Difficulty is often treated as blame-mitigating, and even exculpating. But on some occasions difficulty seems to have little or no bearing on our assessments of moral responsibility, and can even exacerbate it. In this paper, I argue that the relevance (and irrelevance) of difficulty with regard to assessments of moral responsibility is best understood via Quality of Will accounts. I look at various ways of characterising difficulty – including via sacrifice, effort, skill and ‘trying’ – and (...) set out to demonstrate that these factors are only blame-mitigating where, and to the extent that, they complicate ascriptions of insufficient concern. Matters become more complex, however, when we turn to difficult circumstances that seem to generate such objectionable attitudes. This is arguably the case with epistemic difficulty and certain instances of moral ignorance. Here I argue that certain difficult circumstances diminish the sense in which false moral beliefs are genuinely revelatory of the agents who hold them. In particular, I draw on the distinction between difficulty that generates objectionable attitudes, and objectionable attitudes that generate difficulty. I argue that the former, but not the latter, can plausibly be viewed as blame mitigating, and that this would apply to (limited) cases of moral ignorance. (shrink)

What is difficulty? Despite being invoked in numerous normative debates, the nature of difficulty remains poorly understood. Various accounts, tailored to different explanatory contexts, have recently been proposed in different philosophical discussions. I criticize these accounts. I then provide an alternative, empirically informed account of difficulty in terms of cognitive demand. This account captures both empirical phenomena and folk intuitions regarding difficulty. I further argue that it generalises well, explaining many other facets of difficulty. I (...) conclude by showcasing the broad applicability of this account by examining a set of normative debates that invoke difficulty. I demonstrate that understanding difficulty in terms of cognitive demand facilitates progress on pressing questions in the study of moral responsibility, achievement, the value of difficult actions, and moral demandingness. (shrink)

This paper discusses two views of what makes an action difficult deriving from two very different approaches. On the first view, the difficulty of an action is determined by the (physical) effort involved in performing the action. On the second view, the difficulty of an action is determined by the level of ability required to perform the action. I develop and refine a version of each approach, including an original version of the ability approach drawing on recent work (...) on agentive abilities. Then, I subject each, in turn, to a series of problem cases and consider how each view might be further refined to address these cases. I conclude that the ability approach is more promising than the effort approach because, among other reasons, it more aptly accounts for cases where difficulty seems to arise from factors other than effort (including counterproductive habits, lack of artistic imagination, and presence of pain). (shrink)

In this paper, we tackle the widely held view that practice-oriented approaches to ethics are conservative, preserving the moral status quo, and, in particular, that they do not promote any (fundamental) change in our dealings with animals or formulate clear principles that help us to achieve such change. We shall challenge this view with reference to Wittgensteinian ethics. As a first step, we show that moral thought and action rest on basic moral certainties like: equals are to be treated equally (...) and unequals unequally. We then explore the relations between this insight and the notion of the difficulty of reality elaborated by Cora Diamond. Our goal is to show that a Wittgensteinian-Diamondian approach to animal ethics is not necessarily morally conservative. Indeed, it offers a profound practice-oriented approach to animal ethics that is capable of promoting change in human dealings with animals because it is compatible with radical critique. (shrink)

This paper aims to address the difficulties of high school students in bridging their computational understanding with their visualization skills in understanding the notion of the limits in their calculus class. This research used a pre-experimental one-group pretest-posttest design research on 62 grade 10 students enrolled in the Science, Technology, and Engineering Program (STEP) in one of the public high schools in Zamboanga del Sur, Philippines. A series of remedial sessions were given to help them understand the function values, one-sided (...) limits, limits of a function, and its discontinuities with the aid of the GeoGebra. Results revealed that there is a significant improvement in their mathematics performance before and after the remediation, t(61) = -19.99, p<.05. The real-time feedback provided by the drawing interface of GeoGebra has provided the students the insights into how objects behave in geometrical space, bridging their understanding in locating the values shown by the computational algebraic processes. Additionally, the significant difference in the achievement reveals a large effect size (Cohen’s =2.54) which could be accounted for by the remediation using interactive activities in the GeoGebra. (shrink)

This paper examines the difficulty of self-reference. From the liar paradox, through Parmenides and Wittgenstein’s “unsayable,” to G¨odel’s incompleteness theorem, self-reference is shown to be unsolv- able in the present tense. Only when analyzed in the past tense does meta-cognition become possible. This condition is then compared to Socrates’ notion of “knowing one’s ignorance.”.

