Public conversation about biological contributors to mental disorder often centers on whether the problem is “biological or not.” In this paper, we propose moving beyond this bifurcation to a very different question:how exactlyare these problems understood to be biological? Specifically, we consider four issues around which different interpretations of the body’s relationship to mental disorder exist:1. The body’s relationship to day-to-day action; 2. The extent to which the body is changeable; 3. The body’s relationship to context; 4. The degree to (...) which states of the body directly cause mental disorder.Drawing on the work of Merleau-Ponty and other phenomenologists, we examine different responses to these questions and associated implications for how mental health treatment and recovery come to be experienced. Finally, we consider broader questions these patterns raise, including why certain portrayals of the brain dominate public attention and how to foster more deliberation in this regard. (shrink)

_Teaching in a democracy is challenging and filled with dilemmas that have no easy answers._ For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? _Democratic Discord in Schools_ features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written (...) by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), _Democratic Discord in Schools_ provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. (shrink)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)

Textual entailment is a relationship that obtains between fragments of text when one fragment in some sense implies the other fragment. The automation of textual entailment recognition supports a wide variety of text-based tasks, including information retrieval, information extraction, question answering, text summarization, and machine translation. Much ingenuity has been devoted to developing algorithms for identifying textual entailments, but relatively little to saying what textual entailment actually is. This article is a review of the logical and philosophical issues involved in (...) providing an adequate definition of textual entailment. We show that many natural definitions of textual entailment are refuted by counterexamples, including the most widely cited definition of Dagan et al. We then articulate and defend the following revised definition: T textually entails H = df typically, a human reading T would be justified in inferring the proposition expressed by H from the proposition expressed by T. We also show that textual entailment is context-sensitive, nontransitive, and nonmonotonic. (shrink)

Jacobs introduces the issues, language, concepts and positions central to ethical theorizing. Entries range from antiquity to the present and basic to advance. Cross-referencing allows readers to explore topics in depth. Items explain complex issues of normative ethics, metaethics and moral psychology in non-technical language.

The following paper will undertake to demonstrate an I.E. root dyu ‘iungere,’ and its synonymous correlatives dyem/dyā , dyā-t-/dyat dyes/dyō[u]s.

In August 2001, the Israeli Ministry of Health issued its Limitation of Smoking in Public Places Order, categorically forbidding smoking in hospitals. This forced the mental health system to cope with the issue of smoking inside psychiatric hospitals. The main problem was smoking by compulsorily hospitalized psychiatric patients in closed wards. An attempt by a psychiatric hospital to implement the tobacco smoking restraint instruction by banning the sale of cigarettes inside the hospital led to the development of a black market (...) and cases of patient exploitation in return for cigarettes. This article surveys the literature dealing with smoking among psychiatric patients, the role of smoking in patients and the moral dilemmas of taking steps to prevent smoking in psychiatric hospitals. It addresses the need for public discussion on professional caregivers’ dilemmas between their commitment to uphold the law and their duty to act as advocates for their patients’ rights and welfare. (shrink)

