In lieu of an abstract, here is a brief excerpt of the content:Learning from Examples of Civic Responsibility:What Community-Based Art Centers Teach Us about Arts EducationJessica Hoffmann Davis (bio)Introduction/QuestionThroughout the United States, beyond school walls, there struggles and soars a sprawling field of community art centers dedicated to education.1 Most frequently clustered on either coast in bustling urban communities, these centers provide arts training that enriches or exceeds what is offered in schools. They serve artists who need space (...) for work or performance, students who crave instruction and direction, and the broader community that enjoys attendant cultural enrichment. At the core, they create safe havens for arts learning that has been marginalized elsewhere.Unfettered by the demands and constraints of school administrations, these self-designed centers have been of considerable interest to arts education researchers over the last twenty years.2 Largely conceived and staffed by artists, they demonstrate artful alternatives to mainstream education: creative visions of teaching, learning, and assessment. Moreover, the positive impact these centers have had on students considered at risk across a number of variables has caught the attention of researchers looking for better ways to serve our youth.3The location of these centers beyond school walls, like their operation beyond the hours of the school day, would naturally seem to cast them as positive opportunities for extending arts learning that goes on in school. But with school art curricula scarce or in danger of elimination, supplementary options can seem threatening to school arts specialists. Administrators have regarded the opportunities that outside artists and centers provide as sufficient substitutes for a school-based course of sequential instruction in the arts. While vital funding sources encourage and sustain collaboration, a tension persists between the autonomy of outsider arts centers and the integrity [End Page 82] of insider school arts programs. For students disenfranchised from schools, the "otherness" of centers has a certain cachet. For centers unable to afford their own space, school classrooms in after-school hours offer a home base for their offerings and easy access for students. The back and forth across school walls raises opportunities and concerns that have resulted in a range of creative solutions.4 But my interest here is not in the cross-wall meeting of services, but rather in the differences in arts learning on either side of school walls. In the pages that follow, I pose the question, What can schools learn from the arts education provided in the community?In addressing this question, I first mark the differences between arts learning in schools and in the community as a need for justification versus an opportunity for demonstration. I then describe the research from which my thinking and discussion draw and offer a brief overview of the history of community art centers as inspired by and illustrative of civic responsibility. With an eye to what educators and advocates can learn from these community-based efforts, I focus next on three common objections to prioritizing the arts in our schools: value, measurement, and autonomy. Each objection is introduced from a school-based perspective and then reconsidered in light of community-based attitudes and activities.5 In conclusion, I delineate the insights derived from a consideration of community arts education as stimulus for the redirection of educational objectives and advocacy rationales for arts learning in schools.Justification vs. DemonstrationIn its struggle for recognition and place in school settings, arts education has sought justification in terms of its potential to serve the broader educational scene. We ask of classes that provide mounting skills in visual arts, music, or theater, "Yes, but what else does arts learning do? Can it improve student skills in reading, mathematics, or any other subjects that are more traditionally valued?" Such demands may seem unfair. When has math ever been defended for its ability to improve arts performance? Beyond a sense of injustice, claims for arts learning's causal impact on measurable extraneous outcomes (such as improvements in test scores in nonarts academic subjects) are at best most difficult to prove.6In community centers where art is the chosen heart of the matter, students come specifically to study the arts and to benefit from their enhancement of more generalized experience... (shrink)

This article explores the rich and generative spaces poised between Gilles Deleuze’s movement-image and time-image semiotic regimes as laid out in Cinema I: The Movement-Image and Cinema II: The Time-Image. Using a transhistorical approach, this investigation provides insight into the myriad strands that cross between the proposed ‘breaks’ in cinema’s evolution of style and structure. Using the works of Loïe Fuller and Agnes Varda, as well as the theoretical support of theorists such as Walter Benjamin, Henri Bergson, Jean Epstein and (...) Gilles Deleuze himself, this research proposes a new mode of engaging with cinema’s history and semiotic evolution that re-immerses cinema within the ceaseless flow of its duration. In doing so, Deleuze’s historical break between the movement- and time-image regimes becomes an enriched and often contradictory space that offers a reimagining of cinema’s possibilities. (shrink)

