Students’ written argumentation, including historical argumentation, is an important aspect of standardized assessments under the Common Core State Standards (CCSS). This mixed methods study explores the differences in students’ written argumentation when inquiry methods of instruction are employed and a rubric designed for CCSS standardized assessment is used in evaluation. Results indicate that inquiry methods do not necessarily improve students’ argumentative writing when scored on CCSS criteria, though qualitative analysis reveals considerable differences in the demonstration of historical thinking by students (...) in the treatment group. Many of these differences were captured with additional quantitative evaluation using a disciplinary specific instrument, though concerns remain regarding the ability to capture student knowledge through purely quantitative means. Implications for further assessment, research and instruction are discussed. (shrink)

Informed consent, a cornerstone of research ethics, ensures participant protection and informed participation, particularly in online settings. Despite its significance, engagement with online consent forms remains low, underscoring the need for improved presentation strategies. This study investigates the impact of interactive elements and diverse presentation formats on the comprehension and engagement of online informed consent documents among a broad demographic beyond the commonly studied student populations. Employing a between-subjects experimental design, we explored six versions of online consent forms varying in (...) interactivity, readability, and visual formatting to identify optimal strategies for enhancing participant comprehension and engagement. Our findings reveal that interactive formats significantly improve comprehension and perceived readability, highlighting the pivotal role of design in facilitating informed consent. The study also examines the influence of individual differences, such as self-efficacy and trust in science, on the effectiveness of consent forms, providing insights into the nuanced dynamics between participant characteristics and consent form engagement. These results advocate for integrating interactive elements and thoughtful design in consent forms to foster a more informed and engaged participant base. Implications for research ethics, best practices in consent form development, and future research directions are also discussed, emphasizing the need for ongoing innovation in the consent process to adapt to the evolving landscape of online research. This study contributes to the body of knowledge on research ethics by offering evidence-based recommendations for enhancing the informed consent process, ultimately promoting participant-centered research practices. (shrink)

RÉSUMÉ: Une partie des raisons invoquées par Wright en faveur de sa théorie «neutre» de la vérité tiennent à ce qu'il considère comme déficiente à plusieurs égards une approche apparentée proposée par Putnam. Je soutiens ici que ces déficiences affectent soit les deux doctrines, soit ni l'une ni l'autre, mais que celle de Wright est néanmoins supérieure. À mettre ensemble l'explication du prédicat de vérité offerte par Putnam et l'extension qu'il entend lui attribuer, on se heurte en effet (...) à un dilemme: revenir au réalisme traditionnel, ou verser dans un optimisme épistémique radical. Or Putnam rejette explicitement la première branche de cette alternative, tandis que la seconde est extrêmement peu plausible. Wright, lui, évite le dilemme en demeurant en retrait par rapport aux prises de position de ce genre. (shrink)

Despite increased philosophical and psychological work on practical wisdom, contemporary interdisciplinary wisdom research provides few specifics about how to develop wisdom (Kristjánsson 2022). This lack of practically useful guidance is due in part to the difficulty of determining how to combine the tools of philosophy and psychology to develop a plausible account of wisdom as a prescriptive ideal. Modeling wisdom on more ordinary forms of expertise is promising, but skill models of wisdom (Annas 2011; De Caro et al. 2018; Swartwood (...) 2013b; Tsai 2023) have been challenged on the grounds that there are important differences between wisdom and expert skills (Hacker-Wright 2015, p. 986; Kristjánsson 2015, pp. 98, 101; Stichter 2015, 2016, 2018). I’ll argue that we can both vindicate the promise of skill models of wisdom and begin to specify practically useful strategies for wisdom development by attending to a reflective process that I call Case-Based Critical Reflection. I begin by demonstrating the process as it arose in a notable example from everyday life, illustrating how the process can be usefully applied to a case study of interest to wisdom scientists, and explaining its philosophical pedigree. After isolating the key features that make it relevant to wisdom development, I argue that attending to the importance of Critical Reflection can defuse prominent objections to skill models of wisdom. (shrink)

Emily Chamlee-Wright is clearly right that self-censorship is an issue of concern within the academy. How much of a problem it is—how widespread and how bad it is when it occurs—is unclear and difficult to quantify. Administrators, faculty, and students all self-censor from time to time. Sometimes the self-censorship is just a matter of being polite or exercising pedagogical restraint, as Chamlee-Wright notes. The worry, of course, is that sometimes it prevents open and honest discussion about difficult topics (...) and thus stymies learning and truth-seeking. While I will keep these caveats in mind, I also want to help strengthen Chamlee-Wright’s case. I will also, though, point out a difficulty. (shrink)

We first discuss Michael Dummett’s philosophy of mathematics and Robert Brandom’s philosophy of language to demonstrate that inferentialism entails the falsity of Church’s Thesis and, as a consequence, the Computational Theory of Mind. This amounts to an entirely novel critique of mechanism in the philosophy of mind, one we show to have tremendous advantages over the traditional Lucas-Penrose argument.