A common way of testing the inner sense theory of introspection exploits the possibility of damage to inner sense. Such damage is expected to lead to first-personal deficits/impairments of one kind or another. I raise various problems for this way of testing the theory. The main difficulty, I argue, stems from the existence of the method subserving confabulation.

Teachers need help teaching subjects in MTB-MLE and other subjects because the language used is Cebuano. This has an impact on learning activities that could be more optimal. This study aims to analyze the difficulties faced by grade 3 students in implementing Cebuano-Visayan teaching and assess the management actions taken by school administrators and teachers. This research uses a descriptive research design. Data was collected using purposive sampling from 17 school administrators, 30 teachers, and 253 students. Data collection methods use (...) observation and questionnaires. The arithmetic mean is used as a statistical tool. The research results show that school administrators often undertake various management actions to facilitate the implementation of Cebuano-Visayan. Speaking and grammar skills were moderately complex, while reading, comprehension, and vocabulary skills were identified as the most challenging for Grade 3 students. This research revealed that effective and adequate management strategies contribute to the learning difficulties encountered in Cebuano teaching Visayan. Despite efforts by school officials and teachers to address this situation, it continues and even worsens. Therefore, school leaders are advised to re-evaluate their school curricula and thoroughly assess the inclusion of the Cebuano-Visayan language in the lower elementary grades (Grades 1-3) to identify actual problems and provide appropriate interventions and practical solutions. (shrink)

P. Kyle Stanford defends the problem of unconceived alternatives, which maintains that scientists are unlikely to conceive of all the scientifically plausible alternatives to the theories they accept. Stanford’s argument has been criticized on the grounds that the failure of individual scientists to conceive of relevant alternatives does not entail the failure of science as a corporate body to do so. I consider two replies to this criticism and find both lacking. In the process, I argue that Stanford does not (...) provide evidence that there are likely scientifically plausible unconceived alternatives to scientific theories accepted now and in the future. (shrink)

Abstract -/- The possibility of aligning the human mind with the highest levels of spiritual and ethical consciousness, commonly associated with prophethood, represents one of the most challenging goals of human existence. This paper examines why reaching such alignment—even with the aid of a universal formula rooted in natural laws—is extremely difficult. The analysis highlights the obstacles of deep-seated conditioning, ignorance, collective feedback loops, and the immense personal discipline required. Historical and philosophical perspectives are employed alongside contemporary insights from psychology (...) and systems theory to demonstrate the rarity and difficulty of achieving prophetic alignment. -/- . (shrink)

Amos Yong claims that persons with disabilities like Down Syndrome will retain their disability at the resurrection. In section I, I will make some preliminary remarks in order to properly frame the discussion. In section II, I will lay out Yong ’s account of the resurrection and offer some difficulties along the way. Section III will examine what appears to be the main source of justification for Yong ’s claim. It is what I shall call Stanley Hauerwas’ dictum which states (...) that to ‘eliminate the disability means to eliminate the subject.’ In this section, I shall draw out three sets of bizarre entailments and difficulties that arise from Hauerwas’ dictum. Section IV will offer some concluding remarks and suggestions for further development on the doctrine of the resurrection from a disability perspective. (shrink)

This paper critically assesses existing accounts of the nature of difficulty, finds them wanting, and proposes a new account. The concept of difficulty is routinely invoked in debates regarding degrees of moral responsibility, and the value of achievement. Until recently, however, there has not been any sustained attempt to provide an account of the nature of difficulty itself. This has changed with Gwen Bradford’s Achievement, which argues that difficulty is a matter of how much intense effort (...) is expended. But while this account captures something important about the relationship between difficulty and achievement, it fails to account for the fact that part of what makes achievements great is that they are difficult in a moderately agent-neutral kind of way. Nor is this thought captured by any other extant account. I argue that to fill this gap we should think of difficulty in terms of low probability of success. (shrink)

We make physical efforts when we swim, carry shopping bags, push heavy doors, or cycle up hills. A growing concern among philosophers and scientists in related fields is the absence of a well-defined concept for physical efforts. This paper addresses this issue by presenting a force-based definition of physical efforts. In Sect. 1, we explore the shortcomings of existing definitions of effort. Section 2 introduces the force-based account of efforts according to which making an effort consists in exerting a force (...) so as to make an object move or stay at rest. Section 3 introduces three central distinctions stemming from the account: failed vs. successful efforts; resisted vs. unresisted efforts; and efforts vs. effortful actions. Section 4 presents a key objection, to the effect that the force-based theory cannot account for the difficulty of efforts: efforts usually feel difficult, but effort’s difficulty is not always a function of the magnitude of force(s) exerted. Section 5 argues that the most in-depth account of difficulty so far, that developed by Bradford ( 2015 ), cannot account for the difficulty of efforts. Sections 6 & 7 develop a novel account of effort’s difficulty. (shrink)