The dialogue format in Plato’s works is often described as a method conducive to eliciting interlocutors’ inherent knowledge, or as a tool by which elenchus, valued for its own sake, can be achieved. But to understand Plato in either of these ways is to miss the significance of the dialogue format predominant in his corpus, as well as the metaphysical underpinnings of the dialectic relation. In this essay I interpret the limitations of knowledge in Plato’s corpus as a correlate of (...) one’s claims to independent possession of knowledge. Explicitly, I argue for a Platonic analysis of the individual that bolsters the impetus to use dialogue, rather than instruction, as a primary tool for philosophical inquiry and for education in general. Plato’s criterion for doing philosophy well involves not only a subjective willingness to question one’s beliefs and to live by one’s vision, but also an objective demand to coordinate one’s beliefs with those of others –and ultimately– to acknowledge the interdependence of one’s own reality with that of others. (shrink)

Social egalitarianism holds that individuals ought to have equal power over outcomes within relationships. Egalitarian philosophers have argued for this ideal by appealing to features of political society. This way of grounding the social egalitarian principle renders it dependent on empirical facts about political culture. In particular, egalitarians have argued that social equality matters to citizens in political relationships in a way analogous to the value of equality in a marriage. In this paper, we show how egalitarian philosophers are committed (...) to psychological premises, and then illustrate how to test the social egalitarian’s empirical claims. Using a nationally representative survey experiment, we find that citizens will sometimes prioritize equality over competing values, but that the weight of social equality diminishes when moving from personal to political cases. These findings raise questions for thinking about how to explain the normative significance of social equality. (shrink)

In the December 2006 edition of Harvard Business Review , Michael Porter and Mark Kramer argue that by approaching corporate social responsibility (CSR) based on corporate priorities, strengths and abilities, firms can develop socially and fiscally responsible solutions to current CSR issues, which will provide operational and competitive advantages. We agree that an effective approach to CSR includes a mapping of strategy, risk and opportunity. However, we also caution that the identification of these to the exclusion of societal input may (...) not be to the corporation's advantage. Instead, an investment in both strategic analysis and social capital can pay off from a social and an organizational standpoint. Compared with their larger counterparts, small- and medium-sized enterprises (SMEs) frequently have stronger relationships with their internal and external stakeholders that foster the development of social capital. As such, we believe that the sector offers a unique opportunity to identify additional models and frameworks in order to approach a strategic CSR model as espoused by Porter and Kramer. This paper explores a case study of one Canadian SME that uses a community development framework called Asset Based Community Development (ABCD) for its CSR programming. Because ABCD relies heavily on the development and maintenance of social capital and can be utilized to attain set objectives, we propose that it provides a supplementary framework through which the arguments of Porter and Kramer can be expanded. In applying the ABCD framework for CSR, we can begin to establish a programme that supports strategy, integrates employees and stakeholders towards a common vision, and creates unique and sustainable alternatives towards the resolution of social and corporate goals. (shrink)

Cognitive reappraisal is an important emotion regulation strategy that shows considerable developmental change in its use and effectiveness. This paper presents a systematic review of the evidence base regarding the development of cognitive reappraisal from early childhood through adolescence and provides methodological recommendations for future research. We searched Scopus, PsycINFO, and ERIC for empirical papers measuring cognitive reappraisal in normative samples of children and youth between the ages of 3 and 18 years published in peer-reviewed journals through August 9th, 2018. (...) We identified 118 studies that met our inclusion criteria. We first present a quantitative review of the methodologies used to investigate cognitive reappraisal in children and adolescents, with attention to variations in methodologies by the sample age range. We then present a qualitative review of findings with attention to: the age at which children begin to effectively use cognitive reappraisal to regulate their emotions, and developmental changes in cognitive reappraisal from early childhood through adolescence. We consider how methodological differences may contribute to inconsistencies in findings, highlight gaps in the literature that remain to be addressed, and make recommendations for future directions. (shrink)

