Monday, January 29, 2018

phi 2010 honors, 11am

this is the piece of news from tne NYTimes I discussed this morning,
Two women recently told The New York Times that Mr. Close had asked them to model naked for him, requests that made them feel exploited and uncomfortable. And on Tuesday, HuffPost published similar accounts from women, including one who described stripping in front of Mr. Close. HuffPost reported he then moved toward her in his wheelchair “so that his head was inches away from her vagina,” and said it “looks delicious.”
this is Close's side of the story:
“I’m inviting them to my studio to audition. I don’t have a camera there, so I have to see their bodies —it’s a very expensive process. I’ve never had a complaint in 50 years, not one.” “Last time I looked, discomfort was not a major offense (...) I never reduced anyone to tears, no one ever ran out of the place.
my response to this development is here. 
_________________________

also, found this interesting piece of news. 

what is it like to be a bee? (now that we're talking about animal knowledge)

what a handsome face!

we put all the pieces together and yet, it's quite difficult,

Triff's office hours (My office# is 3604-28)

M,W,F, 8-9:50am, F 12-1pm
T,R 7:50-8:10am
T 3:30-5:30pm

Wednesday, January 24, 2018

your education impasse (for all my classes)

dear student: you want to be educated. i know that. now, what's the your best education?

clearly not what you consider it to be right now. the reason is you're young & don't necessarily know what you may need in the future. & since this is your time to be educated take advantage of it!

i say your best education is the whole basic education you deserve for your future. & what's that? a minimum knowledge of the world, which includes theoretical and practical knowledge.

yes, there is theoretical knowledge and practical knowledge. i know many of you go for service-related professions (keep in mind that some of these professions may not be as well-paid as more technical ones, and they are less prestigious), but that's OK.

you want to be a mechanic? that's practical knowledge, god bless u! but don't neglect math or physics or chem or BIO, you actually need them for your mechanics! OR you want to be a lawyer and you are told lawyers don't need physics, or BIO, or chemistry? it turns you're not only a lawyer, you'll be a father, telling your daughter about physics or BIO chemistry or an brother, stimulating your young sister to go for BioChem.

imagine the following pathetic exchange:

"dad, what is physics?" "don't know bb. daddy is a lawyer. he doesn't need physics for his profession."

LQQD

Phi 2010 Syllabus (T, 5:40pm class MINITERM)

Click here for the syllabus.

Monday, January 22, 2018

chapter 6 homework (mondays 5:40pm class)


what is...?


1. idealism, 2. skepticism, 3. rationalism, a) a priori knowledge , b) a posteriori knowledge,
4. what are plato's forms? 5. rationalism, 6. empiricism, 7. subjective idealism.


briefly explain:

8. Descartes' rationalist method.
9. Hume's skepticism.
10. Locke's empiricism. 
11. Berkeley's empiricism.
12. Kant's subjective idealism.

a little example of axiology in action (for my interamerican honors class)

let's examine 4 possibilities:

A study and fail the test. Duty-bounded, we learn what's needed to pass the test) 1- because it's good to pass it (definitely better than failing) 2- because it proves something about oneself, i.e., resilience (a character trait).

B not study and pass the test. This is chancy, but the problem is that the world being neutral, hold unknown chances for and against you (more against oneself than for oneself, since we all die)

C not study and fail the test. Duty-bounded, we learn the importance of studying for passing a test (more expected than not in the world of probabilities), if not failing at least getting a low grade, otherwise 3.7gpa would be a breeze. 

D study and pass the test. Duty-fulfilled, one reaffirms a deontological lemma, i.e., "I must pass the test"). One learns from A2 that it's better to study and fail than to not study and fail. On learns a valuable lesson:

duty is independent of gain or loss.

a cool presentation of modal logic (for you logicians)

http://www.cs.cmu.edu/~tom7/talks/modal-logic6.swf

without previous knowledge it's kind of difficult, but it can excite your mind.

to my 11am Honors class

"This is the best of all possible worlds" Das ist die beste aller möglichen Welten,

Wednesday, January 17, 2018

Are you good with words? Are you an extrovert who never stops arguing? Do you wish to become a lawyer? Are you an activist waiting to happen? Well, if you are any of these things and/or more, send me an email, and we'll take it from there.