Betrachtet man die Geschichte des Begriffs ‚Phänomenologie‘, ist nicht auf den ersten Blick klar, was darunter zu verstehen ist. Wie Schuhmann (1984 ) herausgearbeitet hat, tritt dieser Begriff in der Philosophiegeschichte auf, noch lange bevor Edmund Husserl sich ihn zu Eigen machte, um sein eigenes philosophisches Projekt zu beschreiben. Auch hinderte Husserls Versuch, diesen Begriff für die Beschreibung seines eigenen einmaligen Projekts zu beanspruchen, seine Zeitgenossen (z.B. Pfänder, Reinach, Stein) keineswegs daran, denselben Begriff ebenfalls zur Beschreibung ihrer jeweiligen Projekte und (...) Methoden zu verwenden. Es versteht sich also, dass Husserl selbst beträchtlichen Aufwand betrieb, um zu definieren, was der Begriff ‚Phänomenologie‘ in seinen Augen zu bedeuten hatte. Zum Zeitpunkt der Publikation des ersten Buches seiner Ideen zu einer reinen Phänomenologie im Jahre 1913 charakterisiert Husserl Phänomenologie als eine neue Wissenschaft, die sich von jeder anderen, bereits geschichtlich verankerten Wissenschaft wie Physik, Psychologie oder Kulturwissenschaft unterscheidet (Hua III/1, 1). Diese Darstellung von Phänomenologie lässt auf Anhieb eine wichtige Abweichung von seiner einstigen Gleichsetzung von Phänomenologie und deskriptiver Psychologie in den Logischen Untersuchungen (1901) erkennen. In der breiteren philosophischen Landschaft wären angesichts Husserls positiver Bestimmung dessen, was diese phänomenologische Wissenschaft ist, möglicherweise auch heute noch viele genauso irritiert wie einige der damaligen Teilnehmer des VI. Kongresses für experimentelle Psychologie, denen Husserl 1914 erklärte: „Analog wie die reine Geometrie Wesenslehre des ‚reinen‘ Raumes bzw. Wissenschaft von den ideal möglichen Raumgestalten ist, ist die reine Phänomenologie Wesenslehre des ‚reinen‘ Bewusstseins, Wissenschaft von den ideal möglichen Bewusstseinsgestalten (mit ihren ‚immanenten Korrelaten‘)“ (Schumann 1914, 144-5). Was heute wie damals für ein Verständnis dieser Darstellung von Phänomenologie der Klärung bedarf, ist Husserls Beschreibung der Phänomenologie als einer Wesenslehre, d.h. einer reinen oder eidetischen Wissenschaft, ebenso wie seine Aussage, deren Untersuchungsgegenstand sei das von ihm sogenannte reine Bewusstsein. Nur indem man die beiden Bedeutungen von ‚rein‘ erhellt, die hiermit angesprochen sind, wird auch deutlich, inwiefern Husserl behaupten kann, Phänomenologie unterscheide sich von anderen Wissenschaften: sowohl von empirischen wie Physik oder experimenteller Psychologie als auch von anderen eidetischen Wissenschaften wie Geometrie und deskriptiver Psychologie. Diese Erläuterung zeigt nicht nur, inwiefern Phänomenologie von all diesen Disziplinen verschieden ist, sondern auch, inwiefern sie mit ihnen zusammenhängt – und damit ist gerade die Idee der Phänomenologie begründet. (shrink)

Die Syntax als die Disziplin der Linguistik, die den Satzbau zum Gegenstand hat, ist heute in eine Vielfalt einzelner Schulen zerfallen, die sich oft radikal in ihren Zielen und Methoden unterscheiden. Diese Schulenvielfalt ist z.T. darauf zurückzuführen, daß traditionelle, strukturalistische und dependenzgrammatische Ansätze den in den sechziger Jahren einsetzenden Siegeszug der Generativen Grammatik überlebt haben, unter anderem, weil sie sich bei der Erstellung von nicht rein theoretisch orientierten Sprachbeschreibungen als handlicher erwiesen. Aber auch die interne Entwicklung der Generativen Grammatik trug (...) zur Schulenvermehrung bei, insbesondere die schon früh beginnende Propagierung von Modellen, die sich mehr oder weniger weit von dem an den Arbeiten Chomskys orientierten Standard-Modell entfernten. Hinzu kamen neue Schulen, die sich durch Methoden und Ergebnisse der Logik, der Pragmatik oder der Universalienforschung inspirieren ließen und denen gemeinsam ist, daß sie dem generativen Ideal einer autonomen Syntax die Forderung nach einer inhaltlich-funktionalen Fundierung entgegensetzten. Das Handbuch versucht, diese verschiedenen Auffassungen darüber, was die Syntax zu tun hat und wie sie es zu tun hat, möglichst vollständig zu dokumentieren, und zwar sowohl unter systematischen Gesichtspunkten als auch im Hinblick auf die wissenschaftshistorische Entwicklung, die von der Sprachforschung der Antike bis zu den aktuellsten Ausprägungen der erwähnten Theoriemodelle dargestellt wird, wobei auch Ausblicke in die indische und arabische Grammatiktradition gegeben werden. So werden zahlreiche Konvergenzen sichtbar, und so kann sich der Leser ein Urteil darüber bilden, ob und wo die Schulendiversifikation mit wissenschaftlichen Fortschritten verbunden war. - Dabei wurde jedoch die Aufgabe einer umfassenden Dokumentation der syntaktischen Theorienbildung nicht so interpretiert, daß alle Richtungen in gleichem Umfang vertreten sein sollen. Vielmehr waren bestimmte Gewichtungen unumgänglich. So wurde der Generativen Grammatik in ihren verschiedenen Spielarten besondere Aufmerksamkeit gewidmet, da von ihr die meisten Impulse ausgingen. Neben der Dokumentation der syntaktischen Schulen ist es Hauptaufgabe des Handbuchs, Materialien über die variierenden Ausprägungen syntaktischer Phänomene in den Sprachen der Welt sowie über Tendenzen der sprachhistorischen Veränderung des Satzbaus zur Verfügung zu stellen. Die Autoren haben sich bemüht, ihre Beiträge auch für nicht eingearbeitete Leser verständlich und instruktiv zu gestalten. Damit spricht das Handbuch nicht nur Sprachwissenschaftler, sondern auch andere Berufsgruppen an, die in ihrer Tätigkeit mit syntaktischen Fragen in Berührung kommen, etwa Psychologen, Lehrer, EDV-Fachleute, Übersetzer, Lektoren u.a.m. (shrink)

