As scholars have rushed to either prove or refute cultural group selection, the debate lacks sufficient consideration of CGS's potential moderators. We argue that pressures for CGS are particularly strong when groups face ecological and human-made threat. Field, experimental, computational, and genetic evidence are presented to substantiate this claim.

What kind of mental phenomenon is romantic love? Many philosophers, psychologists, and ordinary folk treat it as an emotion. This chapter argues the category of emotion is inadequate to account for romantic love. It examines major emotion theories in philosophy and psychology and shows that they fail to illustrate that romantic love is an emotion. It considers the categories of basic emotions and emotion complexes, and demonstrates they too come short in accounting for romantic love. It assesses the roles of (...) culture and evolution in shaping the romantic love phenomenon and evaluates the ways in which the norms of rationality that are applied to standard emotions fail to apply to love. It considers the category of sentiments and argue that despite coming close, it does not adequately capture the nature of romantic love. Finally, the chapter makes a case for love being best characterized as a syndrome. (shrink)

Evaluative judgments imply positive or negative regard. But there are different ways in which something can be positive or negative. How do we tell them apart? According to Evaluative Sentimentalism, different evaluations (e.g., dangerousness vs. offensiveness) are grounded on different emotions (e.g., fear vs. anger). If this is the case, evaluation differentiation requires emotional awareness. Here, we test this hypothesis by looking at alexithymia, a deficit in emotional awareness consisting of problems identifying, describing, and thinking about emotions. The results of (...) Study 1 suggest that high alexithymia is not only related to problems distinguishing emotions, but also to problems distinguishing evaluations. Study 2 replicated this latter effect after controlling for individual differences in attentional impulsiveness and reflective reasoning, and found that reasoning makes an independent contribution to evaluation differentiation. These results suggest that emotional sensibilities play an irreducible role in evaluative judgment while affording a role for reasoning. (shrink)

What are the semantic representations that underlie language production? We use structural priming to distinguish between two competing theories. Thematic roles define semantic structure in terms of atomic units that specify event participants and are ordered with respect to each other through a hierarchy of roles. Event structures instead instantiate semantic structure as embedded sub‐predicates that impose an order on verbal arguments based on their relative positioning in these embeddings. Across two experiments, we found that priming for datives depended on (...) the degree of overlap in event structures. Specifically, while all dative structures showed priming, due to common syntax, there was a boost for compositional datives priming other compositional datives. Here, the two syntactic forms have distinct event structures. In contrast, there was no boost in priming for dative light verbs, where the two forms map onto a single event representation. On the thematic roles hypothesis, we would have expected a similar degree of priming for the two cases. Thus, our results support event structural approaches to semantic representation and not thematic roles. (shrink)

Accession Number: ATLA0001788471; Hosting Book Page Citation: p 26-43.; Physical Description: diag, table ; Language(s): English; Issued by ATLA: 20130825; Publication Type: Essay.

The Toolbox dialogue method enables members of heterogeneous groups to identify, share, and compare their perspectives on topics of common interest, such as research questions or complex problems (Hubbs et al. 2020). These interactions occur in dialogue, typically in relatively brief (eg, two-to four-hour) workshop settings, where participants jointly consider their responses to abstract and often philosophical statements that express positions on the topics. By expressing positions on topics that matter to the group, these statements structure a dialogue that enhances (...) mutual understanding in valuable ways. The method is valuable for heterogeneous groups because it enhances both self-understanding and mutual understanding. It does this by transforming dialogue participants into teachers and learners: teachers of their own perspective to others and learners of the perspectives of others and, to some extent... (shrink)

Dialogue semantics for logic are two-player logic games between a Proponent who puts forward a logical formula φ as valid or true and an Opponent who disputes this. An advantage of the dialogical approach is that it is a uniform framework from which different logics can be obtained through only small variations of the basic rules. We introduce the composition problem for dialogue games as the problem of resolving, for a set S of rules for dialogue games, whether the set (...) of S-dialogically valid formulas is closed under modus ponens. Solving the composition problem is fundamental for the dialogical approach to logic; despite its simplicity, it often requires an indirect solution with the help of significant logical machinery such as cut-elimination. Direct solutions to the composition problem can, however, sometimes be had. As an example, we give a set N of dialogue rules which is well-justified from the dialogical point of view, but whose set N of dialogically valid formulas is both non-trivial and non-standard. We prove that the composition problem for N can be solved directly, and introduce a tableaux system for N. (shrink)