I make a sustained case against the scientific dependence upon materialist metaphysics. Difficulties in the materialist approach have grown, especially at the quantum level, and have reached a point that science should abandon this approach for an idealist perspective first advanced by Bernardo Kastrup, which is briefly detailed and expanded upon within this treatment. It treats the arrow of time dilemma in some detail. It further suggests this specific brand of idealism in conjunction with a holographic interface may mitigate many (...) shortcomings of the scientific enterprise. (shrink)

The standard view of clauses embedded under attitude verbs or modal predicates is that they act as terms standing for propositions, a view that faces a range of philosophical and linguistic difficulties. Recently an alternative has been explored according to which embedded clauses act semantically as predicates of content-bearing objects. This paper argues that this approach faces serious problems when it is based on possible worlds-semantics. It outlines a development of the approach in terms of truthmaker theory instead.

The social intuitionist approach to moral judgments advanced by social psychologist Jonathan Haidt presupposes that it is possible to provide an explanation of the human moral sense without normative implications. By contrast, Iris Murdoch’s philosophical work on moral psychology suggests that every description of morality necessarily involves evaluative features that reveal the thinker’s own moral attitudes and implicit philosophical pictures. In the light of this, we contend that Haidt’s treatment of the story about Julie and Mark, two siblings who decide (...) to have casual, protected, and in his view harmless sex, provides a too simplistic picture of what is involved in understanding human morality. Despite his aim to explain the roots of moral judgments, he fails to provide a deeper understanding of morality in two different respects. First, he does so by suggesting that his story contains all the relevant information needed to take a moral stand on it, and by rejecting as irrelevant the wider human context in which questions about sexual and family relations arise. Second, he simplifies the responses of the people who are subject to his experiment by disregarding their various reasons for disapproving and by equating understanding human morality with explaining an impersonal psychological process. (shrink)

This paper challenges the assumption that hermeneutical injustices are best explained and repaired through conceptual or linguistic supplementation. On what I call the conceptual-deficit model, hermeneutical injustice harms people as knowers by depriving them of the conceptual and linguistic tools needed to render their social experiences intelligible. I argue that once this model is radicalised so that hermeneutical injustices are taken to involve experiences that are unintelligible from the outset, it encounters two tensions. Internally, the canonical case of Carmita Wood (...) shows that intelligibility did not depend on possessing the term sexual harassment, undermining the idea that hermeneutical injustice necessarily begins in unintelligibility. Externally, comparison with Cora Diamond’s notion of “difficulties of reality” suggests that if such unintelligibility resembled the inarticulability Diamond describes, conceptual engineering could not right it. These tensions unsettle the expectation that conceptual supplementation first renders experiences intelligible, indicating instead that addressing hermeneutical injustice may require ethical-imaginative work in a Wittgensteinian spirit. (shrink)

The purpose of this paper is to bring to the light what difficulties or burden the English Adverbial Clauses have for foreign language learners (FLLs) or second language learners (SLLs) In this context, the syntactic structure of such grammatical category has been examined. This has been done by examining the syntactic properties of adverbial clauses as grammatical unity by emphasising their structures. The most important books that are available in the English speaking world have been inquired. This corpus analysis has (...) depicted that steadily changing of some adverbial clauses as subordinates is a problem for the learners in sentence processing. The varieties of the construction have proved to be a burden for the foreign learners. Moreover, the study underlines that the adverbial constructions contradict with the typological word order (SVO) of English language i.e. the canonical word order of English is violated through these operations. Again the classifications, the reduction and the inversion of them are great challenges for the foreign learners. (shrink)

