by Jane E, McArthur vi, pp. 1-142. Special issue of the journal Argumentation in Context : Vol. 1, No. 1. Amsterdam: John Benjamins. Available ISBN 9789027242525, € 80.00, US$ 120.00.

Philosophy and Phenomenological Research, EarlyView.

We spend a lot of time thinking about other people: their motivations, what they are thinking, why they want particular things. Sometimes we are aware of it, but it often occurs without conscious thought, and we can respond appropriately to other people's thoughts in a diverse range of situations. The Social Mind: A Philosophical Introduction examines the cognitive capacities that facilitate this amazing ability. It explains and critiques key philosophical theories about how we think about other people's minds, measuring them (...) against empirical findings from neuroscience, anthropology, developmental psychology and cognitive ethology. Some of the fascinating questions addressed include: How do we think about other people's minds? Do we put ourselves in another's shoes to work out what they think? When do we need to think about another person's thoughts? What kinds of thoughts do we attribute to others? Are they propositional attitudes like beliefs and desires as analytic philosophers have often assumed, or could they be something else? What sorts of neural mechanisms underlie our ability to think about other people's thoughts? How is the ability to think about other minds different for individuals on the autism Spectrum? Is a preoccupation with other people's thoughts a Western phenomenon or is it found in all cultures? How do children learn to think about other minds? Can non-human animals think about other minds? These questions are applied to case studies throughout the book, including mirror neurons, recent research on infant social cognition, false belief tasks, and cross-cultural studies. Covering complex interdisciplinary debates in an accessible and clear way, with chapter summaries, annotated further reading, and a glossary, The Social Mind: A Philosophical Introduction is an ideal entry point into this fast-moving and exciting field. It is essential reading for students of philosophy of mind and psychology, and also of interest to those in related subjects such as cognitive science, social and developmental psychology, and anthropology. (shrink)

Herding behavior occurs when security analysts ignore their private opinions and issue public forecasts that mimic the earnings forecasts of others. Joining the consensus provides cover for analysts' reputations. We question the ethics of this practice when the motive to protect one's reputation takes precedence over the forecase accuracy motive. While seemingly predictable behavior from a self interested perspective, herding behavior has subtle but long term ramifications for the efficient pricing of securities and the preservation of the public trust in (...) the financial services profession. We call upon each individual analyst as well as the profession to exercise the moral courage necessary to cultivate a climate of personal and public integrity. Personal resistance and pro-active policies are prescribed as actions to assist analysts to become more cognizant of their motivations, as well as to promote a more ethical professional context. (shrink)

This study explores preservice and practicing teachers’ conceptions of historical significance generally and for the history classroom. Using think-aloud interviews and card-sorting data, we engaged in qualitative analysis of how four preservice and five practicing teachers answered two questions related to determining significance: what events are most significant in world history and what events are most important for students to learn? Results showed that (a) participants answered the two questions differently, and (b) both practicing and preservice teachers added considerations when (...) responding to the question about what events are most important for students to learn. Through these analyses, we developed the term instructional significance to describe an aspect of pedagogical content knowledge that serves as a lens through which teachers view the content they teach, and think about that content in preparing to teach students. We use these findings and research on student and teacher conceptions of historical significance to propose a preliminary framework for instructional significance for teaching history. We conclude by suggesting the utility of the framework to history classrooms and to future research. (shrink)

This chapter contains section titled: Introduction Background Central Philosophical Issues in Works on the Passions The Weakness of Reason “Reason Directs and the Affections Execute”19 Hume's Connection to the Earlier Literature Central Philosophical Issues regarding the Passions: Hume's Alternative Analyses Conclusion Notes References and further reading.