We outline the rather complicated history of attempts at axiomatizing Jaśkowski’s discussive logic $$\mathbf {D_2}$$ D2 and show that some clarity can be had by paying close attention to the language we work with. We then examine the problem of axiomatizing $$\mathbf {D_2}$$ D2 in languages involving discussive conjunctions. Specifically, we show that recent attempts by Ciuciura are mistaken. Finally, we present an axiomatization of $$\mathbf {D_2}$$ D2 in the language Jaśkowski suggested in his second paper on discussive logic, by (...) following a remark of da Costa and Dubikajtis. We also deal with an interesting variant of $$\mathbf {D_2}$$ D2, introduced by Ciuciura, in which negation is also taken to be discussive. (shrink)

Our computational metaphysics group describes its use of automated reasoning tools to study Leibniz’s theory of concepts. We start with a reconstruction of Leibniz’s theory within the theory of abstract objects (henceforth ‘object theory’). Leibniz’s theory of concepts, under this reconstruction, has a non-modal algebra of concepts, a concept-containment theory of truth, and a modal metaphysics of complete individual concepts. We show how the object-theoretic reconstruction of these components of Leibniz’s theory can be represented for investigation by means of automated (...) theorem provers and finite model builders. The fundamental theorem of Leibniz’s theory is derived using these tools. (shrink)

At a recent conference, I wondered whether one can call Ali Smith’s Seasonal Quartet dialogic in the Bakthinian sense. Each of the four novels features multiple protagonists whose voices colour the...

With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their (...) likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions. (shrink)

The Global Positioning System has been used as an experiential educational tool for nearly twenty years. Innovative educators have expanded the educational use of GPS devices beyond the geocache. This essay uses Leopold’s land ethic as a philosophical framework for relational education, and outlines the practical application of the GPS ecocache. The experiential, place-based ecocache has learners navigate to sites of ecological significance, where they must answer a question or riddle related to this site. We discuss the contradictory nature of (...) using a gadget to connect with the outdoors, and integrate the GPS ecocache with Kolb’s model of experiential education. Ultimately, we hope to cultivate the values of Leopold’s land ethic through the use of a ubiquitously available device, and for learners to engage in relational pedagogy relevant to ecology, geography, environmental ethics, philosophy of science, philosophy of education and other courses concerned with human-nature connection and the nature of space. (shrink)

This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing how to (...) design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying. (shrink)

This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A (...) conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations, inorganic matter, microorganisms, and plant/animal populations. (shrink)

The concept of the future is re-emerging as an urgent topic on the academic agenda. In this article, we focus on the ‘politics of the future’: the social processes and practices that allow particular imagined futures to become socially performative. Acknowledging that the performativity of such imagined futures is well-understood, we argue that how particular visions come about and why they become performative is underexplained. Drawing on constructivist sociological theory, this article aims to fill this gap by exploring the question (...) ‘how do imagined futures become socially performative’? In doing so, the article has three aims to identify the leading social–theoretical work on the future; conceptualize the relationship of the imagination of the future with social practices and the performance of reality; provide a theoretical framework explaining how images of the future become performative, using the concepts ‘techniques of futuring’ and ‘dramaturgical regime’. (shrink)

In current debates concerning atheism, two positions are considered possible: naturalistic atheism or anti-naturalistic theism. Anti-naturalistic theism is motivated by the failure of naturalism to explain the fundamental nature of reality. We, however, endorse anti-naturalistic atheism by reviving the ‘anthropomorphic critique’, arguing that theism misattributes human traits to the deity. Anti-naturalistic atheism is better suited to refute theists, since it undercuts their appeal to science's inadequacies. We trace the anthropomorphic critique from Hume's Dialogues, through Kant's epistemology, and conclude with its (...) reception in Feuerbach. The anthropomorphic critique is an epistemological – not metaphysical – thesis, hence, it is agnostic about the fundamental nature of reality. Yet it convincingly shows that theism is not a tenable position. In essence, we aim to decouple atheism from naturalism, on the basis of a salient critique in the history of modern philosophy, in order to ameliorate current debates between atheists and theists.Export citation. (shrink)

Some scientists suggest that it might be possible to reflect a portion of incoming sunlight back into space to reduce climate change and its impacts. Others argue that such solar radiation management (SRM) geoengineering is inherently incompatible with democracy. In this article, we reject this incompatibility argument. First, we counterargue that technologies such as SRM lack innate political characteristics and predetermined social effects, and that democracy need not be deliberative to serve as a standard for governance. We then rebut each (...) of the argument’s core claims, countering that (1) democratic institutions are sufficiently resilient to manage SRM, (2) opting out of governance decisions is not a fundamental democratic right, (3) SRM may not require an undue degree of technocracy, and (4) its implementation may not concentrate power and promote authoritarianism. Although we reject the incompatibility argument, we do not argue that SRM is necessarily, or even likely to be, democratic in practice. (shrink)

Volume 19, Issue 7, July 2019, Page 26-28.