Libertarians often bill their theory as an alternative to both the traditional Left and Right. _The Routledge Handbook of Libertarianism_ helps readers fully examine this alternative, without preaching it to them, exploring the contours of libertarian thinking on justice, institutions, interpersonal ethics, government, and political economy. The 31 chapters--all written specifically for this volume--are organized into five parts. Part I asks, what should libertarianism learn from other theories of justice, and what should defenders of other theories of justice learn from (...) libertarianism? Part II asks, what are some of the deepest problems facing libertarian theories? Part III asks, what is the right way to think about property rights and the market? Part IV asks, how should we think about the state? Finally, part V asks, how well can libertarianism deal with some of the major policy challenges of our day, such as immigration, trade, religion in politics, and paternalism in a free market. Among the _Handbook_’s chapters are those from critics who write about what they believe libertarians get right as well as others from leading libertarian theorists who identify what they think libertarians get wrong. As a whole, the _Handbook_ provides a comprehensive, clear-eyed look at what libertarianism has been and could be, and why it matters. (shrink)

This chapter considers Nietzsche's and Spinoza's views on freedom – a theme of central interest to both thinkers. It draws from Yonover in order to provide an outline of their rejections of one conception of freedom: freedom of the will. The chapter also considers their positive visions of a very different kind of freedom, which rather consists in self‐determination. Nietzsche's naturalism surely plays a major role in his rejection of freedom of the will, too. Nietzsche and Spinoza praise a comparable (...) kind of freedom characterized especially by the primary elements. Spinoza writes in the first appendix of the Ethics that at least one portion of the foremost “prejudice” to undermine is the idea that God “directs all things to some certain end”. (shrink)

In Rawlsian political philosophy, “basic liberties” are rights subject to a high degree of protection, such that they cannot easily be overridden for concerns of stability, efficiency, or social justice. For Rawls, something qualifies as a basic liberty if and only if bears the right relationship to our “two moral powers”: a capacity to form a sense of the good life and a capacity for a sense of justice. However, which rights are basic liberties is subject to frequent ideological debate, (...) which Rawlsian libertarians and Rawlsian socialists arguing that Rawls's own view is mistaken or incomplete. I argue that problem is that Moral Powers Test does not quite work. Only a small amount of liberty—not enough to qualify a society as liberal—can clearly be shown to pass the Moral Powers Test. One might attempt to rescue the Moral Powers Test by relaxing or modifying its requirements, but, I will argue, there appears to be no unproblematic and nonquestion‐begging way to do so. The Moral Powers Test must be abandoned or, at least, requires some unknown but radical revision or require supplements from outside Rawls's own theory. (shrink)

Recent debate among bioethicists concerns the potential to enhance human beings’ physical or cognitive capacities by means of genetic, pharmacological, cybernetic, or surgical interventions. Between “transhumanists,” who argue for unreserved enhancement of human capabilities, and “bioconservatives,” who warn against any non-therapeutic manipulation of humanity’s natural condition, lie those who support limited forms of enhancement for the sake of individual and collective human flourishing. Many scholars representing these views also share a concern over the status and interests of human beings with (...) various types of cognitive and physical disabilities, some of which may be ameliorable by enhancement interventions. The question addressed in this paper is whether valuing the enhancement of human capabilities may be reconciled with valuing the existence and phenomenological experiences of human beings with various disabilities. Can we value enhanced capabilities without disvaluing those whose capabilities fall below a defined threshold of “normal function”? Furthermore, if certain forms of disability, particularly cognitive disabilities, negatively impact one’s flourishing, could the enhancement of one’s cognitive capacities through biotechnological means enhance one’s flourishing. (shrink)

The current issue of the American Journal of Bioethics illustrates the scope of disagreement among professionals about normothermic regional perfusion (NRP). A similar range of opinions has been de...

Puts Schelling in conversation with twentieth-century continental philosophy.