BackgroundSuicide research aims to contribute to a better understanding of suicidal behaviour and its prevention. However, there are many ethical challenges in this research field, for example, regarding consent and potential risks to participants. While studies to-date have focused on the perspective of the researchers, this study aimed to investigate the views and experiences of members of Human Research Ethics Committees (HRECs) in dealing with suicide-related study applications.MethodsThis qualitative study entailed a thematic analysis using an inductive approach. We conducted semi-structured (...) interviews with a purposive sample (N = 15) of HREC Chairs or their delegates from Australian research-intensive universities. The interview guide included questions regarding the ethical concerns and challenges in suicide-related research raised by HREC members, how they dealt with those challenges and what advice they could give to researchers.ResultsThe analysis identified four main themes: (1) HREC members’ experiences of reviewing suicide-related study applications, (2) HREC members’ perceptions of suicide, suicide research, and study participants, (3) Complexity in HREC members’ decision-making processes, and (4) HREC members’ relationships with researchers.ConclusionsReliance on ethical guidelines and dialogue with researchers are crucial in the assessment of suicide-related study applications. Both researchers and HREC members may benefit from guidance and resources on how to conduct ethically sound suicide-related studies. Developing working relationships will be likely to help HRECs to facilitate high quality, ethical suicide-related research and researchers to conduct such research. (shrink)

The study reported in this paper explored the ethical requirements of social research participants, an area where there is still little empirical research, by interviewing people who had participated in one of five recent social research studies. The findings endorse the conceptualization of informed consent as a process rather than a one-off event. Four different dynamics of decision-making were followed by participants in terms of the timing of decisions to participate and the information on which they were based. Multiple information (...) events were important, as was verbal as well as written information. Study participants reacted unfavourably to the idea of written consent. Although prior information was relevant to participant experience of the interview, what emerged more strongly as relevant was the behaviour of interviewers and the interviewing strategy used. The authors suggest that naturalistic, authentic approaches to information-giving are necessary, and that in scrutinizing them research ethics committees need to look not only at written information but also at verbal information giving, and how interviewer information-giving is supported by training and supervision. They suggest that committees also need to concern themselves more broadly with who will carry out interviews and the training, mentoring and monitoring in place to shape their conduct of interviews. In considering research instruments, research ethics committees need to consider not only whether interviewers will capture accurate and appropriate data but also whether they are likely to lead to a satisfactory interaction for participants. Given the impossibility of anticipating each individual participants information needs and their reaction to the interviewing strategy, the authors suggest that interviewers and participants need to be encouraged to negotiate the conduct of interviews jointly, and discuss how such negotiating roles might be supported. (shrink)

The power of the arts to transform animates Li Zehou's aesthetics, well known to Chinese aestheticians but little known in the West. Li believes his sedimentation theory combined with his reinterpretations of Marx and traditional Chinese thought overcome weaknesses in Western aesthetics. Ideas Li sees as fundamental to aesthetic development, the transforming powers of aesthetic experience, and goals Li sets for self-cultivation and creativity as artists confront contemporary global issues are examined. Perhaps overly sanguine to jaded Western readers, Li's confidence (...) that Chinese traditional philosophies and aesthetics can respond constructively to the disruptions of contemporary culture and technology are thought-provoking and insightful. (shrink)

This book offers a rich collection of voices from diverse settings and illustrates ways in which lectio divina as a contemplative practice can transform teaching and learning. Drawing on holistic education and embodied learning, lectio divina empowers teachers and roots students in their own meaning making.

This paper discusses a new edition of Callimachus' Aitia by Annette Harder and a monograph, Callimachus in Context, by Benjamin Acosta-Hughes and Susan Stephens. A focus is common to both works, the edition no less than the monograph, which tackles the poem on what Harder calls the micro-, macro- and meso-levels, in order, not only to establish readings, explicate Realien and clarify detail, but also to explore literary techniques, structure and the degree to which the poem reflects the society and (...) culture in which it was written. Recent interpretations have seen catalogue technique and organization as fundamental to the Aitia's poetics, and the review considers aspects of both the poem's structure and its contemporaneity – as well as the limitations of an excessively Alexandria-centric approach. (shrink)

