Based on brain imaging findings, we present a model according to which addiction emerges as an imbalance in the information processing and integration among various brain circuits and functions. The dysfunctions reflect (a) decreased sensitivity of reward circuits, (b) enhanced sensitivity of memory circuits to conditioned expectations to drugs and drug cues, stress reactivity, and (c) negative mood, and a weakened control circuit. Although initial experimentation with a drug of abuse is largely a voluntary behavior, continued drug use can eventually (...) impair neuronal circuits in the brain that are involved in free will, turning drug use into an automatic compulsive behavior. The ability of addictive drugs to co‐opt neurotransmitter signals between neurons (including dopamine, glutamate, and GABA) modifies the function of different neuronal circuits, which begin to falter at different stages of an addiction trajectory. Upon exposure to the drug, drug cues or stress this results in unrestrained hyperactivation of the motivation/drive circuit that results in the compulsive drug intake that characterizes addiction. (shrink)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case study uses primary data (...) from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

This scholarly inquiry examines the interplay between artificial intelligence (AI) and academic integrity within higher education. Through a comprehensive synthesis of academic literature, the study delves into the multifaceted implications of AI tools on academic practices, pedagogical approaches, and the evolving landscape of academic integrity within higher education. The findings, derived from an extensive analysis of scholarly works, offer profound insights into the challenges posed by the integration of AI in higher education. The impact on academic dishonesty, the nuances of (...) pedagogical shifts, and the dynamic relationship between students and AI are scrutinized, contributing to a nuanced comprehension of the intricate dynamics within the academy. (shrink)

Industry-funded religious liberty legal groups have sought to undermine healthcare policy and law while simultaneously attacking the rights of sexual and gender minorities. Whereas past scholarship has tracked religiously-affiliated healthcare providers’ growing political power and attendant transformations to legal doctrine, our account emphasizes the political donors and visionaries who have leveraged religious providers and the U.S. healthcare system’s delegated structure to transform social policy and bureaucratic agencies more generally.

The article is a commentary to Susan Haack’s The Whole Truth and Nothing but the Truth. It consists of two parts. In the first one some doubts about Haack’s conception of partiality of truth are formulated. However, Haack’s concept of truth is treated as one of the assumptions and not brought up for discussion. In the second part of the article a simple typology of possible sources of truth’s partiality in science is presented. The list includes deliberate and unintentional omissions, (...) misleading, lack of scientific interest, unattainability, and epistemological problems with truth and realism. (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling (...) defense of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

Life typically becomes an object of reflection when it is seen to be under threat. In particular, humans have a tendency to engage in thinking about life (instead of just continuing to live it) when being confronted with the prospect of death: be it the death of individuals due to illness, accident or old age; the death of whole ethnic or national groups in wars and other forms of armed conflict; but also of whole populations, be they human or nonhuman. (...) Even though Minimal Ethics for the Anthropocene is first and foremost concerned with life--understood as both a biological and social phenomenon--it is the narrative about the impending death of the human population (i.e., about the extinction of the human species), that provides a context for its argument. "Anthropocene" names a geo-historical period in which humans are said to have become the biggest threat to life on earth. However, rather than as a scientific descriptor, the term serves here primarily as an ethical injunction to think critically about human and nonhuman agency in the universe. Restrained in tone yet ambitious in scope, the book takes some steps towards outlining a minimal ethics thought on a universal scale. The task of such minimal ethics is to consider how humans can assume responsibility for various occurrences in the universe, across different scales, and how they can respond to the tangled mesh of connections and relations unfolding in it. Its goal is not so much to tell us how to live but rather to allow us to rethink "life" and what we can do with it, in whatever time we have left. The book embraces a speculative mode of thinking that is more akin to the artist's method; it also includes a photographic project by the author."--Publisher's description. (shrink)

This chapter is a work in applied metaphysics. Recent discussions of monism and metaphysical dependence are deployed to develop a view—the doctrine of divine priority (DDP)—that is a viable alternative to the doctrine of divine simplicity (DDS). DDS and the traditional motivation for it are discussed, then DDP is introduced by way of an analogy involving Jonathan Schaffer’s distinction between two forms of monism. It is argued that DDP is an alternative to DDS by showing that it is consistent with (...) the traditional motivation for the latter view, and argued that DDP is a viable alternative by showing that objections to its peculiar implications rest on assumptions that can reasonably be rejected. In the concluding section, the findings of the main discussion are summarized and DDP’s potential theological import is illustrated with a brief discussion of a possible solution to the Problem of the Trinity it affords. (shrink)