Socioeconomic inequality is perpetuated and exacerbated by an overlooked yet serious epidemic of time theft: the act of causing others to lose their time without adequate cause, compensation, or consent. We explain why time theft goes unnoticed, how it drives socioeconomic inequality, and what businesses and policymakers can do to address it.

In Heidegger’s last seminar, which was in Zähringen in 1973, he introduces what he called a “phenomenology of the inconspicuous”. Despite scholars’ occasional references to this “approach” over the last 40 years, this approach of Heidegger’s has gone largely under investigated in secondary literature. This article introduces three different, although not necessarily conflicting ways in which these sparse references to inconspicuousness can be interpreted: The a priori of appearance can never be brought to manifestation, and the unscheinbar is interwoven with (...) the scheinbar as an active characteristic or form of “hiddenness”, therefore making inconspicuousness inherent within all phenomenology. Or, there is now a particular step or reduction within phenomenology that involves one’s being attuned to the various modes of potential hiddenness, of which “inconspicuousness” is a particular character trait. Or there are particular, unique, and specific phenomena that give themselves “inconspicuously,” and there is also thus a corresponding, particular phenomenology in which one must engage in order to gain some kind of access to these specific things’ phenomenal strata. This paper introduces Heidegger’s “phenomenology of the inconspicuous” most especially in his last seminar in Zähringen in 1973, engages related references to unscheinbar in his 1942/1943 Seminar on Parmenides, and then puts forward an interpretation of what these somewhat ambiguous references could mean when contextualized according to Heidegger’s overall interests. This essay brings these references to light, and puts forward a proposal as to what kind of phenomenology Heidegger was–somewhat inconspicuously–referring. (shrink)

Članek ponovno odpira razpravo o recepciji dela Louisa Althusserja v teoriji in kritiki kulture v luči nedavnih angleških prevodov posthumnih del tega francoskega filozofa, vključno z nedokončanim Sur la reproduction, ki vsebuje tudi spis »Ideologija in ideološki aparati države«. Izmed marksističnih mislecev njegove generacije ni bil nihče v tolikšni meri tarča očitkov teoreticizma in političnega odpadništva kot prav Althusser, kar Rancière opisuje kot »althusserjansko zanikanje političnih učinkov«. Članek predstavi pregled zgodovinskih teženj in nasprotnih teženj, ki jih najdemo v Althusserjevih spisih (...) med »dolgimi šestdesetimi«, in trdi, da ne smemo podcenjevati vloge teorije in teoretikov v prid osvobajajočih praks maja 1968, ampak moramo Althusserjev domnevni teoreticizem misliti v kontekstu politično motiviranih teoretskih bojev in rivalstev, ki so določali »politiko njegovega časa«. V zaključku opažamo, da bi preusmeritev pozornosti k tem bojem lahko pripeljala do drugačnega pojmovanja vloge teorije po letu ‘68. (shrink)

This paper reviews Benjamin Noys’ recent attempt in Malign Velocities: Accelerationism and Capitalism to mount a critique of accelerationism. The book, persuasive in certain respects, bypasses the institutional dynamics of accelerationism’s theoretical progenitors, viz. Nick Land and the Cybernetic Culture Research Unit of Warwick University, and instead portrays it as a “defeatist strategy” of the post-’68 conjuncture of “Deleuzian Thatcherism.” Such portrayal is debatable to the extent that it exhibits a questionable appropriation of “theory” in the strict sense of the (...) term; a term the paper attempts to define with reference to Matthew Arnold, Louis Althusser and Gilles Grelet. (shrink)

This paper concerns Spinoza’s theory of conatus and an important consequence of this theory concerning how bodies persist through time. I first argue that a conatus is the self-maintaining activity of a mode and not a tendency toward self-preservation or some kind of force. I then argue that it follows from this theory of conatus that bodies persist through time by having temporal parts. I conclude the paper by arguing that attributing a temporal parts metaphysic to Spinoza is not as (...) implausible or anachronistic as it might first seem to be. (shrink)