Humans, animals, and the environment face a universal crisis: antimicrobial resistance. Addressing AR and its multi-disciplinary causes across many sectors including in human and veterinary medicine remains underdeveloped. One barrier to AR efforts is an inconsistent process to incorporate the plenitude of stakeholders about what AR is and how to stifle its development and spread—especially stakeholders from the animal agriculture sector, one of the largest purchasers of antimicrobial drugs. In 2019, The Wellcome Trust released Reframing Resistance: How to communicate about (...) antimicrobial resistance effectively, which proposed the need to establish a consistent and harmonized messaging effort that describes the AR crisis and its global implications for health and wellbeing across all stakeholders. Yet, Reframing Resistance does not specifically engage the animal agriculture community. This study investigates the gap between two principles recommended by Reframing Resistance and animal agriculture stakeholders. For this analysis, the research group conducted 31 semi-structured interviews with a diverse group of United States animal agriculture stakeholders. Participants reported attitudes, beliefs, and practices about a variety of issues, including how they defined AR and what entities the AR crisis impacts most. Exploration of Reframing Resistance’s Principle 2, “explain the fundamentals succinctly” and Principle 3, “emphasis that this is universal issue; it can affect anyone, including you” reveals disagreement in both the fundamentals of AR and consensus of “who” the AR crisis impacts. Principle 2 may do better to acknowledge that animal agriculture stakeholders espouse a complex array of perspectives that cannot be summed up in a single perspective or principle. As a primary tool to combat AR, behavior change must be accomplished first through outreach to stakeholder groups and understanding their perspectives. (shrink)

Many are calling for concrete mechanisms of oversight for health research involving artificial intelligence (AI). In response, institutional review boards (IRBs) are being turned to as a familiar model of governance. Here, we examine the IRB model as a form of ethics oversight for health research that uses AI. We consider the model's origins, analyze the challenges IRBs are facing in the contexts of both industry and academia, and offer concrete recommendations for how these committees might be adapted in order (...) to provide an effective mechanism of oversight for health‐related AI research. (shrink)

Researchers and non-commercial institutions negotiate complex legislation and guidance when planning and conducting research studies. The documents and processes required differ across nations and their regulatory bodies and it can be challenging to conduct an international study, especially for non-commercial organisations. In this study, colleagues from Japan and the UK worked closely together focusing on the legislation, organisations, trial processes, ethics review and quality assurance frameworks of clinical trials in two countries, the UK, demonstrated on the model of practices in (...) the University of Bristol and University Hospital Bristol NHS Foundation Trust, and Japan, based on the model in Kyoto University Hospital. Although the ICH tripartite guidelines were developed with participation from both the EU and Japan the set-up and approval processes for clinical trials are different between the two countries while the expectations for quality assurance are similar. We will argue that the f... (shrink)

Earp, Lewis, and Hart write about the racism entrenched in policies criminalizing drug use and possession and describe the disparate impact that these policies have on certain racialized com...

Davies and Wright have recently diagnosed the felt inadequacy of Moore’s response to the sceptic in terms of a failure of transmission of warrant. They argue that warrant fails to transmit across the following key inference: I have hands, if I have hands then I am not a BIV, so I am not a BIV, on the grounds that this inference cannot be used to rationally overcome doubt about its conclusion, and cannot strengthen one’s epistemic position with respect to the (...) conclusion. Here, for the sake of argument, I grant that the inference can neither rationally overcome doubt about its conclusion nor strengthen one’s epistemic position with respect to the conclusion, and examine whether, and in what way, this undermines.. (shrink)

Dear Readers,This is a time of many transitions for JNS and of exciting new developments in Nietzsche studies. Since 2011, I have had the pleasure and the privilege of working as an Associate Editor under Christa Davis Acampora, and as I now step into her editorial role, I know you will join me in thanking her for service to the journal, where her wise stewardship has secured its reputation as the preeminent venue for English-language scholarship on Nietzsche’s thought and (...) work. Her efforts have increased submissions, kept acceptances competitive, encouraged scholarly accuracy, consistency, and rigor, and enhanced the visibility of the journal through electronic distribution services that have made it an ever more... (shrink)