The importance of the prime factorization problem is very well known (e.g., many security protocols are based on the impossibility of a fast factorization of integers on traditional computers). It is necessary from a number k to establish two primes a and b giving k = a · b. Usually, k is written in a positional numeral system. However, there exists a variety of numeral systems that can be used to represent numbers. Is it true that the prime factorization is (...) difficult in any numeral system? In this paper, a numeral system with partial carrying is described. It is shown that this system contains numerals allowing one to reduce the problem of prime factorization to solving [K/2] − 1 systems of equations, where K is the number of digits in k (the concept of digit in this system is more complex than the traditional one) and [u] is the integer part of u. Thus, it is shown that the difficulty of prime factorization is not in the problem itself but in the fact that the positional numeral system is used traditionally to represent numbers participating in the prime factorization. Obviously, this does not mean that P=NP since it is not known whether it is possible to re-write a number given in the traditional positional numeral system to the new one in a polynomial time. (shrink)

Art and Culture are very important aspects of humanity. However, due to their abstract nature, attempts to quantify the value of such fields have been the challenges for the scientific community. Recently, a new work of Vuong et al. (2019) presents an approach that sheds light on the possibility of applying Bayesian networks analysis to clarify the connection between architecture, for example, the design of the house façade and cultural evolution in Vietnamese city in the early 20th century.

Wegner and colleagues have offered an explanation of the sense of agency over one’s bodily actions. If the orthodox view is correct and there is a sense of agency deficit associated with delusions of alien control, then Wegner and colleagues’ model ought to extend to an explanation of this deficit. Data from intentional binding studies opens up the possibility that an abnormality in representing the timing of mental events leads to a violation of the principle of priority in those suffering (...) from delusions of alien control. However, the model ultimately fails as it is unable to accommodate action monitoring deficits associated with delusions of alien control, in particular the theory of mind deficiencies predicted by such accounts have not materialised. There are theory of mind problems associated with schizophrenia but they are not associated with delusions of alien control. Such accounts thereby fail to adequately explain delusions of alien control. (shrink)

When Bruno was burned at the stake in 1600, philosophers were still inclined to offer natural explanations in Aristotelian terms. Neither the physical proposals of Bruno himself, nor those of other prominent non-Aristotelians like Paracelsus had diminished the power of the explanatory model offered by the scholastics. For those philosophers watching the demise of Bruno in the Campo dei Fiori in Rome, the burning of the wood and its subsequent effects would have been explained adequately in terms of matter and (...) substantial form. For such Aristotelian philosophers, all natural objects are constituted of matter and form, and natural events are explained in terms of the actualization of the potency of these two “principles of nature.” By the time Kenelm Digby composed his Two Treatises of 1644 and Thomas Hobbes his De Corpore in 1655, there was a new explanatory model available to explain such events, one that had greatly diminished the power of the scholastic model. According to the mechanical philosophy, nature is composed of matter—whether the res extensa of Descartes, the atoms of Gassendi, or one of the many less popular accounts of corporeity—whose actions and interactions cause and explain all the phenomena of nature. For the mechanist, therefore, all physical phenomena are to be explained in terms of some kind of matter and motion. Although these thinkers disagreed about how to define the material component in nature, they all took it to be entirely devoid of substantial forms. For our purposes here, it will be helpful to distinguish between first wave and second wave mechanists. A first wave mechanist is someone like Descartes, Galileo, Hobbes, or Gassendi who proposed a version of the mechanical explanatory model before 1650. A second wave mechanist is a philosopher working in the second half of the seventeenth century who accepts the mechanical explanatory model. For our purposes, it is important that many second wave mechanists were prepared to reject the scholastic explanatory model, replace it with the mechanical one, and yet were not content to accept the metaphysical grounding of the mechanical physics offered by the first wave mechanists. (shrink)

Background & Objective: Administered by the Iranian Center for the Measurement of Medical Education, national university entrance exams are administered nationwide where English constitutes a vital section. This study aimed to assess dimensionality, discrimination power and difficulty of English test items in this graduate entrance exam. Material & Methods: This quantitative study examined 160 English test items administered to 41633 test-takers applying for graduate studies in Iranian universities of medical sciences in 2021, and reported the characteristics of test takers (...) during three successive years (2019, 2020, and 2021). NOHARM software (version 4.0) was used to analyze the data by examining dimensionality of the tests reporting a two-parameter model. Results: Generally, female participants outnumbered the male, with a similar pattern among the admitted participants (70% females vs. 30% males). A positively significant correlation was found between participants’ Grade Point Average and English test scores (p < 0.05). In 2021, the results of four administration sessions with a high reliability (i.e. 0.92, 0.88, 0.90 and 0.91) were analyzed separately. Two dimensionality parameters (i.e., difficulty & discrimination) fitted the model while the guessing parameter did not. English tests proved to be “difficult”, with either “high” or “very high” discrimination power. Neither “easy” nor “very easy” items were found. No items were associated with “no” or “very low” discrimination power. Conclusion: Overall, the tests functioned well; however, more research is required to rigorously evaluate the exams. Improvements concerning the social and long-term effects of these tests are suggested. (shrink)