The rise of political polarization and disagreement within the United States and other democracies indicates an erosion of the social contract, a deterioration exacerbated by the balkanization of social media, that can negatively impact our social relationships. Recent anti–Critical Race Theory (CRT) narratives in education provide insights into how policy narratives can be used to sow distrust in an educational context. In this paper Jane Lo and candace moore argue for the ways policy narratives can sow distrust as opposed (...) to mistrust. Mistrust points to an ongoing process of determining trustworthiness, while distrust connotes a more decisive and deliberate lack of trust in a person or institution. Lo and moore argue that educational research should pay more attention to the building of trust or mistrust in schools in the current context, where the anti-CRT policy narrative, through amplifying and manipulating existing anxieties and fears in order to motivate political action, capitalizes on and seeks to reinforce the natural mistrust of schooling. (shrink)

Of the three forms of reflective judgment analyzed in Kant’s third Critique, the pleasant has received the least attention because it is seen in part as purely subjective, in part as a mere foil for his theory of judgments of beauty. This paper makes a case for the philosophical consideration of this kind of judgment by focusing on its converse: the unpleasant is a form of aesthetic response that is initially negative but has great motivating power. More modest and common (...) than judgments of the purely beautiful or ugly and more rational than our visceral responses to the disgusting, the unpleasant can capture the aesthetic tenor of our daily lives and concerns. (shrink)

Several lines of analysis support the contention that Sartre’s theorizing can be used to bolster feminist concerns. Both philosophical and literary works are examined, and Notebooks for an Ethics, The Flies and The Respectful Prostitute are examined at some length. The commentary of Flynn, Bell and Pellauer is employed, and in general the argument relies on the notion that the construction of the for-itself, along with Sartre’s generalized portrayal of the Other, can be used for feminist purposes. Key Words: gender (...) theory • Sartre • transcendence. (shrink)

The fact that the female mammalian brain remains responsive to estrogens throughout life may open the way for other instigators of neuronal plasticity, making the female brain different from that of the male in its response to the actions of a number of hormones, to injury and to aging.

This paper argues that Murdoch’s views possess a structured ontology. As some of her critics note, her philosophical stance is one that must be gleaned from close readings of both her novels and her more straightforward essays. Given the complexities of her novels, the addition of her other work makes for a challenging task, but one that the reader can use. Murdoch’s work is valuable for the range of moral options it displays.

Sati as a trope for the general status of women within certain portions of the Hindu cultures of India is examined, with a view toward clarification of its history and current context. The work of Sangari and Vaid, Banerjee and Mala Sen is cited, and the notion that sati is a misappropriated concept is analyzed.

The notion that epistemoIogy can be naturalized by advertence to areas of the sociaI sciences other than psychoIogy---by employment of sociolinguistics, for exampIe---is supported by three lines of argument. The first asks us to note that sociolinguistics provides information that wouId heIp us delineate the constraints of the process of epistemic justification as engaged in by a speaker/listener. The second asks us to take into account the socioIogy of Ianguage w ork of Erving Goffman, who has written extensiveIy on “face-saving” (...) strategies and other non-verbaI devices. The third repeats a constructed naturaIized justificatory set from previous work in epistemoIogy and asks us to envision this set with riders from Goffmanian theory. It is concluded that naturalized epistemoIogy can and shouId draw from many areas of the sociaI sciences. (shrink)

The work of Cox, Bales, Dingwaney, and others is cited in an effort to construct an argument about the special rights violations of contemporary slavery. It is contended that two forms, debt bondage and sexual slavery, are related and bear close examination.

Bringing to bear two major lines of argument, I claim that foundationalism is vitiated by its reliance (in its various forms) on privileged access, and by its noninstantiability. The notion of privileged access is examined, and the status of propositions said to be evocative of privileged access addressed. Noninstantiability is viewed through the current project of naturalizing epistemology, and naturalized alternatives to the rigorous foundationalism of the normative epistemologists are brought forward.