This article proposes distinctions between guilt and two forms of shame: Guilt arises from a violated norm and is characterized by a focus on specific behavior; shame can be characterized by a threatened social image (Image Shame) or a threatened moral essence (Moral Shame). Applying this analysis to group-based emotions, three correlational studies are reported, set in the context of atrocities committed by (British) ingroup members during the Iraq war (Ns = 147, 256, 399). Results showed that the two forms (...) of shame could be distinguished. Moreover, once the other form of shame was controlled for, they were differentially related to orientations toward the outgroup: Image Shame was associated with negative orientations, whereas Moral Shame had associations with positive outgroup orientations. These associations were distinct from the associations of guilt and rejection. Study 3 used a longitudinal design and provided evidence suggestive of a causal direction from emotions to outgroup orientation. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

The study of anarchism as a philosophical, political, and social movement has burgeoned both in the academy and in the global activist community in recent years. Taking advantage of this boom in anarchist scholarship, Nathan J. Jun and Shane Wahl have compiled twenty-six cutting-edge essays on this timely topic in New Perspectives on Anarchism.

The requirement of the Association to Advance Collegiate Schools of Business to include business ethics in the curriculum has prompted business programs to teach ethics either integrated across the curriculum or in standalone classes. The question addressed here is how to engage students in thinking deeply and empathetically about ethical issues impacting corporate social responsibility. This research focused on using a thought experiment developed by John Rawls in which students examined CSR issues from the perspective of six stakeholder groups. A (...) pre-test/post-test design measured the effectiveness of an instruction module on CSR coupled with an active exercise using Rawls’ veil of ignorance and original position. Results indicate that students placed greater responsibility on the stockholders and board of directors after taking this module. The implication of the Rawlsian technique to use stakeholder empathy is discussed as a tool for engaging business ethics students. (shrink)

Scientific interest in religion often focusses on the “puzzle of belief”: how people develop and maintain religious beliefs despite a lack of evidence and the significant costs that those beliefs incur. A number of researchers have suggested that humans are predisposed towards supernatural thinking, with innate cognitive biases engendering, for example, the misattribution of intentional agency. Indeed, a number of studies have shown that nonbelievers often act “as if” they believe. For example, atheists are reluctant to sell the very souls (...) they deny having, or to angrily provoke the God they explicitly state does not exist. In our own recent work, participants who claimed not to believe in the afterlife nevertheless demonstrated a physiological fear response when informed that there was a ghost in the room. Such findings are often interpreted as evidence for an “implicit” belief in the supernatural that operates alongside (and even in contradiction to) an individual’s conscious (“explicit”) religious belief. In this article, we investigate these arguably tenuous constructs more deeply and suggest some possible empirical directions for further disentangling implicit and explicit reasoning. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

This book bridges a gap between discussions about truth, human understanding, and epistemology in philosophical circles, and debates about objectivity, bias, and truth in journalism. It examines four major philosophical theories in easy to understand terms while maintaining a critical insight which is fundamental to the contemporary study of journalism. The book aims to move forward the discussion of truth in the news media by dissecting commonly used concepts such as bias, objectivity, balance, fairness, in a philosophically-grounded way, drawing on (...) in depth interviews with journalists to explore how journalists talk about truth. (shrink)