The advent and widespread adoption of modern technology has impacted our society in a significant and ubiquitous manner. I argue that our dependence on modern technology, specifically, has prompted a loss of human autonomy that corresponds directly to its advancement. I argue that this anti-reciprocal phenomenon is self-instituted. In this sense, autonomy is not lost like ones wallet or car keys, but rather handed over to modern technology in exchange for the streamlined processes and conveniences it promises. -/- I arrive (...) at this conclusion through exploring the research and findings of other thinkers situated in the field of philosophy of technology and the analyses made by other contemporary authors. I also provide my own analysis incorporating relevant phenomena that serve to validate and solidify my arguments. -/- For as much talk of technology that comes part and parcel with a work of this nature, I suggest something quite divergent from its leading critics. It is true that modern technology impacts nearly every aspect of our lives today, and in many ways, its influence defines the very way we have evolved as a society. In its use, there can be seen a wide spectrum of advocacy from philia to phobia and everything between. Yet, I recognize that the one common factor in the invention, adoption, advancement, and widespread utilization of modern technology is a human inventor, adopter, advancer, and end user. It is my contention that the blame can rest not in a thing for the phenomenon of human dependence and loss of autonomy. To truly understand the way modern technology affects us, we must look upon ourselves. (shrink)

Memetics is a research approach which applies evolutionary ideas and terminology to cultural phenomena. The core idea of memetics is the existence of the units of cultural evolution which are attributed autonomous replicating goals. Of course, such a controversial concept has gained many devoted adherents as well as its determined opponents. The paper discusses the theoretical difficulties of memetics. The first part discusses the analogy of genes and memes. The theme of the second part is the ontology of a cultural (...) replicator. Finally, the third part presents the main issues related to manners of transmission and the adaptation of memes. In short, the aim of the paper is an evaluation of the explanatory potential of memetics. The explanatory potential of memetics will be evaluated in terms of its intrinsic consistency, the degree of its confirmation, the falsifiability of the theses which were elaborated on its basis and the heuristic value of this approach. (shrink)

The ability to solve problems is a prerequisite in preparing mathematics preservice teachers. This study assessed preservice teachers’ problem-solving difficulties and performance, particularly in worded problems on number sense, measurement, geometry, algebra, and probability. Also, academic profile differences in the preservice teacher’s problem-solving performance and common errors were determined. A descriptive-comparative research design was employed with 158 random respondents. Data were gathered face-to-face during the first semester of the school year 2022-2023, and data were analyzed with the aid of jamovi (...) software, ensuring ethical measures. Overall findings revealed that the preservice teachers experienced average difficulty in solving problems. The low performance of the preservice teachers on the given problems was also demonstrated. Further analysis revealed a significant difference between the preservice teachers’ problem-solving performance based on their subject preference and program. Moreover, the error analysis revealed that the preservice teachers incurred comprehension errors in misrepresentation, misinterpretation, and miscalculation. These results will serve as a measure for policymakers and curriculum developers of the teacher education institution concerned to make relevant enhancements to the math courses offered in the elementary and secondary education programs. (shrink)

The methods of philosophical consultation vary enormously according to the practitioners who conceive and apply them. In this paper, we discuss the conceptions and methods we have been carrying out for several years in this field, such as philosophical naturalism, the dual requirement, first steps, anagogy and discrimination, thinking the unthinkable, switching to the "second floor", and being philosophical. Our methodology is mainly inspired by the Socratic maieutic, where the philosopher questions his interlocutor, invites him to identify the stakes of (...) his discourse, to conceptualize it by distinguishing key terms in order to implement them, to problematize it through a critical perspective, to universalize its implications. This practice has the specificity of inviting the subject to move away from a mere sensation to allow him a rational analysis of his speech and of himself, a sine qua non condition for deliberating on the cognitive and existential stakes which must be made explicit at first. The removal from oneself that this unnatural activity presupposes, for which it requires the assistance of a specialist, poses a certain number of difficulties, e.g., frustration, speech as a pretext, the issue of truth, pain and epidural. Finally, some additional exercises are very useful for the reflection process, such as establishing connections, real speech, order, universal and singular, and accepting the pathology. (shrink)