BackgroundWhether patients in the vegetative state (VS), minimally conscious state (MCS) or the clinically related locked-in syndrome (LIS) should be kept alive is a matter of intense controversy. This study aimed to examine the moral attitudes of lay people to these questions, and the values and other factors that underlie these attitudes.MethodOne hundred ninety-nine US residents completed a survey using the online platform Mechanical Turk, comprising demographic questions, agreement with treatment withdrawal from each of the conditions, agreement with a series (...) of ethical principles and three personality tests.ResultsMore supported treatment withdrawal from VS (40.2 % agreed, 17.6 % disagreed) than MCS (20.6 %, 41.2 %) or LIS (25.3 %, 35.8 %). Agreement with treatment withdrawal was negatively correlated with religiosity (r = −0.272, P < 0.001), though showed no significant relationship with need for cognition or empathy, and only a partial association with utilitarian judgment in a standard moral dilemma. Support for treatment withdrawal was most strongly associated with endorsement of the importance of patient autonomy, dignity, suffering, best interests. Distributive justice was not given significant weight by most. Importantly, agreement with treatment withdrawal was noticeably higher when considered from a first as opposed to third person perspective for VS (Z = −6.056, P < 0.001), MCS (Z = −6.746, P < 0.001) and LIS (Z = −6.681, P < 0.001).ConclusionLay attitudes to withdrawal of treatment in brain damaged patients are largely shaped by values similar to those central to the secular ethical debate. Neither traditional values such as the sanctity of life nor utilitarian values relating to resource allocation seem to play a central role. Far greater weight is given to autonomy, which may explain why participants were far more willing to endorse withdrawal of treatment when the issue was presented in the first person, or in relation to a concrete case involving a patient’s explicit wishes. Surveys focusing on abstract cases presented in the third person may not provide an accurate picture of lay attitudes to these critical ethical questions. (shrink)

This is the 8th edition of the book, with eight new essays to the volume. Table of contents: Are We Having Sex Now or What? (Greta Christina); Sexual Perversion (Thomas Nagel); Plain Sex (Alan Goldman); Sex and Sexual Perversion (Robert Gray); Masturbation and the Continuum of Sexual Activities (Alan Soble); Love: What’s Sex Got to Do with It? (Natasha McKeever); Is “Loving More” Better? The Values of Polyamory (Elizabeth Brake); What Is Sexual Orientation? (Robin Dembroff); Sexual Orientation: What Is It? (...) (Kathleen Stock); Asexuality (Luke Brunning and Natasha McKeever); LGBTQ ... Z? (Kathy Rudy); How to Be a Pluralist About Gender Categories (Katharine Jenkins); The Negotiative Theory of Gender Identity and the Limits of First-Person Authority (Burkay Ozturk); Racial Sexual Desires (Raja Halwani); Sex and Technology: The Ethics of Virtual Connection (Neil McArthur); A Realist Sexual Ethics (Micah Newman); Sexual Morality and the Concept of Using Another Person (Thomas Mappes); Sexual Use (Alan Soble); Dark Desires (Seiriol Morgan); The Harms of Consensual Sex (Robin West); Casual Sex, Promiscuity, and Objectification (Raja Halwani); Is Prostitution Harmful? (Ole Martin Moen); BDSM (Shaun Miller); Two Views of Sexual Ethics: Promiscuity, Pedophilia, and Rape (David Benatar); Sexual Gifts and Sexual Duties (Alan Soble); A Bibliography of the Philosophy of Sex . (shrink)

Surveys the scientific and intellectual history of man and his ideas and inventions.