What is?Curriculum Theory articulates the problematic of difference, diversity, and multiplicity in contemporary curriculum thought. More specifically, this essay argues that the conceptualization of difference that dominates the contemporary curriculum landscape is inadequate to either the task of ontological experimentation or the creation of non-representational ways for thinking a life. Despite the ostensible radicality ascribed to the curricular ideas of difference and multiplicity, What is?Curriculum Theory argues that these ideas remain wed to an structural or identitarian logic that derives difference (...) from the a priori conditions of the possible. Further, this essay argues that the orthodox conceptualization of difference in contemporary curriculum studies is complicit with the capitalist commitment to quantitative multiplicity, or rather, the proliferation of ‘multiple consumer choices’. Following this problematic, the task of this paper is oriented to the conceptualization of difference adequate to the creation of a people yet-to-come, or rather, a people for which no prior image exists. To accomplish this, What is?Curriculum Theory draws upon Deleuze’s Bergsonism in order to advance a conceptualization of difference that breaks from modes of dialectical negation and contradiction particular to the tyranny of representational thinking. Articulating an image of difference that no longer accords to the possible, this essay composes a thought experiment conceptualizing a pedagogical life in a manner that explicates the transversal relationship between the actual and the virtual. (shrink)

This paper examines Bataille’s role in the formation of the question of community, as developed by Nancy and Blanchot. The paper aims to situate the problematic status of Bataille’s influence—as both formative but ultimately insufficient—in his relation to Nietzsche and what Bataille understands as the experience of an irrecoverable loss. What it would mean to share such loss, what is at stake in bringing that experience to articulation, and what happens to those who endeavor to do so constitute the recalcitrant (...) elements in Bataille’s thought, which solicit but cannot sustain a renewal of the question of community. (shrink)

The process of engaging in historical empathy holds the potential for significant curricular and dispositional benefits for students in history classrooms. In order to realize these benefits, classroom teachers must be able to integrate historical empathy into their existing planning and teaching; a process that would benefit from empirical examination. This single subject case study examined the pedagogical reasoning process of an experienced classroom teacher who integrated historical empathy into an existing instructional unit designed to foster student knowledge of social (...) control as an enduring historical understanding. The findings of this study suggest that experienced teachers may only be able to partially anticipate the unique pedagogical needs integrating historical empathy requires, and that a holistic examination of pedagogical reasoning during all phases of planning and teaching may be most suitable for the task. (shrink)

This article follows the 14th national STS meeting in Baltimore. The original paper was a Major Qualifying Project, equivalent to a senior thesis, at Worcester Polytechnic Institute titled “Control of Mount Wachusett.” The conclusions of the case study of a rather local event have implications in policy, ethics, the environment, and education that are more far-reaching than one might expect.

Any successful account of the metaphysics of mechanistic causation must satisfy at least five key desiderata. In this article, I lay out these five desiderata and explain why existing accounts of the metaphysics of mechanistic causation fail to satisfy them. I then present an alternative account that does satisfy the five desiderata. According to this alternative account, we must resort to a type of ontological entity that is new to metaphysics, but not to science: constraints. In this article, I explain (...) how a constraints-based metaphysics fits best with the emerging consensus on the nature of mechanistic explanation. 1Introduction 2Renormalizability 2.1The first two desiderata: Intrinsicness and productivity 2.2The third desideratum: Scientific validity or non-mysteriousness 2.3The fourth desideratum: Directionality 2.4The fifth desideratum: Perspectival nature of mechanisms 3Constraints and Causation 3.1Multi-perspectival realism and causal structure 3.2Causal structure as laws 3.3Causal structures in analytical mechanics: Constraints 3.4A metaphysics inspired by analytical mechanics: Constraints as ontologically primitive modal structures 4Constraints and Mechanistic Causal Powers 4.1Inter- versus intra-perspectival categories 4.2Mechanistic causal powers are grounded by constraints 4.3Intrinsicness and constraints 4.4Constraints and productiveness 4.5Constraints and directionality 5Conclusion. (shrink)

Essays exploring a rich intersection between phenomenology and idealism with contemporary relevance.

Most people seem to believe that it is wrong to cause needless suffering and death to non-human animals, and yet most people also contribute to the needless suffering and death of a great many animals. If speciesism is understood as a psychological prejudice—the tendency of an individual human agent to disregard the interests of animals—then this fact is extremely difficult to explain. I argue that once speciesism is understood structurally—as a matter of injustice rather than a matter of interpersonal wrongdoing (...) or individual prejudice—the project of explaining how so many humans are implicated in animal suffering becomes much more tractable. Drawing on the work of feminist theorists such as Sally Haslanger and Catharine MacKinnon, I suggest a way of reconceiving the question of the moral status of animals as a political question about the construction of animals and animality through our social, cultural, legal, and linguistic practices. (shrink)