Reading is an affective and reflective relationship with a text, whether it is a new, groundbreaking monograph or one of those books that keeps getting pulled off the shelf year after year. Unlike traditional reviews, the pieces in this section may veer off in new directions as critical reading becomes an extended occurrence of thinking, being, and creation. Retromania: Pop Culture’s Addiction to Its Own Past, by Simon Reynolds. New York: Faber and Faber, 2011.

Youths with disruptive behavior disorders and psychopathic traits showed reduced amygdala responses to fearful expressions under low attentional load but no indications of increased recruitment of regions implicated in top- down attentional control. These findings suggest that the emotional deficit observed in youths with disruptive behavior disorders and psychopathic traits is primary and not secondary to increased top- down attention to nonemotional stimulus features.

This commentary critiques the publish-or-perish culture in business academia, driven by accreditation requirements, which pressures faculty to prioritize quantity over quality in research. It examines the impact of these pressures on research credibility and the rise of predatory journals. Ethical concerns regarding the necessity and impact of the resulting research are discussed. The article calls for reevaluating research priorities and advocating for high-quality, impactful studies that address significant business and societal challenges. By fostering ethical research practices and combating predatory journals, (...) business academia can enhance the credibility and relevance of its contributions. (shrink)

Originally published by Ballinger, this book is a result of an Atlantic Council study of U.S. international relationships on energy. It examines the uncertainties of a political, strategic, economic, and technological nature that are involved in energy supply, as well as the unavoidable certainty of finite resources.

For her entire childhood, Joanna's father, Bob, had a ritual: wake up at dawn, walk the dog, and sit down at the kitchen table with a blank pad of paper and plenty of colored markers to craft notes for his two children. Over the years, word games and puzzles for five-year-olds morphed into thoughtful guidance and reflections for his teenagers approaching adulthood. Now, with more than 3,500 of her father's colorful notes in hand, Joanna has decided that the (...) lessons tucked inside are worth sharing. Folded Wisdom highlights the collection of Bob's notes, telling a story filled with universal values that encourages meaningful self-reflection about how we all face successes and failures; express happiness and sadness; and communicate frustration, praise, and love to one another. Heartfelt and full of possibility for the future, a father's folded notes and drawings are timeless reminders of love. (shrink)

A study of the future of feminism calls for a return to the radical roots of feminism's direct political struggle during the 1960s and early 1970s and a move away from the de-politicized focus on women's psychology and personal relations of today.

Heidegger and ethics is a contentious conjunction of terms. Martin Heidegger himself rejected the notion of ethics, while his endorsement of Nazism is widely seen as unethical. This major new study examines the complex and controversial issues involved in bringing them together. By working backwards through his work, from his 1964 claim that philosophy has been completed to _Being and Time_, his first major work, Joanna Hodge questions Heidegger's denial that his enquires were concerned with ethics. She discovers a (...) form of ethics in Heidegger's thinking which elucidates his important distinction between metaphysics and philosophy. Against many contemporary views, she proposes therefore that ethics can be retrieved and questions the relation between ethics and metaphysics that Heidegger had made so pervasive. (shrink)

This innovative book explores one of the most important concepts in contemporary cultural debates: the sublime. Joanna Zylinska looks at the consequences of feminism and its rethinking of sexual differences, and how it has led to the sublime tradition. She argues that what is generally considered aesthetics can now be more productive thought of in terms of ethics instead. Looking at a range of diverse discourses—Orlan's carnal art, philosophies of the everyday, the French feminism of Cixous and Irigaray, and (...) the gender theory of Judith Butler—Zylinska intertwines the boundaries of cultural theory and textual practice to produce an ethics of the feminine sublime. (shrink)

