Kant's Arguments for God's Existence

A clear and concise exposition and critique of Kant's arguments for God's existenc

OCD and Philosophy: Short Papers on OCD, Psychopathy, and Psychopathology

Short papers on OCD, philosophy, psychopathy, psychopathology generally, and their interrelations

The Economics of Higher Education in the 21st Century

In the first part of this two-part work, the economics of higher education are explained. It is made clear how a university’s business model differs from that of a company that has to compete on the open market. On this basis, it is explained: (i)Why universities are in no way threatened by low retention-rates and graduation-rates; (ii)Why universities cannot significantly improve or otherwise alter the quality of their educational services without imperiling their very existences; (iii)Why universities do not have to improve the quality of their educational services; (iv)Why universities couldn’t improve the quality of their services even if they wanted to; (v)Why the fact that many universities have low retention- and graduation-rates does not a represent a business opportunity, or opportunity of any other kind, for anyone, whether inside or outside of academia; and (vi)Why principles of Knowledge Management (KM) that are so useful when it comes to helping businesses that compete on the open market are completely useless, and indeed of negative utility, when it comes to helping universities solve their problems. In the second part of this work, it is explained how to construct an online university that is both lucrative and also provides instruction that is faster, better, cheaper, and more useful than the instruction provided by any existing (or possible) brick-and-mortar university. Finally, it is explained how the principles of KM can be used to optimize such a university, once it is up and running

Ninety Paradoxes of Philosophy and Psychology

Solutions to ninety paradoxes, some old, some new

Parasites with parasites: The corona virus and the end of non-virtual education

Education has to go digital, and this will involve a lot more than just on-lining brick-and-mortar classes. Also, the process of doing this will be real epistemology, as in, it will involve people doing epistemology, instead of just impotently and unoriginally talking about it

Can One Grasp Propositions Without Knowing a Language?

Wittgenstein and Brandom both say that knowledge of a language constitutes one’s ability to think. Further, they say that a language is an essentially public entity: so to know a language, and to be able to think, consist in one’s being embedded in a public practice of some kind. Wittgenstein provides two famous arguments for this: his “private-language” and “rule-following” arguments. Brandom develops these arguments. In this paper, I argue that the Wittgenstein-Brandom view strips anyone of the ability to mean anything by anything. Indeed, it strips anyone of the ability to think at all; the Wittgenstein-Brandom view is really just a version of Pavlov’s stimulus-response psychology, and shares all its deficiencies. The rule-following argument is shown to be nothing more than a failure to register the fact that, in certain contexts, epistemic operators can be given either wide or narrow scope with respect to other operators. The private-language argument is shown to be based on a failure to distinguish the conditions that are causally necessary for language from those that are constitutive of it. Brandom’s argument involves a massive over-extension of the concept of a “linguistic community”. The result is that his view becomes trivial: anything that can speak or think is by definition a member of a linguistic community; so Brandom’s “demonstration” that only encultured beings can think turns out to be an artifact of his definitions

Aggression is Frustrated Power-lust

A number of psychologists hold that aggression is a basic instinct, meaning that it is a primitive drive and therefore cannot be derived from, or decomposed into, other drives. The truth is that aggression is not a basic drive. Desire for power is a basic drive, and aggression is what results when that desire is frustrated

What is Justice

According to Rawls, a just society is one that one would choose to belong to if one knew nothing as to what one's position in that society would be and if one knew nothing as to one's gender, ethnicity, intelligence-level, or other such status-relevant parameters. Such a society would be a squalid bureaucratic wasteland, similar to the Soviet Union, and its entire structure would be a weapon for the mediocre to hold back the gifted, with the result that people as a whole, including the mediocre, would be prevented from flourishing. There is obviously a sense in which the social contract described by Rawls is "fair", but there is no meaningful sense in which the resulting society would be just. Moreover, since a Rawlsian society would quickly degenerate into a condition of bureaucratic tyranny, in which everybody oppressed everybody, it would be irrelevant that its inception occurred in a "fair" way. Several vigorous attempts to create and run societies along Rawlsian lines have been implemented, and they all failed utterly, showing how wrong Rawls' analysis is

Religion and the Limits of Modern Rationalism

Religion is shown to be distinct from both rationalism and spiritualism but to combine elements of both. It is further shown that modern rationaiism, much like an unregulated economy, collapses into its own antithesis, it being one of the purposes of religion to prevent this collapse

Modern Philosophy as Rationalized Bureaucratism

The modern philosophical establishment is a bureaucracy, and all of the philosophy it produces is an attempt to disguise (and legitimate) that fact