Described as one of the two fathers of medical law, Professor Peter Skegg has been a leading figure in the study of law and medicine. Over a 46 year academic career at the University of Auckland, University of Oxford, and the University of Otago, Professor Skegg has helped develop the field of medical law into a burgeoning academic discipline and has provided intellectual guardianship for the practice of law and medicine. This collection brings together contemporaries, colleagues, and former students of (...) Professor Skegg to celebrate his enduring contribution to the study of medical law. This edited collection contains twelve essays written by a range of internationally recognised medical lawyers. The topics cover the regulation of medical practitioners, consent, rights in bodily material, euthanasia, compensation and ethical approval for medical research, treatment orders for mental health conditions, and surrogacy laws. Whilst some of the essays return to territory that has been initially surveyed by Peter s research and analysis, others touch upon some wider medical law topics, illustrating Peter s lasting contribution to medical law as well as mapping out some of the new frontiers for the discipline of medical law. Academics, students and practitioners, from a range of jurisdictions, who are interested in how the law governs the provision of healthcare will benefit reading the various essays contained here. In addition, anyone who has had the good fortune of working with, or learning from, Professor Skegg will also enjoy the opportunity to return to the field of study that he founded. (shrink)

The practice of burying objects with the dead is often claimed as some of the earliest evidence for religion, on the assumption that such “grave goods” were intended for the decedents’ use in the afterlife. However, this assumption is largely speculative, as the underlying motivations for grave‐good practices across time and place remain little understood. In the present work, we asked if explicit and implicit religious beliefs (particularly those concerning the continuity of personal consciousness after death) motivate contemporary grave‐good practices. (...) Across three studies, and comparing participants from the United States and NZ, we measured grave‐good deposition at actual or hypothetical funerals, finding that jewelry, photographs, and other items with sentimental, emotional, and relationship value were common. In addition, intuitive afterlife reasoning (as measured by people's attributions of mental states to the dead) motivated grave‐good decision‐making for about half (Study 2) or more (Study 3) people, including afterlife nonbelievers (“extinctivists”), while those who held explicit (i.e., stated) afterlife beliefs were more likely to participate in the practice. The decision to leave grave goods was also associated with magical contagion beliefs and a need for personal comfort, while other motivations, such as social signaling, were less common. Our results suggest that “afterlife use” is a common motivation for grave‐good practices, and that humans possess evolutionarily early intuitions about postdeath consciousness. (shrink)

Categorization and decision making are combined in a task with photorealistic faces. Two different types of face stimuli were assigned probabilistically into one of two fictitious groups; based on the category, faces were further probabilistically assigned to be hostile or friendly. In Part I, participants are asked to categorize a face into one of two categories, and to make a decision concerning interaction. A Markov model of categorization followed by decision making provides reasonable fits to Part I data. A Markov (...) model predicting decision making followed by categorization is rejected. In Part II, a no-parameter model predicts decisions using categorization and decision responses collected in separate trials, suggesting that Part 1 results are not an artifact of the presentation of categorization and decision questions within a single trial. Decisions concerning interaction (defensive/friendly) appear to be based on information from the category decision, and not from the face stimuli alone. (shrink)

In America, White and affluent middle-school students outperform minority students and those of low socioeconomic status on measures of academic performance. This achievement gap is partly attributable to differences in academic engagement. A promising strategy for engaging students is to elicit an academic possible identity: an image of oneself in the future as an accomplished student. Tests of this strategy’s efficacy show mixed results, however. According to Identity-Based Motivation Theory, this is because a salient possible identity enhances goal engagement when (...) it is perceived to be strongly connected to one’s current identity. Still, the connection between temporally remote identities is an abstract concept that students may have difficulty grasping. According to Conceptual Metaphor Theory, this connection may be easier to conceptualize metaphorically in terms of a dissimilar concrete experience – in particular, a physical journey between locations. Integrating these theories, prior studies show that priming a journey-metaphoric framing of an academic possible identity increased academic engagement among college students. The current study tested whether this prime would similarly motivate middle-school students in an economically disadvantaged school setting. Results show that students framing their academic possible identity as a destination on a physical path, versus without a provided metaphor, reported higher academic engagement. This finding extends metaphor priming effects to low-income and minority adolescents, a crucial population in educational research, and points to low-cost, theoretically grounded interventions for boosting academic engagement. (shrink)

Data collection in psychology increasingly relies on “open populations” of participants recruited online, which presents both opportunities and challenges for replication. Reduced costs and the possibility to access the same populations allows for more informative replications. However, researchers should ensure the directness of their replications by dealing with the threats of participant nonnaiveté and selection effects.

According to radical enactivists, cognitive sciences should abandon the representational framework. Perceptuomotor cognition and action control are often provided as paradigmatic examples of nonrepresentational cognitive phenomena. In this article, we illustrate how motor and action control are studied in research that uses reinforcement learning algorithms. Crucially, this approach can be given a representational interpretation. Hence, reinforcement learning provides a way to explicate action-oriented views of cognitive systems in a representational way.