MDC Wolfson Philosophy Club is an organization for students to meet and discuss the most important topics of our time. This is a student-driven effort. I'm only here in the capacity of a facilitator. 



Tuesday, January 16, 2018

God and ghosts...

to my 8:25 am class, to discuss we need to define the terms we discuss.
this is the def. of ghost: the soul or spirit of a dead person or animal that can appear to the living.
this is the def. of God: ... as described by theologians, God commonly includes the attributes of omniscience (all-knowing), omnipotence (unlimited power), omnipresence (present everywhere), divine simplicity, and as having an eternal and necessary existence.

all I was saying is that these are very different things. 

Saturday, January 13, 2018

Thursday, January 11, 2018

the french response to #metoo? #Balancetonporc

the french original here,

the english translation here,

remember this is a controversy from two subsets of the women club. us guys, we wait and see

Thursday, January 4, 2018

Topics for Exam #1

Necessary and sufficient conditions

X is nec. for Y, when if Y cannot exist w/o X, or if X is not present, Y will not occur.

X is suff. for Y, when if X guarantees Y, or if every time X is present Y happens.

Deductive arguments: valid (if the conclusion necessarily follows from the premises); sound (a valid argument with true premises). REMEMBER: There are valid arguments which are unsound.

Inductive arguments: strong (an argument that would establish its conclusion with a high degree of probability if the premises were true).

click here for my lecture on values,

click here for a lecture on deductive and inductive arguments,

click here for my lecture on cause and effect,

click here for the list of fallacies you need to know,

Chapter 6 / Epistemology

a priori: Independent from experience. Ex: "All triangles have 3 sides," "A=A," "it either rains or it doesn't rain."

a posteriori: dependent from experience. Ex: "mammals are vertebrate animals," "water boils at
100 0c," "men are mortal."

click here for epistemology's main characters,

click here for additional epistemic concepts,

click here for a brief history of epistemology,

Monday, December 18, 2017

Tuesday, December 12, 2017

facts & america (... and the "bigot" charge)


the homophobic charge: As per same-sex marriage, (67% in favor, 82% D, 44% R, 71% I) not bad if you ask me,

the xenophobic charge: ILLEGAL IMMIGRATION: majority of US citizens say illegal immigrants should be deported (of those 38% are Latinos themselves!) Are these Latinos xenophobic?

the pro-gun charge: only 20% of Americans oppose the second amendment, Americans are pro-gun (and ALSO pro gun-control, that needs to be tweaked).

Theism vs. atheism: 69% believe in God, 26% don't. Americans are THEISTS.

The bigot charge: First, the definitions. A bigot is "strongly" partial to his beliefs, (are many of us any different?). Secondly, the definition allows for subtlety; it seems the problem lies in the adverbial modification: "strongly." If I was just partial to my beliefs, presumably that doesn't make me a bigot. But being partial to my beliefs is REDUNDANT! because that's EXACTLY THE VERY DEFINITION OF BELIEF (look at definition #2 in dictionary the link). But having beliefs IS Quite NORMAL. It gets more bizarre: Consider that if you had strong beliefs against the "bigot," that makes you ANOTHER BIGOT! 

Monday, December 11, 2017

topics for our final exam (WOLFSON HONORS)

Ethics is the study of moral values. Metaethics is the study of ethics.

Moral values are behaviors of fundamental consequence for human welfare.

mj = mn + facts :::: moral judgments = moral norms + "facts"

Is there moral knowledge? (here I flesh out moral naturalism)

Cultural relativism: The doctrine that what makes an action right is that it's approved by that culture. Counterarguments: 1- Logical contradiction (see above), impossibility for moral disagreements and 2- The fact that cultures are not that different at a deeper level. One can point to differences between "deep" values (moral values, i.e., human behavior of fundamental consequence for human welfare) and "superficial" values (domestic habits, etiquette, fashion, etc) other cultural values to the effect that most cultures seem to share the same deep moral values.

