Love and Reasons Juan Pablo Hernández
Eidos (Barranquilla, Colombia),
07/2020
33
Journal Article
Peer reviewed
Open access
Love and rationality are often considered as capacities which easily come into conflict, or are even opposed to one another. In the paper I elaborate on some points suggested by Harry Frankfurt in ...order to propose that the relation between love and rationality is not one of opposition. After offering a characterization of love as a hybrid multi-track disposition, I will argue that love is rational in the following sense: although love is not justifiable, it is nevertheless a source of basic and sometimes irresistible reasons which to a large extent shape the field of our rationality. This does not mean that love is an irrational or arrational foundation, or that it is impervious to reason; it only means that in certain circumstances it makes sense to subject love to rational scrutiny.
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In the field of philosophy of mind, the concepts of rational behavior, rational choice theory, and instrumental rationality (the “practical reasoning” version of rationality) are important in trying ...to make statements and conclusions about human thinking and behavior in general. Rational choice theory is also considered a normative but not a descriptive or positive theory. Much of economic theory is based on the principle that economic agents usually or always behave rationally in maximizing the benefits and/or minimizing the costs of their decisions. Developments in behavioral economics over the last several decades have begun to question this principle with much of the questioning about rationality and rational behavior centering on whether individuals can correctly and adequately assess probabilities and risk/reward. The inability to correctly assess risk/reward limits rational behavior and can yield sub-optimal outcomes for economic agents. This exploratory paper examines the linkages between schooling in a capitalist society and limits on rationality in a monopoly capital economic system.
The purpose of this work is to show how Chaïm Perelman’s new rhetoric proposal fundamentally constitutes a theory of practical rationality in an argumentative perspective. To develop this thesis, we ...proceed as follows: first, we describe the pragmatic turn that leads Perelman to point out the limits of formal deductivist logic in the field of values, in some of his youth texts; then, Perelman’s bet on new rhetoric is presented as a kind of application of rationality, developed in his Treaty of Argumentation and in some texts written after 1958; finally, the Perelmanian notion of reason is developed in the framework of legal argumentation, to show how, from this perspective, Perelman is linked to the debate of the second half of the twentieth century known as the “doctrine of difficult cases in law”.
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The current era, characterized by postmodernism, puts a strain on the true meaning of higher education, specifically in relation to health, which has been guided by logics binding the technical, ...reflective and critical rationality of those who train professionals. One of the core concepts of this contemporary debate is the imposition of technical-instrumental rationality as the only paradigm of knowledge. This imposition eclipses the epistemological foundation of educational work and the teleological problems of every teaching act (1). Actually, in the words of Heidegger, insofar as man technically constructs the world as an object, the path to the open is voluntarily and completely obstructed. (2, p218). In this context, it is possible to observe the technical-instrumental rationality of knowledge, which constitutes one of the cognitive interests that underlies all human practices and, specifically, the teaching methods in health.
Why does belief in the paranormal, conspiracy theories, and various other phenomena that are not backed up by evidence remain widespread in modern society? In the present research we adopt an ...individual difference approach, as we seek to identify psychological precursors of skepticism toward unfounded beliefs. We propose that part of the reason why unfounded beliefs are so widespread is because skepticism requires both sufficient analytic skills, and the motivation to form beliefs on rational grounds. In Study 1 we show that analytic thinking is associated with a lower inclination to believe various conspiracy theories, and paranormal phenomena, but only among individuals who strongly value epistemic rationality. We replicate this effect on paranormal belief, but not conspiracy beliefs, in Study 2. We also provide evidence suggesting that general cognitive ability, rather than analytic cognitive style, is the underlying facet of analytic thinking that is responsible for these effects.
•Analytic thinking is not sufficient to promote skepticism toward various unfounded beliefs.•Analytic thinking and valuing epistemic rationality interactively predict skepticism.•Cognitive ability, rather than analytic cognitive style, seems to account for these findings.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
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