenist scholars, and philosophers to expose forms of ignorance caused by racialization. Indigenous doctoral students from Ghana, Papua New Guinea, and Timor-Leste decided to partner with two non-Indigenous philosophers to share narratives—“storyworks” (Archibald 2008)—aimed at exposing racialized ignorance in research involving Indigenous peoples and in places marked by colonial heritage. The shared narratives focus on encounters with white ignorance as understood by political philosopher Charles Mills. According to Mills (2007, 2015), white ignorance refers to epistemic malpractices caused by white racial privilege and mechanisms of cultural transmission that perpetuate racialization. The essay begins with a critical exposition of Mills’ concept of white ignorance, which is interpreted from the perspective of the theory of distributed truth-telling. This analysis is then followed by a series of truth-telling narratives— Storyworks 1 to 6—and philosophical exegeses regarding decolonization efforts
Shifty morals
No full textEpistemicism explains ignorance due to vagueness through semantic plasticity: the propensity of intensions of vague terms to shift across close linguistic communities. In the case of moral vagueness, e.g. when it’s vague whether it’s permissible to terminate a pregnancy after a certain number of days, epistemicism predicts that ‘permissible’ denotes distinct properties in different close linguistic communities. This epistemicist prediction has been pressured by arguments due to Miriam Schoenfield (2016) as well as certain interpretations of the Moral Twin Earth cases. Schoenfield (2016) argues that epistemicist account of moral vagueness leads to an unfeasible treatment of moral deliberation. A related worry comes from the Moral Twin Earth cases, which produce the intuition that the reference of moral terms such as ‘permissible’ remains stable across different linguistic communities. The problem for epistemicism is that metasemantic models that are meant to account for the Moral Twin Earth intuitions, such as the models proposed by Robbie Williams (2018) or Billy Dunaway and Tristram McPherson (2016), predict that moral vocabulary is stable, which makes them incompatible with epistemicism. My aim is to make use of the inferentialist metasemantic framework presented by Robbie Williams (2018), and I refine it to give an epistemicist account of moral vagueness
Cloud-Native Observability Framework for Real-Time Monitoring in Large-Scale Insurance Systems
No full textThis work is a robust cloud native observability framework for monitor large scale real time of insurance systems. The improved system transparency, performance and fault diagnosis that is brought in by the integration of distributed tracing, log aggregation and metrics is proposed in this architecture. Experimental validation shows its effectiveness towards improving reliability and scalability while keeping operational efficiency in place in those environments built on microservices
Much Ado About Nothing: Unmotivating "Gender Identity"
No full textRecently, the concept of "gender identity" has enjoyed a great deal of attention in gender metaphysics. This seems to be motivated by the goal of creating trans-inclusive theory, by explaining trans people's genders. In this paper, we aim to unmotivate this project. Notions of "gender identity" serve important pragmatic purposes for trans people, such as satisfying the curiosity of non-trans people, and, relatedly, securing our access to important goods like legal rights and medical care. However, we argue that this does not mean that "gender identity" is a metaphysically substantial thing that deserves extensive theoretical attention. There are reasons to be skeptical of such a concept. We trace the history of "gender identity," primarily to identify its roots in trans-antagonistic medical theory and its connections to the problematic "wrong-body" model--a legacy that has pathologized and flattened trans experience. Moreover, we argue that trans people primarily use "gender identity" to explain ourselves to non-trans people, rather than to discuss ourselves among ourselves. Thus, we urge theorists to resist the urge to substantiate gender identity. Instead, we encourage the development of new and better concepts, ones that attend to the lived realities of trans community and the flourishing gender terms and practices that are constructed there. If these lived realities are taken seriously, there is no need to “explain” trans people’s genders; we can simply see them as they are
Nussbaum et le bien-être africain : une solution pour la justice
No full textCet ouvrage propose un dialogue critique entre l’approche par les capabilités de Martha Nussbaum et les conceptions africaines du bien, notamment celles articulées autour de l’éthique communautaire d’Ubuntu. Il vise à examiner les conditions d’une justice à la fois universelle et ancrée dans les cultures, capable de garantir la dignité humaine et de respecter la diversité du vivant. La première partie analyse la pensée de Nussbaum, qui défend un fondement normatif de capabilités fondamentales nécessaires au développement humain, en insistant sur la liberté substantielle et la responsabilité institutionnelle. La deuxième partie explore les philosophies africaines du bien, fondées sur l’anthropologie relationnelle, la justice restaurative et la centralité du collectif. La troisième partie met en lumière les convergences possibles (soin, participation, reconnaissance), mais aussi les tensions réelles entre les deux approches. Ceci conduit à la proposition d’un modèle de justice intégrative, attentif aux libertés individuelles et aux responsabilités sociales, dans un cadre de co-construction normative. Ce travail vise donc à contribuer à une philosophie politique véritablement interculturelle, en montrant que la confrontation entre différentes conceptions de la justice peut conduire non pas à l'incompatibilité, mais à un enrichissement mutuel des conceptions du bien et de la justice dans le contexte contemporain de la mondialisation et du pluralisme éthique
Teacher Tech- instructor as an Aid to Independent Learning: Effect on Fourth Grade Learners’ Competence in Science
No full textThis study is intended to determine the effects of using Teacher-Tech Instructor, a technology-aided intervention designed for independent learning sessions, on improving the scientific mastery of grade 4 learners of Mataas na Parang Elementary School. The intervention utilizes interactive presentations with basic programming features to facilitate and enhance the learning process. This study utilized the pretest-posttest single group design to determine the changes in the learning performance before and after the utilization of the intervention. Pretest and posttest assessments, along with a survey, measured the intervention's effect. The data were analyzed using the mean, median, MPS, and Wilcoxon Signed-Rank Test at a significance threshold of 0.05. The findings revealed that the learners have low mastery or low achievement in the pretest while closely approximating mastery in the posttest, marking a significant improvement after using the intervention. It can also be observed that the MPS improved from 20.79% to 90.73% upon the use of the intervention, while the Wilcoxon test statistic of 0.00 which is less than 0.05, also suggests that the null should be rejected. Lastly, the learners strongly agree that the intervention helped with their independent learning study. These findings conclude that Teacher-Tech Instructor intervention improved the learning performance of grade 4 pupils in science effectively. Further, learners strongly agreed that the teacher tech-instructor, a tech-based instructional material, aided their independent learning effectively. The findings also highlight the importance of developing tech-based educational tools for independent learning in improving science proficiency among grade 4 learners. The study recommends extending these materials to other subjects and conducting SLAC sessions on interactive materials to maximize learning outcomes
Does harm or disrespect make discrimination wrong? An experimental approach
No full textWhile standard forms of discrimination are widely considered morally wrong, philosophers disagree about what makes them so. Two accounts have risen to prominence in this debate: One stressing how wrongful discrimination disrespects the discriminatee, the other how the harms involved make discrimination wrong. While these accounts are based on carefully constructed thought experiments, proponents of both sides see their positions as in line with and, in part, supported by the folk theory of the moral wrongness of discrimination. This article presents a vignette-based experiment to test empirically what, in the eyes of “folks”, makes discrimination wrong. Interestingly, we find that, according to folks, both disrespect and harm make discrimination wrong. Our findings offer some support for a pluralistic account of the wrongness of discrimination over both monist respect-based and monist harm-based accounts