 5. Logical Structure of Moral Arguments: mj = mn + "facts" (this is not a formula, just an approximation). What is a "fact"? A belief held by factual evidence (i.e., child abuse is wrong because of the facts we know about psychology, human rights, child development, etc,).

 6. Are there universal moral principles? YES. We could point to at least two: 1- Principle of mercy (Unnecessary suffering is wrong) 2- Principle of justice (Treat equals equally).

Section 5.2 

1. Difference between Consequentialist theories and Formalist theories.

Consequentialism is the theory that judges the rightness or wrongness of an action in terms of its consequences. Formalism is the theory that judges the rightness or wrongness of an action in terms of the action's form (i.e., "killing is wrong": the formalist believes that moral actions are objective).

 2. Intrinsic value (value for its own sake; personhood is an essential value: a-reason, b-autonomy, c-sentience, d-freedom) and instrumental values (value for the sake of something else).

 3. Ethical egoism: What makes an action right is that it promotes one's best interest. This is equivalent to a calculus of prudence. C/A (a) Moral agents are mot mere instruments for one's interest. (b) Egoism is not a socially or politically cogent theory (i.e., you would not vote for an egoist in office if you could vote for an utilitarian).

Click here for my notes on Ethical Egoism

 4. Act Utilitarianism (or Traditional utilitarianism): What makes an action right is that it maximizes happiness everyone considered (remember this is only a particular milieu: family, class, Miami, Florida, the USA). C/A (a) McCloskey’s informant (problems with rights) (b) Brandt’s Heir (problems with duties), (c) Goodwin's Fire Rescue (problems with duties), (e) Ross Unhappy promise (problems with duties) (6) Ewing's Utilitarian torture (problems with justice).

Click here for my notes on utilitarianism

Section 5.3 

Kant's Formalism. Formalism is the theory that AIR because of the action's form.

1. Kant’s Categorical Imperative: What makes an action right is that everyone can act on it (which yields universalizability), and you'd have everyone acting on it (which yields reversibility: Golden Rule).

2. Duties: obligations one has by virtue of one's embeddedness in society. Perfect duty: A duty that must always be performed no matter what. And imperfect duties.

Here are my notes on Kantian ethics.

3. Kant's Second Formulation: TREAT PEOPLE AS ENDS, NEVER AS MEANS TO AN END. Problems with the second formulation? C/A The problem with Kantian theory is the problem of exceptions to the rule. Should I keep a promise even if it puts someone's life in danger? Then, some times we have to treat people as means to ends.

Here are my notes on Kant's second formulation.

Here are my notes on Political Philosophy. 

Study the freedoms, equality and rights (Capitalism is not part of it).

Final paper submission guidline

this is what your final paper should look like (see the staple on the top left hand-side)

1- You're supposed to hand the final draft on the date of the final. 
2- The final paper must comes with both peer-revisions. 
3- The draft must be stapled, no binders, no cover page. 
4- At the top left the draft:

PHI 2010 
John Doe (your name)
MWF 10am class  

5- Your draft should be written in Times New Roman point 12, paginated on the top, right hand side.
6- Title in bold (centered). 
7- Your draft must be double spaced, with a minimum of 1,000-1,200 words.
8- MLS style of citations, (all same font, same size, including online sources). 
9- Please, properly spell check your drafts.

EACH OF THESE DETAILS ARE WORTH POINTS!

Wednesday, December 6, 2017

Is social media responsible for our democracy’s current crisis?

take a look at this interesting article in the NYTimes,

political philosophy (only this post)


Here a quick breakdown of three categories freedoms, rights and equality, they are all important, the discussion is what's (more important).

