Pick Your Poison: Beg the Question or Embrace Circularity

2014 ◽  
Vol 4 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Kevin McCain ◽  
William Rowley
Keyword(s):  
Reflective Equilibrium ◽  
Epistemic Circularity ◽  
Equilibrium Response ◽  
Equilibrium Approach ◽  
Fourth Way ◽  
Problem Of The Criterion

According to Roderick Chisholm, there are three ways of responding to the Problem of the Criterion and they all leave something to be desired. Michael DePaul, Paul Moser, and Earl Conee have each proposed variations of a fourth way of responding to this problem that rely on reflective equilibrium. We argue that these four options for responding to the Problem of the Criterion leave one with a tough choice: accept one of the three that Chisholm describes or DePaul’s reflective equilibrium approach and beg the question or accept a reflective equilibrium response of the sort Conee and Moser propose and embrace epistemic circularity.

Epistemic Circularity: Vicious, Virtuous and Benign

2011 ◽  
Vol 1 (2) ◽  
pp. 105-112 ◽  
Author(s):  
John Greco
Keyword(s):  
Virtue Epistemology ◽  
Reflective Knowledge ◽  
Epistemic Circularity ◽  
Problem Of The Criterion

Abstract Sosa's work on epistemic circularity has significance beyond his own brand of virtue epistemology, with its characteristic distinction between animal and reflective knowledge. On the contrary, it demonstrates the necessity of embracing foundationalism and externalism in epistemology, while at the same time answering various charges (some perennial) against epistemology in general. This paper distinguishes six kinds of epistemic circularity that are discussed in Sosa's work: two virtuous, two vicious, and two benign. This framework is used to reconstruct Sosa's responses to various problems involving charges of epistemic circularity. In particular, we look at Sosa's response to e Problem of the Criterion.

Ethics in the GDPR: A Blueprint for Applied Legal Theory

2021 ◽  
Author(s):  
Johan Rochel
Keyword(s):  
Legal Theory ◽  
Reflective Equilibrium ◽  
Codes Of Conduct ◽  
Evaluative Judgment ◽  
Data Ethics ◽  
Law And Ethics ◽  
Equilibrium Approach ◽  
Critical Resource ◽  
The Law ◽  
Data Controller

Abstract Ethics is seen as a critical resource for data law. But beyond this almost slogan-like truism, the exact functions which ethics might play in data law are often left unclear. This contribution clarifies the ways in which data ethics and data law are intertwined and, on this basis, offers guidelines for practitioners in terms of interpreting the GDPR. Two types of norms allow for modulation between the law and ethics of data. The first type of norms is the ‘principles’ of the GDPR. Ethical resources can be used for the interpretation of these norms using a Rawlsian reflective equilibrium approach. The second type of norms is evaluative judgment norms, the most well-known of which derive from the characteristically risk-based responsibility that the GDPR bestows on controllers. For these evaluative norms, ethical resources could be used in three different functions: as a tool for the identification and assessment of risks, as a resource for improving data controller processes, and as the basis for the codes of conduct foreseen by the GDPR. These three potential modulations between ethics and the law of data help controllers of data make sense of their responsibilities in light of the GDPR’s requirements.

The Problem of the Criterion and Coherence Methods in Ethics

1988 ◽  
Vol 18 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Michael R. Depaul
Keyword(s):  
John Rawls ◽  
Moral Theory ◽  
Reflective Equilibrium ◽  
Moral Epistemology ◽  
Moral Judgments ◽  
Moral Inquiry ◽  
Theory Construction ◽  
Moral Principles ◽  
The Past ◽  
Problem Of The Criterion

The resurgence of interest in systematic moral theory over the past ten to fifteen years has brought to the fore debates concerning issues in moral epistemology, in particular, questions regarding the correct method for moral inquiry. Much of the controversy has focused on John Rawls’ method of reflective equilibrium. One merit claimed for this coherence method is that it transcends the traditional two tiered approach to moral inquiry according to which one must choose as one's starting points either particular moral judgments or general moral principles. Several of Rawls’ prominent critics have charged that Rawls’ loosely assembled rabble of starting points are not epistemically hefty enough to hoist a moral theory upon their shoulders. Perhaps unwittingly, these critics cling to the two level conception of theory construction, for they both defend general principles as the only appropriate starting points for theory construction and insist upon viewing Rawls as one working within the two tiered conception who opts for more particular judgments as starting points.

Process Philosophy and Political Liberalism

2019 ◽  
Author(s):  
Daniel A. Dombrowski
Keyword(s):  
Political Philosophy ◽  
Political Liberalism ◽  
Reflective Equilibrium ◽  
Process Philosophy ◽  
The Political ◽  
Nonhuman Animals ◽  
Static View ◽  
Process Oriented ◽  
The Right ◽  
Political Right

In this work two key theses are defended: political liberalism is a processual (rather than a static) view and process thinkers should be political liberals. Three major figures are considered (Rawls, Whitehead, Hartshorne) in the effort to show the superiority of political liberalism to its illiberal alternatives on the political right and left. Further, a politically liberal stance regarding nonhuman animals and the environment is articulated. It is typical for debates in political philosophy to be adrift regarding the concept of method, but from start to finish this book relies on the processual method of reflective equilibrium or dialectic at its best. This is the first extended effort to argue for both political liberalism as a process-oriented view and process philosophy/theology as a politically liberal view. It is also a timely defense of political liberalism against illiberal tendencies on both the right and the left.

Educación y valores

2014 ◽  
pp. 83
Author(s):  
Sabino de Juan López
Keyword(s):  
Key Words ◽  
A Priori ◽  
Palabras Clave ◽  
The Subject ◽  
The Relationship ◽  
Problem Of The Criterion

RESUMEN En el artículo se ofrece una reflexión en torno a la educación y valores. Tras una referencia a los diferentes sentidos en que se puede plantear el problema en función de la forma como se puede entender la relación entre los dos sustantivos “educación” y “valores”, la reflexión se centra en algunos problemas relacionados con los valores en cuanto contenidos de la educación. Primeramente se refiere al problema del criterio en función del cual determinar los valores de la educación, concluyendo en que el criterio no podía ser ni de carácter a priori, ni empírico, sino “sintético”. A continuación, se afronta el problema del principio, de la fuente de los valores, o la concreción del criterio de los valores de la educación, entendiendo que éstos deberían ser determinados a partir del sujeto de la educación. Se concluye con la referencia a una exigencia de los valores de la educación, la configuración de una totalidad unitaria e interactiva. Palabras clave: educación, valores, fuente de valores, integración, cultura EDUCATION AND VALUES ABSTRACT The article offers a reflection on education and values. After a reference to the different senses in which one can pose the problem in terms of how you can understand the relationship between the two nouns “education” and “values”, reflection focuses on some problems related to the values in the contents of education. First, it concerns the problem of the criterion against which to determine the values of education, concluding that the criterion could be neither a priori in nature, not empirical, but “synthetic”. Herein, the problem of principle is faced, the source of values, or the realization of the criterion of the values of education, understanding that these should be determined from the subject of education. It concludes with the reference of a requirement of the values in education, setting up a unitary and interactive whole. Key Words: education, values , power values , integration, culture

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