In this paper, I respond to Sterpetti’s attempt to defend Kyle P. Stanford’s Problem of Unconceived Alternatives and his New Induction over the History of Science from my reductio argument outlined in Mizrahi :59–68, 2016a). I discuss what I take to be the ways in which Sterpetti has misconstrued my argument against Stanford’s NIS, in particular, that it is a reductio, not a dilemma, as Sterpetti erroneously thinks. I argue that antirealists who endorse Stanford’s NIS still face an absurd consequence (...) of this argument, namely, that they should not believe their own brand of scientific antirealism. (shrink)

The present paper discusses the claim that value-free science is impossible. After applauding the observation of Colombo et al. Review of Philosophy and Psychology 7: 743–763, that this is at least to a considerable extent a psychological question, and should therefore be studied using the methods of psychological science, the studies performed by these authors were examined and unfortunately found seriously wanting in various respects. Beyond the merits or demerits of that particular piece of work, the discussion lead to a (...) conclusion likely relevant to the entire discussion about the alleged impossibility of value-free science: Showing the impossibility of value-free science would entail at least a) defining what the term science is intended to cover, b) providing high level evidence that few if any scientists in the relevant area are immune to non-epistemic influences, c) that these influences meaningfully bias the results of science, d) that there is no way to correct for these influences, and e) explain why – unlike epistemic appraisal in science – the epistemic appraisal of this argument can be trusted. (shrink)

The present paper discusses the claim that value-free science is impossible. After applauding the observation of Colombo et al. Review of Philosophy and Psychology 7: 743–763, that this is at least to a considerable extent a psychological question, and should therefore be studied using the methods of psychological science, the studies performed by these authors were examined and unfortunately found seriously wanting in various respects. Beyond the merits or demerits of that particular piece of work, the discussion lead to a (...) conclusion likely relevant to the entire discussion about the alleged impossibility of value-free science: Showing the impossibility of value-free science would entail at least a) defining what the term science is intended to cover, b) providing high level evidence that few if any scientists in the relevant area are immune to non-epistemic influences, c) that these influences meaningfully bias the results of science, d) that there is no way to correct for these influences, and e) explain why – unlike epistemic appraisal in science – the epistemic appraisal of this argument can be trusted. (shrink)

This paper examines the question of whether and under what conditions teaching open-mindedness to students could have negative effects. While there has been much discussion in the literature about the potential downsides of being open-minded, the question of whether teaching this trait to young, untutored minds could result in more negative effects than positive has received little attention. Yet, given a primary focus of the literature is providing models for use in educational contexts, exploring the potential risks of encouraging students (...) to emulate such models is imperative. In this regard, the paper presents three concerns. The first is that students may lack the full intellectual character to avoid the pitfalls of open-mindedness that have already been noted in the literature. The second concern is that students who exercise open-mindedness may incur social costs that cannot be compensated for by epistemic goods. The third concern is that educators, particularly at universities, often face certain non-ideal conditions that may make it difficult for them to effectively cultivate open-mindedness in students. I ultimately conclude that, in light of these concerns, we should approach teaching for open-mindedness with great caution. However, we should not avoid it altogether. Preliminary suggestions are offered on how instructors may attune their approach to teaching for open-mindedness to mitigate the identified concerns. (shrink)

Motivated by recent controversies concerning the relationship between modern mindfulness-based interventions and Buddhism, this article discusses the relationship between mindfulness and dogmatism in general, and dogmatism in ethics in particular. The point of view taken is primarily that of the psychology of judgment and deci-sion making: Various cognitive illusions affect the feelings of righteousness and certainty that tend to accompany ethical and moral judgments. I argue that even though there is some evidence that mindfulness practice im-proves judgment and decision making, (...) thisimprovement is rarely as strong as is implied in various contributions to the above-mentioned controversies. In addition, I reflect on claims that “the original teachings of the Buddha” jus-tify the moral stances taken. I argue that these stances likely arise, at least in part, due to the cultural transmission of cognitive dissonance of early Christianity rather than being inherent in the Buddha’s teachings. (shrink)

In “What’s So Bad about Scientism?” (Mizrahi 2017), I argue that Weak Scientism, the view that “Of all the knowledge we have, scientific knowledge is the best knowledge” (Mizrahi 2017, 354; emphasis in original) is a defensible position. That is to say, Weak Scientism “can be successfully defended against objections” (Mizrahi 2017, 354). In his response to Mizrahi (2017), Christopher Brown (2017) provides more objections against Weak Scientism, and thus another opportunity for me to show that Weak Scientism is a (...) defensible position, which is what I will do in this reply. In fact, I think that I have already addressed Brown’s (2017) objections in Mizrahi (2017), so I will simply highlight these arguments here. (shrink)