The central aims of this paper are to show how linguistic corpora have been used and can be used in philosophy and to argue that linguistic corpora and corpus analysis should be added to the philosopher’s toolkit of ways to address philosophical questions. A linguistic corpus is a curated collection of texts representing language use that can be queried to answer research questions. Among many other uses, linguistic corpora can help answer questions about the meaning of words and the structure (...) of discourse. Through a discussion of examples, the paper shows that there are many philosophical questions that can be addressed by using a linguistic corpus. However, linguistic corpora need not (and often cannot) replace traditional philosophical methods. Lastly, it argues that the special properties of linguistic corpora, including their independence and the current ease and cheapness of access, make them an indispensable resource for philosophers. (shrink)

In this study, I clarify and defend the critique of the ‘sages’ and ‘robbers’ that is found in the _Zhuangzi_. As detailed in Chapter 8 of the _Zhuangzi_, both the (non-Daoist) ‘sages’ and ‘robbers’ are equally responsible for society’s ills. This is because both the ‘sages’ and ‘robbers’ are perceptually alienated from nature. This perceptual alienation involves the inability to perceive nature as fundamentally indeterminate (_wu_, 無). The Daoist alternative to the ‘sages’ and ‘robbers’ is to cultivate awareness of our (...) interdependence with nature. This study calls this process an ‘attunement to nature’ or, as Chapter 8 describes it, to not depart from ‘the actuality of their endowed circumstances’ (其性命之情) and to ‘see oneself when you see others/things’ (自見而見彼). Attunement involves an awareness of how nature primordially forms an indeterminate continuum (_wu_). (shrink)

Science and technology are so intertwined that technoscience has been argued to more accurately reflect the progress of science and its impact on society, and most socioscientific issues require technoscientific reasoning. Education policy documents have long noted that the general public lacks sufficient understanding of science and technology necessary for informed decision-making regarding socioscientific/technological issues. The science–technology–society movement and scholarship addressing socioscientific issues in science education reflect efforts in the science education community to promote more informed decision-making regarding such issues. (...) Now Science, Technology, Engineering, Mathematics education has emerged as a major reform movement impacting science education. STEM education efforts emphasize literacy across the disciplines of science, technology, engineering, and mathematics, but with rare exceptions, treat issues of technology superficially and uncritically. Informed decision-making regarding many personal and societal issues requires technological literacy beyond merely becoming an enthusiastic designer or skilled user of technology, but the science education community has given little attention to what such literacy entails. Here, we present results of an extensive review of the literature regarding the nature of technology in order to identify key issues among scholars who study technology. We then provide predominant perspectives among those scholars and suggest which identified NOT issues are most essential to address as part of STEM education efforts that seek to promote informed personal and societal decision-making. (shrink)

Hauser, H. La response de Jean Bodin à M. de Malestroit.--Levron, J. Jean Bodin et sa famille.--Kamp, M. E. Die Staatswirtschaftslehre Jean Bodins.--Mesnard, P. La pensée religieuse de Bodin.--Bezold, F. von, Jean Bodin als Occultist und seine Démonomanie.--Bezold, F. von. Jean Bodins Colloquium Heptaplomeres und der Altheismus des 16.--Feist, E. Weltbild und Staatsidee bei Jean Bodin.--Mayer, J. P. Jefferson as reader of Bodin.

This article diagnoses and critiques pervasive forms of teleological thought about basic structures of political organization in modern and contemporary political thought: arguments that the sovere...

How might a human communication system be bootstrapped in the absence of conventional language? We argue that motivated signs play an important role (i.e., signs that are linked to meaning by structural resemblance or by natural association). An experimental study is then reported in which participants try to communicate a range of pre-specified items to a partner using repeated non-linguistic vocalization, repeated gesture, or repeated non-linguistic vocalization plus gesture (but without using their existing language system). Gesture proved more effective (measured (...) by communication success) and more efficient (measured by the time taken to communicate) than non-linguistic vocalization across a range of item categories (emotion, object, and action). Combining gesture and vocalization did not improve performance beyond gesture alone. We experimentally demonstrate that gesture is a more effective means of bootstrapping a human communication system. We argue that gesture outperforms non-linguistic vocalization because it lends itself more naturally to the production of motivated signs. (shrink)