ABSTRACT Four philosophical concerns about higher-order logic in general and the specific demands placed on it by the neo-logicist project are distinguished. The paper critically reviews recent responses to these concerns by, respectively, the late Bob Hale, Richard Kimberly Heck, and myself. It is argued that these score some successes. The main aim of the paper, however, is to argue that the most serious objection to the applications of higher-order logic required by the neo-logicist project has not been properly understood. (...) The paper concludes by outlining a strategy, prefigured in recent work of Øystein Linnebo, for meeting this objection. (shrink)

In this exhaustively researched and thoughtful study of Leibniz’s neglected theological writings, Maria Rosa Antognazza presents a strong case that Leibniz held original and highly developed views on the relation between faith and reason, the theology of the Trinity, and the nature of Christ. Furthermore, she argues convincingly that Leibniz’s views were consistently maintained throughout his life and “coexist comfortably” with his distinctive metaphysics; “perhaps,” she suggests in the introduction, Leibniz’s metaphysics and theology are even “reinforcing one another” . In (...) fact, her book proves this suggestion correct, revealing the importance of Leibniz’s theology to the understanding of his metaphysics.The book is structured into four parts: “Early Writings 1663–1671”; “Fragments of a System 1672–1692”; “English Trinitarian Polemics 1693–1705”; and “The Last Years 1706–1716.” Leibniz argues for three major theological positions. On the relation of faith and reason, he contends that the authority of scripture and theological tradition give the Christian mysteries a presumption of truth. The proper role of reason in theological matters is to distinguish authentic revelations from false. (shrink)

Reconceptualist and post‐reconceptualist curriculum scholars have drawn upon the notion of a complicated curriculum conversation as a means to describe the imbricated, pluralist, and eclectic character of curriculum theorizing. Insofar as this curriculum conversation is accomplished via language however, it remains wed to a particular representational logic restricting what might be thought. This essay explores the question of what it means to theorize curriculum when the very idea of a complicated curriculum conversation begins to fall into cliché. Mobilizing the philosophical (...) thought of Gilles Deleuze, this essay analyzes three representational commitments of contemporary curriculum theorizing, addressing how each are inadequate for the theorization of difference or the instantiation of the radically new. Against the implicit commitment to conformity alive in the curriculum field, this essay posits an ethics of disidentification exemplified via Bruce McDonald's horror film Pontypool. It is via such a tactic of productive disidentification, this essay claims, that thought might be unfettered from the orthodoxies of common sense, becoming in this way more adequate for opening spaces unanticipated by contemporary representational regimes. (shrink)

In this paper I argue that the "mysterious" distinction which separates Spinoza's attributes might be a Scholastic "intermediate" distinction similar to Henry of Ghent's intentional distinction. My argument for this conclusion takes place in three sections. In section one, I contrast the nature of Henry's intentional distinction with Scotus's formal distinction. In section two, I deduce the nature of Spinoza's "mysterious" distinction from Descartes's real and conceptual distinctions and recast the problem concerning the nature of the attributes. In section three, (...) I argue that the attributes are likely intentionally distinct. (shrink)

This latest volume of _The Philosopher's Annual_ presents the ten best articles published in the field during 2001. No limitations are placed on the articles' sources, subject matter or mode of treatment, providing for a diverse collection of engaging, high-caliber work that stands as a valuable sample of contemporary philosophy. This year's volume includes papers by Robert Bernasconi, Hans Halvorson, Christopher Hitchcock, Ignacio Jane, Brian Leiter, Liam Murphy and Thomas Nagel, Joel Pust, Alison Simmons, Jason Stanley and Timothy Williamson, (...) and Crispin Wright. (shrink)

Evolutionary discussions regarding the relationship between social status and fertility in the contemporary U.S. typically claim that the relationship is either negative or absent entirely. The published data on recent generations of Americans upon which such statements rest, however, are solid with respect to women but sparse and equivocal for men. In the current study, we investigate education and income in relation to age at first child, childlessness, and number of children for men and women in two samples—one of the (...) general American population and one of graduates of an elite American university. We find that increased education is strongly associated with delayed childbearing in both sexes and is also moderately associated with decreased completed or near-completed fertility. Women in the general population with higher adult income have fewer children, but this relationship does not hold within all educational groups, including our sample with elite educations. Higher-income men, however, do not have fewer children in the general population and in fact have lower childlessness rates. Further, higher income in men is positively associated with fertility among our sample with elite educations as well as within the general population among those with college educations. Such findings undermine simple statements on the relationship between status and fertility. (shrink)

This chapter investigates three basic questions concerning the ethics of voting: is there a duty to vote? Are there moral obligations regulating how one ought to vote? How well do most voters meet these obligations? I argue the answers are, in order: no, yes, and badly.