Recent research on the metaethical beliefs of ordinary people appears to show that they are metaethical pluralists that adopt different metaethical standards for different moral judgments. Yet the methods used to evaluate folk metaethical belief rely on the assumption that participants interpret what they are asked in metaethical terms. We argue that most participants do not interpret questions designed to elicit metaethical beliefs in metaethical terms, or at least not in the way researchers intend. As a result, existing methods are (...) not reliable measures of metaethical belief. We end by discussing the implications of our account for the philosophical and practical implications of research on the psychology of metaethics. (shrink)

Recent literature has argued that what makes certain activities ranging from curing cancer to running a marathon count as achievements, and what makes achievements intrinsically valuable is, centrally, that they involve great effort. Although there is much the difficulty-based view gets right, I argue that it generates the wrong results about some central cases of achievement, and this is because it is too narrowly focused on only one perfectionist capacity, the will. I propose a revised perfectionist account on which (...) an achievement is an activity that fully exercises or expresses any number of a range of perfectionist capacities. (shrink)

This paper discusses some assumptions about language and philosophy underlying the programme of linguistic analysis. It questions the tenability of those assumptions and argues that they provide insufficient support for making the usual division between Analytic and Continental Philosophy.

Joshua Shaw argues that one common belief among abortion opponents—that embryos possess full moral status—is inconsistent with their support for ‘parent-friendly’ in vitro fertilisation (IVF) policies, that allow the production of surplus embryos (which are then stored indefinitely or destroyed). These abortion opponents, Shaw argues, should conclude that it is morally objectionable to destroy, discard, or freeze embryos indefinitely. Thus, they should reject current IVF practices and should consider the millions of frozen embryos that currently exist to be an urgent (...) moral crisis. Yet, Shaw notes, many abortion opponents support ‘parent-friendly’ IVF. This raises doubts over their commitment to the claim that embryos possess full moral status. Shaw continues that, contrary to some scholars’ suggestions, artificial-gestation technologies—which could, theoretically, be used to “rescue” surplus embryos—are unlikely to resolve this tension. In fact, they seem likely to increase the number of surplus embryos, worsening existing problems. We agree with Shaw that if embryos possess full moral status, then current ‘parent-friendly’ IVF practices are morally objectionable. We also agree that artificial womb technology cannot change this fact. What those technologies could do, however, is (eventually) rescue frozen embryos that currently exist. Thus, we argue abortion opponents should do two things. First, advocate to alter current ‘parent-friendly’ IVF practices in more ‘embryo-friendly’ ways. Second, advocate to keep existing surplus embryos frozen until they may be rescued. (shrink)

Both Hegel and the later Wittgenstein were concerned with the problem of how to begin speculation, or the problem of beginning. I argue that despite many differences, there are surprising similarities between their thinking about the beginning. They both consider different kinds of beginnings and combine them into complex analogies. The beginning has a subjective and an objective moment. The philosophizing subject has to begin with something, with an object. For Hegel, the objective moment is pure being. For Wittgenstein, the (...) objective moment is something that cannot be doubted. As regards the subjective moment, the philosophizing subject has to decide, without any reason, to conclude her quest for the presuppositionless beginning and finally begin at the beginning. The arational moment of this decision is echoed throughout any rational thought. Any application of a (rational) rule is, ultimately, a blind decision to apply this rule. (shrink)

This paper focuses on 3 features of Freyenhagen's Aristotelian version of Adorno. (a) It challenges the strict negativism Freyenhagen finds in Adorno. If we have morally relevant interests in ourselves, it is implicit that we have a standard by which to understand what is both good and bad for us (our interests). Because strict negativism operates without reference to what is good, it seems to be detached from real interests too. Torture, it is argued, is, among other things, a violation (...) of those interests. (b) Freyenhagen identifies the “impulse” in Adorno as an untutored yet moral reaction to morally demanding situations. The plausibility of this primitivism and its compatibility with Adorno's general worries about immediacy are considered. (c) The disruptive character of Adorno's version of the categorical imperative, its willingness to complicate action through wholesale reflection on the norms of what we are committing ourselves to, is set in contrast with Freyenhagen's Aristotelian claim that certain notions, such as “humanity,” cannot be intelligibly questioned. (shrink)