FREEDOMS

personal freedoms: freedom of speech, private property, inheritance, etc

social freedoms: religious freedom, freedom of political assembly (generally it means a freedom of association), 

RIGHTS 

what is a right? a right is a normative rule about what is owed of people or allowed of people.

natural rights: are "natural" in the sense of "not man-made", one owns them because one belongs in the HOMO SAPIENS club. therefore, they are universal. they apply to all people, and do not depend from the laws of any specific society. they are inherent.

absolute right: an absolute right is the strongest right, which cannot be overridden by any other types of considerations (e.g., utility or expedience) that do not involve rights.

prima facie rights: it means that at first sight, the right appears applicable but upon closer scrutiny, we may decide that other considerations outweigh it. 

legal rights: these are based on a society's customs, laws, statutes or actions by legislatures 8the right to vote, a felon may not enjoy that right).

negative rights: these are permissions not to do things, or entitlements to be left alone. another way of looking at it is that negative rights are natural. Lockean proviso of rights: right to freedom, private property and pursuit of happiness.

positive right: is an entitlement ("one is entitled to") a specific service or treatment from others, and these rights have been called positive rights. example: welfare rights. see that positive rights are rights one consents in others having. one is not "born with them".

a difference between negative and positive rights is that positive rights are not inherent. 

political rights: they protect individuals' freedoms from infringement by governments, social organizations, and other private individuals. they include peoples' physical and mental integrity, life, and safety. they include: protection from discrimination on grounds such as race, gender, sexual orientation, national origin, color, age, political affiliation, ethnicity, religion, and disability. they also include negative rights such as freedom of thought, speech, religion, press, assembly, and movement. 

from the previous definition of prolitical rights, one infers the rights to equal opportunity.

right to equal opportunity: is a state of fairness in society (in education or employment or housing) where people are treated similarly, unhampered by artificial barriers or prejudices or preferences, except when particular distinctions can be explicitly justified.

example: take a person applying for a job. 1- her chances should be based solely on her qualifications. she should not be discriminated against because of position, connections, religion, sex, ethnicity,  race, age, gender identity, or sexual orientation.

making a distinction based on anything other than her qualifications would amount to denying others of equal opportunity.
autonomy = freedom/self-beliefs

EQUALITY: "TREAT EQUALS EQUALLY & UNEQUAL UNEQUALLY"

E1 the principle of opportunities: we all SHOULD have the same right to opportunities, regardless of our differences (even if one may end with unequal results).

E2 equality of outcomes: people should have approximately the same material wealth and income (now it has been extended to identity politics).

COUNTERS

1- Striving for equal outcomes generally backfires, since normalizing the outcomes may require a degree of discrimination between groups to achieve the desired outcome. example: giving positions, grants, admissions in universities, etc, to people not because of merit. In fact, policies that seek equality of outcomes often require a deviation from the strict application of meritocracy and equality for all citizens.

2- If I have reasons to believe that my autonomy is being squashed at the expense of someone else, both of us having had the same equality of opportunities, I'd feel that I've been treated unfairly (imagine I come up with a grading method that averages the Ds to a general "C" at the expense of the Bs and As). In this case the principle of equality violates a principle of fairness.

Look above at the intersection of freedoms and rights: which of the spheres is more important?

The ideal situation is seems to be to keep them in balance. But recently there are ideological slants. Libertarians prefer freedom, socialists prefer equality. Liberals are kind of in the middle (favoring both).

Now, there are problems with both Libertarianism and Socialism Why? Socialism is idea of distributing wealth (and the engine of communism) has failed.

Yet, there are socialist policies of various degrees, for example, medicare and medicaid, TANF, and foodstamps, and plan 8 housing, in the US or the much touted programs of Universal Health in Denmark, Sweden, Norway. However it's a mistake to assume that these northern countries are socialist countries. They are capitalist countries with socialist policies. 

As per Libertarianism, the idea of the minimal state presents problems for increasingly bigger nations with heterogeneous populations.

It seems a negotiation of moderate liberalism is the best option with an emphasis on safeguarding personal freedoms while keeping economic inequalities at bay.  