It is commonly supposed that metaphysical modal claims are to be evaluated with respect to a single domain of possible worlds: a claim is metaphysically necessary just in case it is true in every possible world, and metaphysically possible just in case it is true in some possible world. We argue that the standard understanding is incorrect; rather, whether a given claim is metaphysically necessary or possible is relative to which world is indicatively actual. We motivate our view by attention (...) to discussions in Salmon 1989 and Fine 2005, in which various data are taken to support rejecting the transitivity of accessibility and modal monism ; we argue that relativized metaphysical modality can accommodate these data compatible with both standard modal logic and modal monism. Noting an analogy with two-dimensional semantics, we argue that metaphysical modality has a complex structure, reflecting what is counterfactually possible, relative to each indicatively actual world. In arguing for the need for relativization, we are broadly on the same side as Crossley and Humberstone and Davies and Humberstone ; our contribution here is, first, to offer distinctively metaphysical reasons for relativization, and second, to show that relativization can be incorporated in ways minimally departing from standard modal logic. (shrink)

The governance of human (germline) genome modification at the international and transnational level -- The regulation of human germline genome modification in Canada (E Kleiderman) -- The regulation of human germline genome modification in the United States (Kerry Macintosh) -- The regulation of human germline genome modification in Mexico (M Medina Arellano) -- The regulation of human germline genome modification in Europe (J Almqvist, C Romano) -- The regulation of human germline genome modification in the United Kingdom (J Lawford Davies) (...) -- The regulation of human germline genome modification in Germany (T Faltus). (shrink)

In this paper we use a critically reflective research approach to analyze our efforts at transformative learning in food systems education in a land grant university. As a team of learners across the educational hierarchy, we apply scholarly tools to the teaching process and learning outcomes of student-centered inquiries in a food systems course. The course, an interdisciplinary, lower division undergraduate course at the University of California, Davis is part of a new undergraduate major in Sustainable Agriculture and Food (...) Systems. We provide an overview of the course’s core elements—labs, exams, assignments, and lectures—as they relate to social constructivist learning theory and student-centered inquiries. Then, through qualitative analysis of students’ reflective essays about their learning experiences in the course, we demonstrate important transformative outcomes of student-centered inquiries: (1) most students confronted the commodity fetish and tried to reconcile tensions between what the food system is and ought to be, and (2) students repositioned themselves, their thinking, and social deliberation in relation to the food system. Students’ reflections point to the power of learning that emerges through their inquiry process, including in the field, and from critical self-reflection. We also highlight the importance of reflective essays in both reinforcing experiential learning and in helping instructors to better understand students’ learning vis-à-vis our teaching. (shrink)

The construct of wellbeing has been criticised as a neoliberal construction of western individualism that ignores wider systemic issues such as inequality and anthropogenic climate change. Accordingly, there have been increasing calls for a broader conceptualisation of wellbeing. Here we impose an interpretative framework on previously published literature and theory, and present a theoretical framework that brings into focus the multifaceted determinants of wellbeing and their interactions across multiple domains and levels of scale. We define wellbeing as positive psychological experience, (...) promoted by connections to self, community and environment, supported by healthy vagal function, all of which are impacted by socio-contextual factors that lie beyond the control of the individual. By emphasising the factors within and beyond the control of the individual and highlighting how vagal function both affects and are impacted by key domains, the biopsychosocial underpinnings of wellbeing are explicitly linked to a broader context that is consistent with, yet complementary to, multi-levelled ecological systems theory. Reflecting on the reciprocal relationships between multiple domains, levels of scale and related social contextual factors known to impact on wellbeing, our GENIAL framework may provide a foundation for a transdisciplinary science of wellbeing that has the potential to promote the wellbeing of individuals while also playing a key role in tackling major societal challenges. (shrink)