Purpose: The purpose is to identify what difficulties fathers have with the roles of fatherhood during pregnancy and early infancy, and to make apparent what their educational support needs are. Methods: This study follows a qualitative descriptive design. The subjects were new first-time fathers of Japanese nationality. Subjects participated in semi-structured interviews administered according to interview guidelines. Results: There were 15 subjects in total. The average age of the subjects’ children was 5.5 months. Fathers’ difficulties with their new roles were (...) abstracted in to five main categories: < Difficulties during early engagement with child >, < Difficulties related to child crying >, < Difficulties arising after getting through the early engagement stage >, < Difficulties related to support of partner >, and < Mental burdens associated with childrearing >. Additionally, the types of support fathers requested to help maintain their mental health after the birth of their infants were abstracted into three main categories: < Support with childcare knowledge/acquiring skills >, < Support in building a positive marital relationship >, and < Support in maintaining own mental health >. Conclusions: 1) The stress experienced by fathers from the birth of their child through early infancy, originating in two elements of fatherhood (engagement with the child and spousal support), placed a great mental burden upon them in a multi-layered structure; 2) The support that needs fathers expressed to maintain their mental health pre- and postpartum is based on the difficulties they experienced with paternal roles; 3) There is a disparity between the needs of fathers expressed through the results of this study and current paternal support practices in Japan. The supplementation and revision of existing paternal support practices is an issue that merits further consideration. Furthermore, the existing group interview method suffers from low attendance, and attending has become increasingly difficult due to the COVID-19 pandemic spreading throughout Japan. It is necessary to consider alternative methods of educational support moving forward. (shrink)

This study investigates the factors contributing to perceived difficulty in video games, integrating user scores, cognitive requirements, novelty, and structural complexity. Using a dataset of 100 video games across multiple genres, we performed logistic regression analyses to identify the relative contributions of various gameplay and cognitive factors to player-perceived difficulty. Our findings indicate that task complexity and cognitive load are primary predictors of perceived difficulty, whereas narrative novelty and kinetic demands exert secondary but meaningful influences. This framework (...) provides a quantitative approach for evaluating and predicting game difficulty in both design and research contexts. (shrink)

Kant’s theory of religion has often been portrayed as leaving no room for grace. Even recent interpreters seeking to affirm Kantian religion find his appeal to grace unconvincing, because they assume the relevant section of Religion (Second Piece, Section One, Subsection C) is an attempt to construct a theology of divine assistance. Yet Kant’s goal in attempting to solve the three "difficulties" with belief in grace is to defend an ethics of grace – i.e., an account of how someone can (...) believe in grace without succumbing to the tendency to become morally lazy. After introducing the three difficulties and offering a perspectival interpretation of how Kant intends to solve each one, this paper interprets Kant’s phenomenon-noumenon distinction in a way that clarifies how his solutions to these difficulties all focus on the believer’s ethical state, not on transcendent theological constructions. (shrink)

Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in terms of content, structure, (...) and language. A quantitative descriptive method was employed for this study, and a questionnaire was given to 121 undergraduate degree students from the English Department at Kabul University. The research data were analyzed using SPSS. The research findings revealed that the students faced several challenges in Academic Writing in terms of language, structure, and content. Finally, some recommendations to overcome the difficulties and suggestions for future research are provided. (shrink)

In this paper I argue that there is a difficulty for Fine's exact semantics for counterfactuals. The difficulty undermines Fine's reasons for preferring exact semantics to possible worlds semantics.

The classical model for explaining an action (i.e. for answering the question why someone has done something) usually puts an agent’s desires at the center of the explanation: it is because the agent desired something that the action took place. Collins argues that an appeal to purposes could be a more appropriate explanation, that is, he offers a teleological account of action. In his view, actions could be described as a “compensation” for a perceived lack, for an unaccomplished purpose of (...) the agent, in the way a thermostat or a helmsman brings corrections to a perceived state of affairs. The purpose of my essay is to discuss the difficulties encountered by his proposal. I argue that one needs a clearer account for what may count as “compensatory” in order for the theory to be able to distinguish between a random event, a causal effect and a compensatory action. (shrink)