Monday, December 4, 2017

Saturday, December 2, 2017

FIRST DRAFT in-class peer-review


1- BEGGING THE QUESTION ISSUES (THESIS AND COUNTER DECLARATIONS)

Take a look at each explanatory sentence in the THESIS and COUNTER declarations. Make sure that these sentences are not begging the question on the points presented!  Your explanatory sentence should give reasons for the declarative sentence. Be careful NOT TO BEG THE QUESTION!

what's in RED, below, is redundant:
In this paper, I will argue against the excessive use of social media. Firstly, social media excessive use has reduced face-to-face interaction. Individuals are more comfortable engaging with each other online rather than talking face to face. Additionally, social media have also led to a lack of privacy in our society. Any personal information that is shared on social media is no longer considered to be personal because any other users can capture that information without your approval.
The explanations in red are repeating the declarations, SAYING THE SAME THING with different words. THIS IS A GRAVE SIN IN LOGIC!

2- INJECTING THE THESIS INTO THE COUNTER'S PARAGRAPH

This student writes a paper on the side of fast food critics. Below is the paragraph for his counter, a fast-food advocate. See how he purposefully misrepresents the position of the advocate INSIDE the fast-food advocate:
Fast food advocates disagree, simply by stating that trans fats in the food are non-consequential, so it wouldn’t matter to them. The advocate will also bluntly disagree on the ingredients, stating that non-nutritious food is not necessarily harmful, which of course it is. 
3- TAKE A LOOK AT PARAGRAPH 7. PLAY CLOSE ATTENTION TO SEE IF THE THESIS MAKES A CONVINCING CASE AGAINST THE COUNTER'S LAST POINT. THIS PARAGRAPH WINS THE PAPER. 

4- Make sure that every factoid in your paper is properly sourced! Any number, whether average or percentage or total, must be properly sourced. You have to provide source where yu get it from.  Example: 
Accordingly we see an increase of 5% in the number of deaths due to suicide amongst drug users (McCulloch, 23). The realization prompted the DSCT of New York to raise the alarm that its facilities should ID such cases (Yorvis, 4). Even then, skeptics like Dr. Mathew Jordan, from Baptist Hospital in New York, declares that there is no correlation between drug usage and depression (New York Times, 1996).  
See above that the student has mentioned three different factoids and they're ALL properly sourced.

5- LOOK HERE FOR MLA IN-TEXT CITATIONS PROTOCOL. FOLLOW IT!

If you know your author, there should have a parenthetical citation (  ,  ) like this:

Human beings have been described as "symbol-using animals" (Burke, 3). 

The entry "Burke" will appear in the bibliography as such:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. Berkeley: U of California P, 1966. 

If you don't know your author, do it this way:
We see so many global warming hot spots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change . . ." ("Impact of Global Warming"). 
And this is how to cite it in the bibliography:

"The Impact of Global Warming in North America." Global Warming: Early Signs. 1999. www.climatehotmap.org. Accessed 23 Mar. 2009.
 
6- IS YOUR DRAFT COHERENT? FOR INTERNAL COHERENCE TAKE A LOOK AT THIS EXAMPLE: 


see the thesis paragraph above, each point preceded by "First," "Second," declarative sentence, explanatory sentence. Now let's look at the thesis first point above properly fleshed out in thesis paragraph 3 of the draft:



recall that the thesis' second point was that "social media increases happiness of its users." see below how the point is taken and flesed out in paragraph 5 of the draft.


