This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.

Edgar Morin proposed that knowledge construction is best enacted via a complex and circular approach between both the part and the whole, while never enacting a strictly reductionistic or strictly holistic approach. It is the ability to connect and unite the parts within the whole via a dynamic circular process between the parts and whole that frees us from fragmented knowledge and helps us to bridge the gap between our seemingly disparate-competing nursing paradigms. This article examines the benefits of (...) utilizing Morin's complexity theory, the dialogical, and circular processes in creating a liberating structural framework or paradigm for nursing education. (shrink)

How is it that thoroughly physical material beings such as ourselves can think, dream, feel, create and understand ideas, theories and concepts? How does mere matter give rise to all these non-material mental states, including consciousness itself? An answer to this central question of our existence is emerging at the busy intersection of neuroscience, psychology, artificial intelligence, and robotics.In this groundbreaking work, philosopher and cognitive scientist Andy Clark explores exciting new theories from these fields that reveal minds like ours (...) to be prediction machines - devices that have evolved to anticipate the incoming streams of sensory stimulation before they arrive. These predictions then initiate actions that structure our worlds and alter the very things we need to engage and predict. Clark takes us on a journey in discovering the circular causal flows and the self-structuring of the environment that define "the predictive brain." What emerges is a bold, new, cutting-edge vision that reveals the brain as our driving force in the daily surf through the waves of sensory stimulation. (shrink)

Duncan, Bruce Review(s) of: Handbook of research on development and religion, edited by Matthew Clarke (Cheltenham UK: Edward Edgar, 2013), pp viii+ 602, hb, US$280.

_The Ethics of Need: Agency, Dignity, and Obligation_ argues for the philosophical importance of the notion of need and for an ethical framework through which we can determine which needs have moral significance. In the volume, Sarah Clark Miller synthesizes insights from Kantian and feminist care ethics to establish that our mutual and inevitable interdependence gives rise to a duty to care for the needs of others. Further, she argues that we are obligated not merely to meet others’ needs (...) but to do so in a manner that expresses "dignifying care," a concept that captures how human interactions can grant or deny equal moral standing and inclusion in a moral community. She illuminates these theoretical developments by examining two cases where urgent needs require a caring and dignifying response: the needs of the elderly and the needs of global strangers. Those working in the areas of feminist theory, women’s studies, aging studies, bioethics, and global studies should find this volume of interest. (shrink)

What is the role of conscious visual experience in the control and guidance of human behaviour? According to some recent treatments, the role is surprisingly indirect. Conscious visual experience, on these accounts, serves the formation of plans and the selection of action types and targets, while the control of 'online' visually guided action proceeds via a quasi-independent non-conscious route. In response to such claims, critics such as (Wallhagen [2007], pp. 539-61) have suggested that the notions of control and guidance invoked (...) are unacceptably vague, and that that the image of 'zombie systems' guiding action fails to take account of the possibility that there is genuine but unconceptualized, unnoticed, and/or unreportable experience taking place and guiding or controlling the actions. I address both sets of concerns. I try to show that refining and clarifying the key notions of control and guidance leaves the original argument intact, as does the appeal to unconceptualized, unnoticed, or unreportable experiences. The exercise serves, however, to highlight an important complex of considerations concerning the relations between control, agency, and experience. Better understanding these relations is, I suggest, an important source of insights concerning the nature of phenomenal experience. (shrink)

Department of Philosophy, University of California at San Diego, La Jolla, Ca 92093, U.S.A., and Center for Advanced Study in the Behavioral Sciences, Stanford, CA, U.S.A. E-mail: [email protected].

Your use of the JSTOR archive indicates your acceptance of J STOR’s Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. J STOR’s Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non—commercial use.

Data mining is on the interface of Computer Science and Statistics, utilizing advances in both disciplines to make progress in extracting information from large databases. It is an emerging field that has attracted much attention in a very short period of time. This article highlights some statistical themes and lessons that are directly relevant to data mining and attempts to identify opportunities where close cooperation between the statistical and computational communities might reasonably provide synergy for further progress in data analysis.

European Journal of Philosophy, Volume 30, Issue 1, Page 148-168, March 2022.