In recent years, philosophers have used expressions of Wittgenstein’s (e.g. “language-games,” “form of life,” and “family resemblance”) in attempts to conceive of the discipline of philosophy in a broad, open, and perhaps global way. These Wittgenstein-inspired approaches indicate an awareness of the importance of cultural and historical diversity for approaching philosophical questions. While some philosophers have taken inspiration from Wittgenstein in embracing contextualism in philosophical hermeneutics, Wittgenstein himself was more instrumental than contextual in his treatment of other philosophers; his focus (...) in his writings was on his own philosophical problems. Does this mean that Wittgensteinian philosophy is a poor resource after all for comparative, cross-cultural, or globally-engaged philosophy (i.e. if it is properly Wittgensteinian)? In this article, I examine the relevance of Wittgenstein to contextually-sensitive philosophy through studies of his conceptions of history and culture, his interest in Spengler’s philosophy of history, and recent scholarship by Hans-Johann Glock and Hans Sluga on the place of contextualism in Wittgenstein’s analysis of philosophical problems. Ultimately, this article advances the view that there are strong resources in Wittgenstein’s philosophy for those seeking a more globally-engaged approach to the field. (shrink)

When evolutionary explanation is transferred from its normal habitat of biology to the realm of human social, cultural, and moral concerns, a problem is often neglected. After examining arguments for and against Social Darwinism, this paper identifies this problem and proceeds by exploring the possibility of a middle-ground position according to which Social Darwinism would be enough for explaining some aspects of moral and social behaviour but not enough for explaining all aspects. The investigation indicates that this middle-ground position is (...) not viable because intentional content burdens evolutionary ethics with fundamental problems, problems that need to be resolved before any further progress is attainable. (shrink)

Various changes and advances have taken place in the ways of teaching and learning. With the encountered global pandemic crisis, flexible learning has been practiced particularly in state universities and colleges. This study sought to determine the level of procedural fluency in College Algebra as well as the difficulties and interventions applied by tertiary students of Cotabato State University (CSU) in the flexible learning set-up. The period covered by the study was during the first semester of the school year 2021-2022. (...) The respondents were a sample of 30 first-year mathematics major students of CSU. It used mixed methods; the quantitative approach was utilized to know the students’ knowledge of procedures in solving mathematical problems while the qualitative approach was utilized to explore the difficulties of the students in learning mathematics as well as the coping strategies that can serve as basis for mathematics intervention program. The findings revealed that most of the respondents have a low level of procedural fluency in College Algebra, particularly emerging in the understanding the problem, devising a strategy, and solving steps while inept in the problem-solving checking process. On the part of new normal learning, difficulties were experienced such as poor knowledge of the prerequisite skills and unstable internet connection. As part of their interventions, facing the encountered problems, practicing repeatedly, and watching online video tutorials were applied. Based on the findings of the study, it is concluded that the first-year students have low level of procedural fluency in College Algebra problem-solving particularly in the Polya’s principles of understanding the problem, devising a plan, carrying out the plan, and checking the answer. Because of the learning challenges encountered by the students, it is recommended to develop step-by-step video tutorials that can address their problem-solving difficulties and supplement their learning in the flexible mode of delivery. (shrink)

In their recent article, Graber and Golemon (_Sophia_ 1–18, 2019 ) argue that any attempted evolutionary debunking of naturalism faces a dilemma. First, in order to be evolutionarily plausible, the skeptical implications must not be too broad. Second, in order to constitute a genuine challenge to scientific realism, the skeptical implications must not be too narrow. Graber and Golemon further develop an evolutionary debunking argument that avoids both horns of this dilemma. De Ray (_Erkenntnis_ 1–21, 2020 ) criticizes Graber and (...) Golemon’s debunking argument then develops his own, competing debunking argument. We first respond to de Ray’s criticisms by showing how Graber and Golemon’s argument can be extended so as to avoid de Ray’s critique. We then show that de Ray’s argument debunking argument is impaled by both horns of Graber and Golemon’s dilemma. The ultimate result will be both a better understanding of the desiderata and the argumentative contours of a successful evolutionary debunking argument. (shrink)

D. M. Armstrong rejects various ontologies that posit truths without truthmakers. But, lest proponents of such questionable ontologies postulate suspicious truthmakers in a bid to regain ontological respectability, Armstrong requires a plausible restriction on truthmaking that eliminates such ontologies. I discuss three different candidate restrictions: categorical, natural, and intrinsic difference-making. While the categorical and natural restrictions eliminate the questionable ontologies, they also eliminate Armstrong’s own ontology. The intrinsic difference-making restriction, on the other hand, fails to eliminate any of them. Thus (...) Armstrong lacks a principled reason for rejecting such ontologies. (shrink)

This essay is about the loss of voice. It is about the ways in which the act of writing philosophy often results in an alienating and existentially meaningless experience for many budding philosophers, particularly those who wish to think from their racialized and gendered identities in professional academic philosophy.