In this paper, I defend the agent/patient distinction against critics who argue that causal interactions are symmetrical. Specifically, I argue that there is a widespread type of causal interaction between distinct entities, resulting in a type of ontological asymmetry that provides principled grounds for distinguishing agents from patients. The type of interaction where the asymmetry is found is when one of the entities undergoes a change in kind, structure, powers, or intrinsic properties as a result of the interaction while the (...) other does not. Interactions of this type are widespread in molecular biology and chemistry. I focus specifically on (i) the actions of enzymes on substrates and (ii) water molecules breaking the bonds of polarized molecules. Finally, I respond to objections by laying out and to a limited extent defending three commitments of my account: emergent entities and powers, realism about chemical kinds or structures, and the assumption of the agent/patient distinction in functional attributions in biology. (shrink)

Paul Davis explores the personal and cultural significances of translating as a distinctive mode of imaginative conduct for the five principal poet-translators of what was the golden age of the art in England: John Denham, Henry Vaughan, Abraham Cowley, John Dryden, and Alexander Pope.

As the central figure of the third generation of the Kyoto School of modern Japanese philosophy, UEDA Shizuteru 上田閑照 has not only followed in the footsteps of his predecessors, NISHIDA Kitarō 西田幾多郎 and NISHITANI Keiji 西谷啓治, but has taken several strides forward in their shared pursuit of what can be called a “philosophy of Zen.” The “of” in this phrase should be understood as a “double genitive,” that is, in both its objective and subjective senses. Ueda not only philosophizes about (...) Zen, he also philosophizes from Zen. Like Nishida and Nishitani before him, he has devoted himself to the practice of Zen as well as to the study of Western philosophy. However, what does it mean to speak, much less philosophize, about Zen experience? Ueda has in fact concentrated much of his attention on questions concerning the relation between Zen and philosophy or, more generally, between experience and language. Any development of a “philosophy of Zen,” Ueda recognizes, must begin with the question of what it means to “speak of experience.” What does it mean to express, that is, to speak from and about experience? This question has been at the heart of Ueda’s philosophical path from the beginning. His many works on this topic include a seminal early essay “Zen and Language,” later re-titled “The Language of Zen”, articles written in German including “Awakening in Zen Buddhism as a Word-Event”, and a recent article, “Language in a Twofold World,” which Ueda put together to represent his thought in a major anthology of Japanese philosophy. In these and other works, Ueda convincingly demonstrates that the question of the relation between language and experience has always been a pivotal issue for the Zen tradition itself. He also shows how this tradition can help us, in the wake of the “linguistic turn” in philosophy, to return afresh to this fundamental question. (shrink)

To address what I call the “Uniformity”, “Capriciousness”, and “Reducibility” objections, recent agent-causation theories hold that agent-causation is a type of substance causation. Substance causation consists in substances producing effects by exercising or manifesting their powers. Importantly, these versions of agent-causation assume a realist metaphysics of powers, where powers are properties of substances that can exist unmanifested. However, the realist theories of powers that agent-causal theories have relied upon explicitly hold that powers—rather than their substances—are causes. Substances are merely derivative (...) causes, as the bearers of powers. Critics therefore argue that agent-causation is reducible to causation by the agent’s powers. In this paper, I argue that agent-causation is reducible to causation by the agent’s powers only if powers are self-exemplifying properties. I also offer reasons for why powers—especially agent-causal powers—are non-self-exemplifying properties, in support of the irreducibility of agent-causation. (shrink)

Two experiments investigated the mechanism by which listeners adjust their interpretation of accented speech that is similar to a regional dialect of American English. Only a subset of the vowels of English (the front vowels) were shifted during adaptation, which consisted of listening to a 20‐min segment of the “Wizard of Oz.” Compared to a baseline (unadapted) condition, listeners showed significant adaptation to the accented speech, as indexed by increased word judgments on a lexical decision task. Adaptation also generalized to (...) test words that had not been presented in the accented passage but that contained the shifted vowels. A control experiment showed that the adaptation effect was specific to the direction of the shift in the vowel space and not to a general relaxation of the criterion for what constitutes a good exemplar of the accented vowel category. Taken together, these results provide evidence for a context‐specific vowel adaptation mechanism that enables a listener to adjust to the dialect of a particular talker. (shrink)