The paper open with an outline of Roger Bacon’s linguistic interests. He claimed that the knowledge of languages is the propedeuctics of any knowledge because it is formulated in the Hebrew, Greek, and Arabic languages, and no translation can fully render the original text. There are also other reasons for which the knowledge of languages is necessary for the functioning of the Church, e.g. in the Liturgy or for missionary purposes. Bacon distinguished three stages of the command of a language, (...) and the second is the skill of translation postulated for each person that studies philosophical and theological texts. This programme was too idealistic and, if only for the scarcity of original texts, it could not be carried out on a broader scale in medieval universities doomed to use Latin translations. And these translations were so negatively evaluated by Roger Bacon. He referred to his knowledge of some details that showed the translators’ incompetence. Then the paper discusses Bacon’s opinions on medieval translators. It indicates Bacon’s chronological mistakes and his lack of information with reference to many facts about the translator’s movements. It provides some possible reasons for Bacon’s ignorance and his harsh evaluation of that movement. There were the following reasons for that: he distanced himself from some learned information due to the fact that Aristotle had for many decades been condemned in Paris, there were excessive expectations in relation to the alleged astronomic and astrological knowledge of Aristotle, and its lack was painful for this scholar. He failed to be aware of the vagueness of Aristotle’s original text due to, among other things, only a rudimentary knowledge of Greek that Roger Bacon had, and Greek original texts were inaccessible. One may also mention a tendency typical of Bacon to trace causes of mistakes and his fear of being rush in creating authorities. Bacon’s testimony concerning William of Moerbeke is discussed in detail. This was done with a view to show that Bacon conveys some information that is not true and some that can be regarded as trustworthy or hypothetical in further research on the life and literary work of this medieval translator. The unique piece of information is that William of Moerbeke decided to revise the ancient translations of Aristotle’s writings. Bacon’s negative opinion about William’s translator’s skills must be treated as unjust, although contemporary research shows that, despite his indisputable accomplishments, William’s translations have some drawbacks. Accordingly, we cannot completely reject Roger Bacon’s testimony. (shrink)

Belief in the “unholy trinity” of reductionism, nominalism, and naturalism is at the rootof much anti-religious thought, whether consciously or not. Taken together, these doctrines, in the extreme form in which they are usually held, preclude any belief in the spiritual, and thus any type of theistic interpretation of science, such as theistic evolution.There are two basic approaches to resolving the science-religion conflict posed by the unholy trinity. The first involves rejection of branch or conclusion of science, as is done (...) byCreationists. The second is to deny the scope implicitly assumed for science by the unholytrinity. This is done at the direct observational level by those such as the Intelligent Designschool, and at a deeper, more indirect level by most advocates of theistic evolution. But theunholy trinity itself has many serious problems, both with respect to science and philosophy. It tends to channel scientific thought and procedures into certain directions, and keepthem from others, quite independently of empirical evidence, thus imposing an intolerableburden on science, which can operate quite well on much weaker metaphysical assumptions. The unholy trinity also rests on erroneous assumptions about the nature of the real,about epistemology, and about metaphysics. Utilizing the philosophy of Xavier Zubiri, it ispossible to clarify the nature of those assumptions, and why they are wrong.Creencia en la “trinidad impía” de reduccionismo, nominalismo, y naturalismo es la ra-íz de mucho pensamiento anti-religioso, si conscientemente o no. Tomadas juntas, estasdoctrinas, en la forma extrema en la que normalmente se sostienen, evitan cualquier creencia en lo espiritual, y así cualquier tipo de interpretación teística de la ciencia, como la evolución teística. Hay dos caminos para resolver el conflicto ciencia-religión basado in la trinidad impía. El primero requiere un rechazo de una rama o conclusión de ciencia, comohacen los creacionistas. El segundo es negar el alcance asumido implícitamente para laciencia por parte de la trinidad impío. Esto se hace al nivel de observacion directa por laescuela del Designo Inteligente, y a un nivel más profundo, más indirecto por la mayoría delos partidarios de evolución teística. Pero la propia trinidad impía tiene muchos problemasserios, con la ciencia y con la filosofía. Tiende a encauzar el pensamiento y los procedimientos científicos en ciertas direcciones, bastante independientemente de evidencia empí-rica, así imponiendo una carga intolerable sobre la ciencia, que puede operar con suposiciones metafísicas mucho más débiles. La trinidad impía también rebasa sobre suposiciones erróneas en torno a la naturaleza de la realidad, sobre la epistemología, y sobre la metafísica. Utilizando la filosofía de Xavier Zubiri, es posible clarificar la naturaleza de esassuposiciones, y por qué ellos están equivocados. (shrink)

Roy Sorensen has discussed a scenario he calls 'the Disappearing Act', introduced a puzzle based on this scenario, and offered a solution to this puzzle. We argue against Sorensen's solution and offer our own.