While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on risks online has relied on overseas evidence. However, insights reflecting the New Zealand context and based on representative data are still needed to guide policy discussion, create awareness, and inform the implementation of prevention and support programmes for children. This research report (...) presents findings from a quantitative study regarding different aspects related to risks and online safety. It looks at the online experiences that children find bothersome and upsetting and explores the hurtful behaviours they encounter or engage in, both online and in person. Evidence regarding exposure to different types of potentially harmful online content is also presented. Another relevant contribution is the insights related to excessive internet use.The findings presented in this report are based on data from 2,061 New Zealand children aged 9-17. We hope the findings will contribute to the development of policies, practices and services designed to support New Zealand children to safely take advantage of the opportunities available to them online. (shrink)

Research and practice about self-determination in the context of disability has centred on teaching skills and providing support to help people with impairments to be independent. However, limited research exists about the impact of Information and Communication Technologies, in particular social media and mobile devices, on the development of self-determination skills among people with disabilities. This paper presents the findings of a qualitative study which collected data from observations, a researcher diary, focus groups, individual interviews and data from social media. (...) The focus of the study was on young people with vision impairments who were transitioning to university life. The study found that the participants developed self-determination skills by using and adapting collaborative and interactive online tools and mobile devices according to their transition needs. This finding expands the understanding of the implications of new technologies for young people with disabilities’ personal development and the enhancement of self-determination. (shrink)

A general principle for good pedagogic strategy is this: other things equal, make the essential principles of the subject explicit rather than tacit. We think that this principle is routinely violated in conventional instruction in statistics. Even though most of the early history of probability theory has been driven by causal considerations, the terms “cause” and “causation” have practically disappeared from statistics textbooks. Statistics curricula guide students away from the concept of causality, into remembering perhaps the cliche disclaimer “correlation does (...) not mean causation,” but rarely thinking about what correlation does mean. The treatment of causality is a serious handicap to later studies of such topics as experimental design, where often the main goal is to establish (or disprove) causation. Much of the technical vocabulary of the language used in research design textbooks consists in euphemisms for specific causal relations, e.g, “latent variable,” “intervening variable,” “confounding factor,” etc. The multiplicity of terms used to refer to causation results in confusion and, in effect, may hinder understanding of the basic principles of research design. (shrink)

Your use of the JSTOR archive indicates your acceptance of J STOR’s Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. J STOR’s Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non—commercial use.

While children’s interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children’s everyday life is still limited in New Zealand. This research report presents findings from a study that explores children’s internet access, online skills, practices, and opportunities. This report is part of Netsafe’s research project Ngā taiohi matihiko o Aotearoa - New Zealand Kids Online, and our first publication as a member of Global (...) Kids Online. Generating insightful, reliable evidence about New Zealand children’s online experiences is vital to develop adequate support that reflects children’s experiences and needs. This, in turn, will help them to manage online risks and potential harm from behaviours such as cyberbullying, harassment, and other forms of abuse and intimidation. (shrink)

Language, according to Jackendoff, is more than just an instrument of communication and cultural transmission. It is also a tool which helps us to think. It does so, he suggests, by expanding the range of our conscious contents and hence allowing processes of attention and reflection to focus on items which would not otherwise be available for scrutiny. I applaud Jackendoff s basic vision, but raise some doubts concerning the argument. In particular, I wonder what it is about public language (...) that uniquely fits it to play the functional role which Jackendoff isolates — why couldn't expression in a private inner code induce the same computational benefits? I suggest a weaker position in which the communicative role of public language moulds it into a suitably expressive resource, such that natural language emerges as the logically and technologically contingent filler of a functional role which could, in principle, be filled by other means. I also compare and contrast Jackendoff's position with some related ideas due to Daniel Dennett and others, concluding with a sketch of my own view of language as an external artifact whose computational properties complement those of the basic biological brain. (shrink)

Research on transition to higher education and young people with disabilities has increased in recent years. However, there is still limited understanding of transition issues and how digital technologies, such as social media and mobile devices, are used by this group of students to manage these issues. This article presents the findings of an empirical study that addressed this matter based on young people’s views and experiences. The qualitative study was conducted in the context of a group of students with (...) vision impairments transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study shows that, like their non-disabled peers, the students actively engaged with interactive and collaborative digital technologies to make sense, individually and collectively, of different transition issues before, during and after the first academic trimester of their university journey. (shrink)

For Socrates, the virtues are a kind of knowledge, and the virtues form a unity. Sometimes, Socrates suggests that the virtues are all ‘one and the same’ thing. Other times, he suggests they are ‘parts of a single whole.’ I argue that the ‘what is x?’ question is sophisticated, it gives rise to two distinct kinds of investigations into virtue, a conceptual investigation into the ousia and a psychological investigation into the dunamis, Plato recognized the difference between definitional accounts of (...) the ousia and a psychological accounts of the dunamis, and the distinction between these two investigations can effectively resolve various interpretive puzzles regarding the unity of the virtues. It is argued that the virtues are ‘one and the same’ psychologically, while they are ‘parts of a single whole’ conceptually. (shrink)