Aim of the study was to analyze the posttraumatic stress disorder risk nurses, detecting the relationship between distress experience and personality dimensions in Italian COVID-19 outbreak. A cross-sectional study was conducted based on 2 data detection. Mental evaluation was carried out in Laboratory of Clinical Psychology on n.69 nurses in range age 22–64 years old. Measurement was focused on symptoms anxiety, personality traits, peritraumatic dissociation and post-traumatic stress for all participants. No online screening was applied. Comparisons within the various demographic (...) characteristics demonstrated few significant differences between groups on DASS-21, PDEQ, and ISE-R scores. Correlation analysis was performed among PDEQ, DASS-21, BFI-10 and IES-R and confirmed between anxiety and peritraumatic dissociation and post-traumatic stress; then anxiety is positively correlated to agreeableness variable of BFI-10 test. The emotional distress was protracted overtime but in long-term personality traits resulted mediator facing subjective stress. Our finding drew details for protective and predictive risk factors as well as mental health issues of nurses dealing with pandemic: healthcare workers faced the protracted challenge caring COVID-19 patients over and over again: in short time the impact was relevant, and the prolonged exposition to the stressor was tackled by personal resources such as personality traits. (shrink)

“Public Trust in Expert Knowledge: Narrative, Ethics, and Engagement” examines the social, cultural, and ethical ramifications of changing public trust in the expert biomedical knowledge systems of emergent and complex global societies. This symposium was conceived as an interdisciplinary project, drawing on bioethics, the social sciences, and the medical humanities. We settled on public trust as a topic for our work together because its problematization cuts across our fields and substantive research interests. For us, trust is simultaneously a matter of (...) ethics, social relations, and the cultural organization of meaning. We share a commitment to narrative inquiry across our fields of expertise in the bioethics of transformative health technologies, public communications on health threats, and narrative medicine. The contributions to this symposium have applied, in different ways and with different effects, this interdisciplinary mode of inquiry, supplying new reflections on public trust, expertise, and biomedical knowledge. (shrink)

The causal theory of reasons holds that acting for a reason entails that the agents action was caused by his or her beliefs and desires. While Donald Davidson (1963) and others effectively silenced the first objections to the theory, a new round has emerged. The most important recent attack is presented by Jonathan Dancy in Practical Reality (2000) and subsequent work. This paper will defend the causal theory against Dancy and others, including Schueler (1995), Stoutland (1999, 2001), and Ginet (2002).Dancy (...) observes that our reasons are neither psychological states nor causes, and that our reasons can be both motivating and normative. I argue that these observations are fully compatible with the causal theory. According to the reductive version I develop for both cognitive and optative reasons, what it is for an action to be done for a reason is for certain beliefs and desires to cause the action in a particular way. Our reasons for action are the objects of some of those beliefs and desires. The causal process has two stages. This theory explains not only Dancys observations, but also many other facts about reasons that alternative theories leave unexplained. I argue against Schueler and others that the non-appetitive desires entailed by acting for reasons are no less distinct and independent causal factors than the beliefs entailed. I go on to rebut arguments that the relation between psychological states and actions cannot be causal because it is non-empirical, rational, normative, or non-deterministic, and that explanations in terms of psychological causes are incompatible with explanations in terms of reasons. (shrink)

According to Peter Galison , science has a highly fractionated structure with multiple sub-sub-disciplines, each with its own agenda. Cooperative trading between groups is necessary for most scientific work to move forward, and it is this trading that preserves the stability of science. We argue that it is not trading per se, but trading in a gift economy that guarantees stability. We support our claims with an examination of contemporary work on magnetic resonance imaging instrumentation. Specifically, we consider: How a (...) feature improvement, intended to reduce scan time, led to substantial medical mis-diagnosis; How a technical error, when corrected, created a consumer crisis in which radiologists preferred technically flawed instruments; How new magnetic resonance theory radically altered the physical interpretation of MRI images; How the MRI instrument at first was financially supported by, and--ironically--ultimately invalidated, the accepted understanding of the nature, source and management of chronic back pain. Ultimately there are three reasons stability requires gifting. First, without a general sense of shared purpose traders will not be committed to mutual engagement; profit does not provide an adequate shared purpose for the MRI community. Second, stability requires trust, and profits are not an adequate foundation for trust. Finally, knowledge is a gift that will not keep on giving if treated simply as a source of profit. (shrink)