Zubiri was especially keen on unde rstanding what mathematics is, and what literature is,not in the operational terms often employed to describe them, but as knowledge about reality. Through his philosophy of sentient intelligence, he came to understand that in bothcases, a new reality is created which is then explored, and the essential ingredient ispostulation. This insight was only possible because Zubiri recognized that reality is not azone of things, but formality. Zubiri’s notion of postulated reality can be extended to (...) a thirdarea, political theory, where analysis reveals that key realities are postulated by the action of politically empowered entities, usually states. However, postulated reality in thisarea differs in some important ways from mathematics and literature. Zubiri tuvo gran interés en entender qué es la matemática, y qué es la literatura, no ensentido funcional, sino en sentido de saber acerca de la realidad. Por su filosofía de inteligencia sentiente, llegó a entender que en ambos casos, se crea una realidad nueva que seexplora después, y el ingrediente esencial es la postulación. Tal percepción solo fue posibleya que Zubiri se dio cuenta de la realidad no es una zona de cosas, sino formalidad. Su noción de realidad por postulación se puede extender a un campo tercero, la teoría de la polí-tica, donde el análisis revela que las realidades claves son postulados por acción de entidades autorizadas políticamente, en general, estados nacionales. Pero, la realidad postuladaen este campo difiere de la matemática y de la literatura en sentidos importantes. (shrink)

(Updated 5/23/24) This unpublished paper, which readers should feel free to cite, is posted primarily for the historical record. In recent work that has, deservedly, received some attention, Paul R. Daniels presents and defends a non-standard theory of persistence that he dubs transdurantism, according to which persisting objects are temporally extended simples. This is exactly what I do in work dating back to Spring 2004. (This work includes this version of this paper, as well as later version that was presented (...) to the University of Rochester's Philosophy Department in 2005.) While this might be a total coincidence, I doubt that it is, especially given that 'transdurantism' appears as a name for a theory of persistence associated with me in at least two places in the literature, one of which includes a citation of this paper. The paper begins with a discussion of what I call 'locative relations' (the relations borne by material objects to the regions of space and time they occupy), which draws relevant distinctions that others have failed to draw. The results of this discussion are then used in constructing spatial analogues for the three established theories of persistence--endurantism, perdurantism, and exdurantism--as well as for transdurantism. Next, these four views concerning persistence are explicitly formulated and a defense of their formulation is offered. Finally, transdurantism's advantages and disadvantages relative to the other theories are discussed. The main goal of the paper is to challenge the trichotomy between the established theories by arguing that transdurantism is also a viable view concerning persistence through time. [Note: Befitting its status as a historical document, with the exception of some light editing to fix typos that might impede understanding, no changes have been made to the paper.]. (shrink)

Climate change exacts a devastating toll on health that is rarely incorporated into the economic calculus of climate action. By aligning health and environmental policy and collaborating across borders, governments and industries can develop powerful initiatives to promote both environmental and human health.

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather (...) than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy. (shrink)

MORAL COMMITMENT OF THE REALISTIC, MODERNIST AND POSTMODERN NOVEL S u m m a r y The present paper discusses moral ideas expressed in the contemporary novel of the realistic, modernist and postmodern conventions. More precisely, it tries to define how the poetics of a given convention determines the novel’s ethical thought. It is argued that both the modernist and postmodern fiction, which are often perceived as amoral or relativist, are morally committed, though perhaps not as much as the realistic (...) convention. The shape of this moral commitment is consistent with the dominant of each convention (epistemological in modernism and ontological in postmodernism). These theoretical considerations are subsequently illustrated with three case studies of Virginia Woolf’s novels (each of which represents a different convention). Throughout the whole essay the emphasis falls on the meaning of the novelistic form, i.e. on the way that the novel’s form conveys the novel’s interpretation of reality. (shrink)