Thursday, November 30, 2017

boyfriend girlfriend discuss moral norms (he's a relativst, she's an objectivist)


She: You know, I'm tired of you looking at girls every time we go out.
He: Ehem, sorry. Looking at what?
She: Girls! You do it! Even as I'm by your side. So disrespectful.  
He: Wait, babe.
She: Don't babe me.
He: Are you upset?
She: Of course I am!
He: Apple of my eye.  I wouldn't do anything to hurt you. Look, if it makes you upset I'll stop it. It's just a involuntary reflex, a vestige of Homo Erectus in my subconscious male mind.
She: You don't get it! I don't want you to stop it just because I'm upset (she is making an objectivist point here).
He: What is that supposed to mean?
She: I want you to understand it's wrong.
He: I do, you're upset and that makes it wrong.
She: No! It's not wrong because I'm upset. It's the other way around: I'm upset because IT is wrong.
He: Alright, since when looking at a girl is wrong?  
She: First, it's not merely "looking." What makes your "looking" wrong is that you have your girlfriend by your side. And I deserves your respect. And that's a fact.
He: Ok, help me here. Would it be wrong if you didn't object to it? (he's compelling her to admit wrong is dependent to her beliefs)
She: Yes. If I had no self-esteem, and was therefore blind to your constant ogling at girls in my presence, it would still be wrong. Go find a woman that respects herself and finds that entertaining (she is successfully pointing to moral facts independent of her beliefs) 
He: Look, my love, I'm ready to stop it if that offends you. But we're going to have to agree to disagree (this is the limit of the subjective relativist).

Wednesday, November 29, 2017

objectivism, subjectivism and relativism

1- we have learned that moral norms come from moral behaviors, which contribute to group survival.
these behaviors are enforced by the group by ELDERS. they have the cosmogony of the group. the cosmogony is the narrative of the group.

2- these behaviors are passed on as MEMES. this is what we know as religion (which is the group sets of rituals to ensure survival.

3- moral norms are guarded by the DEITY, in the form of moral COMMANDS (DO NOT DO...)

  
see that the division is whether moral judgments are either dependent (SUBJECTIVIST) or independent (OBJECTIVISTS) of people's beliefs.

moral relativism is the view that moral judgements are relative to people's beliefs or cultural values.

descriptive moral relativism is the view that people do disagree about what is right and wrong, so we owe to tolerate the behavior of others even when we disagree about the morality of it.

here's a sketch:


 1- moral relativism is infallible because it declares moral values a consequence of people's beliefs. your beliefs determine your moral norms. here's an example in real life:

therefore, what makes an action is right is that someone approves of it. 

2- the impossibility of debating moral differences is a result of moral relativism's infallibility.

3- the contradiction of relativism is that an action cannot be both right and wrong at the same time. 

4- actually, moral values are deeper than the relativist make them to be. they are not merely arbitrary, but the result of incremental social behaviors which ensure the survival of the species. these behaviors are passed on to the next generation as social memes. 

Wednesday, November 22, 2017

problems with your drafts? here is a list students who can help YOU

This is a list of students whose drafts are good enough that they can give sound advice:

MWF 10 am

Antonio Cardenas,
Paul Miniet,
Diego Rodriguez, 
Humbert Torres,

MWF 11am

Vanessa Arrieta,
Julian Mier,
Selena Bridges,
Karen Palacios,
Chandra Diaz de Arce,

T,R 950am

Renel Desir,
Kevin Restrepo,
Alicia Wilmot,
Yuniska Castaneda,

T,R 11:15am

Wilson Pena,
Pamela Monfort,
Dorian Ruiz,
Brittany Hall,


T 5:40pm

Devorah Korf,
Schneider Pierre,
Sofia Ocoro,


Tuesday, November 21, 2017

All regular classes: I reviewed your drafts already

If you still need to fix draft issues don't resend them to me via email. 

See me in my office. It will likely take 12 minutes. 

Here are my office hours (again)

Wednesday, November 15, 2017

famous mind experiments!

1- Alcubierre drive, Physics (imagine a spacecraft going faster than the speed of light)

2- The battle of Waterloo, History (what if it had not rained?)

3- The Ship of Theseus Identity Philosophy (are you all your parts even if all the parts have been exchanged already?)

4- The Chinese Room, A.I. (are computers smart if all they do is translate orders?)

5- Schrödinger's cat, Physics (this deals with the bizarre behavior of photons in quantum mechanics)

an so on,