Moral realists often assume that folk intuitions are predominantly realist, and they argue that this places the burden of proof on antirealists. More broadly, appeals to intuition in metaethics typically assume that folk judgments are generally consistent across individuals, such that they are at least predominantly something, if not realist. A substantial body of empirical work on moral objectivism has investigated these assumptions, but findings remain inconclusive due to methodological limitations. Objectivist judgments classify individuals into broad categories of realism and (...) antirealism, but they do not address more specific conflicts in the metaethical literature between different types of realism and antirealism, such as between nonnaturalism and divine command theory, or between noncognitivism and error theory. Further, the data currently show that the folk are objectivists about some moral claims but not others, raising questions that have not been addressed in previous studies about how much of the moral domain is judged to be objective, and about how endorsements of different types of realism and antirealism are distributed among different types of moral claims. Here, I present a new survey that addresses these limitations. The results challenge both of the empirical assumptions identified above, with important implications for metaethical methodology. (shrink)

The first code of professional ethics must: (1)be a code of ethics; (2) apply to members of a profession; (3) apply to allmembers of that profession; and (4) apply only to members of that profession. The value of these criteria depends on how we define “code”, “ethics”, and “profession”, terms the literature on professions has defined in many ways. This paper applies one set of definitions of “code”, “ethics”, and “profession” to a part of what we now know of the (...) history of professions, there by illustrating how the choice of definition can alter substantially both our answer to the question of which came first and (more importantly) our understanding of professional codes (and the professions that adopt them). Because most who write on codes of professional ethics seem to take for granted that physicians produced the first professional code, whether the Hippocratic Oath, Percival’s Medical Ethics, the 1847 Code of Ethicsof the American Medical Association (AMA), or some other document, I focus my discussion on these codes. (shrink)

Among the many problems posed by Peirce's concept of abduction is how to determine the scope of this form of inference, and how to distinguish different types of abduction. This problem can be illustrated by taking a look at one of his best known definitions of the term:Abduction is the process of forming an explanatory hypothesis. It is the only logical operation which introduces any new idea; for induction does nothing but determine a value, and deduction merely evolves the necessary (...) consequences of a pure hypothesis.The second half of this quote is not part of the definition, but an explanation of it. However, it adds something to this definition because it says implicitly that there are only three logical.. (shrink)

Being open to persuasion can help show respect for an interlocutor. At the same time, open-mindedness about morally objectionable claims can carry moral as well as epistemic risks. Our aim in this paper is to specify when there might be duty to be open to persuasion. We distinguish two possible interpretations of openness. First, openness might refer to a kind of mental state, wherein one is willing to revise or abandon present beliefs. Second, it might refer to a deliberative practice, (...) according to which one is willing to engage with opposing reasons. We suggest these two interpretations are conceptually and empirically distinct. Once disambiguated, we suggest that different contexts may make different forms of openness appropriate as expressions of respect. (shrink)

The starting point of this paper is Sellars’s rejection of foundationalist empiricism as found in his discussion of the Myth of the Given. Sellars attacks the Myth from two main angles, corresponding to the two elements of empiricism: the idea that our beliefs are justified by the world, and the idea that our concepts are derived from experience. In correctly attacking the second, Sellars is also, incorrectly, led to attack the first. Thus, Sellars rejects the commonsensical idea that at least (...) some of our ideas can be justified by appeal to the empirical world. My purpose is to examine why Sellars is led to this point, and how the same assumptions that lead him there also operate in his followers, such as Brandom, Rorty and McDowell. I then show how a rejection of these assumptions gives us a way around this problem that does not fall back into foundationalism. (shrink)