In a paper published in Psychological Review, Tyler Burge has offered a unified non-mentalistic account of a wide range of social cognitive developmental findings. His proposal is that far from attributing mental states, young children attribute to humans the same kind of internal generic states of sensory registration that biologists attribute to e.g. snails and ticks. Burge’s proposal deserves close attention: it is especially challenging because it departs from both the mentalistic and all the non-mentalistic accounts of the data so (...) far. Moreover Burge has been one of the leading philosophers of mind of the past 40 years and some of his writings on the objectivity of perception display a deep understanding of the relevance of science for sharpening our understanding of the mind. After taking a close look at the developmental evidence, in particular at false-belief studies, I argue that Burge’s, 409–434, 2018) account faces severe obstacles. To give one telling example: if young children can only attribute to others sensory registrations, then it is hard to explain the evidence showing that they respond differently to an agent’s ignorance and to her false belief. (shrink)

This paper compares two explanations of the process by which human communication systems evolve: iterated learning and social collaboration. It then reports an experiment testing the social collaboration account. Participants engaged in a graphical communication task either as a member of a community, where they interacted with seven different partners drawn from the same pool, or as a member of an isolated pair, where they interacted with the same partner across the same number of games. Participants’ horizontal, pair‐wise interactions led (...) “bottom up” to the creation of an effective and efficient shared sign system in the community condition. Furthermore, the community‐evolved sign systems were as effective and efficient as the local sign systems developed by isolated pairs. Finally, and as predicted by a social collaboration account, and not by an iterated learning account, interaction was critical to the creation of shared sign systems, with different isolated pairs establishing different local sign systems and different communities establishing different global sign systems. (shrink)

Currently, the most popular views about how to update de se or self-locating beliefs entail the one-third solution to the Sleeping Beauty problem.2 Another widely held view is that an agent‘s credences should be countably additive.3 In what follows, I will argue that there is a deep tension between these two positions. For the assumptions that underlie the one-third solution to the Sleeping Beauty problem entail a more general principle, which I call the Generalized Thirder Principle, and there are situations (...) in which the latter principle and the principle of Countable Additivity cannot be jointly satisfied. The most plausible response to this tension, I argue, is to accept both of these principles, and to maintain that when an agent cannot satisfy them both, she is faced with a rational dilemma. (shrink)

ABSTRACTPrevious research has found that individuals vary greatly in emotion differentiation, that is, the extent to which they distinguish between different emotions when reporting on their own fe...

A widespread assumption in the contemporary discussion of probabilistic models of cognition, often attributed to the Bayesian program, is that inference is optimal when the observer's priors match the true priors in the world—the actual “statistics of the environment.” But in fact the idea of a “true” prior plays no role in traditional Bayesian philosophy, which regards probability as a quantification of belief, not an objective characteristic of the world. In this paper I discuss the significance of the traditional Bayesian (...) epistemic view of probability and its mismatch with the more objectivist assumptions about probability that are widely held in contemporary cognitive science. I then introduce a novel mathematical framework, the observer lattice, that aims to clarify this issue while avoiding philosophically tendentious assumptions. The mathematical argument shows that even if we assume that “ground truth” probabilities actually do exist, there is no objective way to tell what they are. Different observers, conditioning on different information, will inevitably have different probability estimates, and there is no general procedure to determine which one is right. The argument sheds light on the use of probabilistic models in cognitive science, and in particular on what exactly it means for the mind to be “tuned” to its environment. (shrink)

Distinguished historian of Judaism Jacob Neusner here ventures for the first time into constructive theology. Taking the everyday life of contemporary Judaism as his beginning, Neusner asks when in the life of the living faith of the Torah does Israel, the holy community, meet God? Where does the meeting take place? What is the medium of the encounter? In his attempt to answer these questions, Neusner sets forth the character and the form of the Torah as sung theology. Israel, (...) the holy community, meets God in the synagogue, while at prayer, and in the yeshiva, when studying the Torah—at the moment in each setting when the Torah is received. In both circumstances people do not read but sing out its words. With the written part of the Torah sung in the synagogue, and the oral part declaimed in centers of sacred learning, music provides the medium for Judaism's theological voice. Neusner identifies a reciprocal exchange between the holy community Israel and God: Israel sings to God when the Torah is studied, and God sings to Israel when the Torah is declaimed. Through the metaphor of music, Neusner offers an account of how he believes those faithful to the Torah meet God in the Torah, and how they should listen to the melody of God's self-revelation. The result is an original theological reflection that will interest all students of Judaism. (shrink)