This collection by some of the leading scholars of Strauss's work is the first devoted to Strauss's thought regarding education. It seeks to address his conception of education as it applies to a range of his most important concepts, such as his views on the importance of revelation, his critique of modern democracy and the importance of modern classical education.

Tarski's World 3.0 is an innovative and enjoyable way to introduce your students to the language of first-order logic. Using this program, students quickly master the meaning of the connectives and quantifiers, and soon become fluent in the symbolic language at the core of modern logic. Tarski's World allows the students to build three-dimensional worlds and describe them in first-order logic. They evaluate the sentences in the constructed worlds, and if their evaluation is incorrect, the program provides them with a (...) game that leads them to understand where they went wrong. The package is intended as a supplement to any standard logic text, or for use by anyone who wants to learn the language. The disk and manual contain over a hundred exercises from very basic to highly sophisticated. (shrink)

This theoretical paper elucidates the nature of educational technology and, in the process, sheds light on a number of phenomena in educational systems, from the no-significant-difference phenomenon to the singular lack of replication in studies of educational technologies. Its central thesis is that we are not just users of technologies but coparticipants in them. Our participant roles may range from pressing power switches to designing digital learning systems to performing calculations in our heads. Some technologies may demand our participation only (...) to enact fixed, predesigned orchestrations correctly. Other technologies leave gaps that we can or must fill with novel orchestrations, which we may perform more or less well. Most are a mix of the two, and the mix varies according to context, participant, and use. This participative orchestration is highly distributed: in educational systems, coparticipants include the learner, the teacher, and many others, from textbook authors to LMS programmers, as well as the tools and methods they use and create. From this perspective, all learners and teachers are educational technologists. The technologies of education are seen to be deeply, fundamentally, and irreducibly human, complex, situated and social in their constitution, their form, and their purpose, and as ungeneralizable in their effects as the choice of paintbrush is to the production of great art. (shrink)

During his lifetime, he saw his works translated into German, Swedish, English, French, Hungarian and Dutch. These works were widely read and frequently reprinted in numerous editions throughout the second half of the century.

The EBM+ programme is an attempt to improve the way in which present-day evidence-based medicine (EBM) assesses causal claims: according to EBM+, mechanistic studies should be scrutinised alongside association studies. This paper addresses two worries about EBM+: (i) that it is not feasible in practice, and (ii) that it is too malleable, i.e., its results depend on subjective choices that need to be made in order to implement the procedure. Several responses to these two worries are considered and evaluated. The (...) paper also discusses the question of whether we should have confidence in medical interventions, in the light of Stegenga's arguments for medical nihilism. (shrink)

Indirect situationist critiques of virtue ethics grant that virtue exists and is possible to acquire, but contend that given the low probability of success in acquiring it, a person genuinely interested in behaving as morally as possible would do better to rely on situationist strategies - or, in other words, strategies of environmental or ecological engineering or control. In this paper, I develop a partial answer to this critique drawn from work in early Confucian ethics and in contemporary philosophy and (...) psychology. From early Confucian ethics, I lean on the concept of li, or ritual. Ritual represents both a set of situational manipulations that are especially effective at directly producing moral behavior and at indirectly cultivating virtue over time, and also a virtue that consists of facility with and expertise in these situational manipulations. Appealing to the particular example of social power, I then argue that one is justified in attempting to acquire virtue if one knows that one will frequently encounter circumstances in which purely situationist strategies lose effectiveness, if these circumstances also carry moral urgency: the risk of great harm or opportunity for great benefit to others is high, and if utilizing the potent combination of situationist strategies and virtue envisioned by the early Confucians as ritual is possible. (shrink)

This paper presents the progicnet programme. It proposes a general framework for probabilistic logic that can guide inference based on both logical and probabilistic input. After an introduction to the framework as such, it is illustrated by means of a toy example from psychometrics. It is shown that the framework can accommodate a number of approaches to probabilistic reasoning: Bayesian statistical inference, evidential probability, probabilistic argumentation, and objective Bayesianism. The framework thus provides insight into the relations between these approaches, it (...) illustrates how the results of different approaches can be combined, and it provides a basis for doing efficient inference in each of the approaches. (shrink)

_Endorsed by OCR for use with the OCR AS and A2 Religious Studies specifications._ This tailor-made, up-to-date guide sets a new standard within the field. Written by an experienced teacher and edited by an experienced A-level examiner, this lively and student-friendly textbook strictly follows the OCR syllabus, covering all the areas integral to the course. Each chapter includes features such as explanations of key terminology, example examination questions, suggestions for activities and discussion, and recommended further reading. _Philosophy of Religion for (...) AS and A2_ is a one-stop shop for all students taking the OCR specification. (shrink)

Structured directly around the specification of the AQA, this is the definitive textbook for students of Advanced Subsidiary or Advanced Level courses. It covers all the necessary topics for Religious Ethics in an enjoyable student-friendly fashion. Each chapter includes: a list of key issues AQA specification checklist explanations of key terminology helpful summaries self-test review questions exam practice questions. To maximise students' chances of exam success, the book contains a section dedicated to answering examination questions. It comes complete with lively (...) illustrations, a comprehensive glossary, full bibliography and a companion website. (shrink)

H 0 B B E S. CHAPTEE I. YOUTH — OXFORD (-). Three names of English thinkers stand out before all others in the seventeenth century — Bacon, Hobbes, ...

BackgroundFor over 35 years, Africa has continued to host HIV vaccine trials geared towards overturning the HIV/aids pandemic in the continent. However, the methods of sharing the vaccines, when available remain less certain. Therefore, the study aims to explore stakeholders’ perspectives in the global South, in this case, Tanzania, on how HIV vaccines ought to be fairly shared.MethodsThe study deployed a qualitative case study design. Data were collected through in-depth interviews and focus group discussions with a total of 37 purposively (...) selected participants. This included researchers, institutional review board members, a policymaker, HIV/aids advocates, and community advisory board members. The data obtained were inductively and deductively analyzed.Results Findings indicate that HIV vaccines can be shared fairly under the principles of distributive justice (contribution, need and equality). Thus, contribution-based sharing ought to be utilized upon the necessity to prioritize vaccine access or subsidized trial benefits to host communities. Need-based sharing ought to be considered for non-host communities that are at an increased risk of HIV infection. Lastly, equal-based sharing would be useful at later stages of vaccine distribution or when the aforementioned principles are deemed morally inappropriate. However, none of the benefit-sharing approaches is free of limitations and a counterbalancing sense of unfairness.ConclusionFair sharing of HIV vaccines, when available, ought to be informed by the contribution, need and equality principles of distributive justice. Countries in the global south including Tanzania are likely to be prioritized during the distribution of the HIV vaccines due to their participation in HIV vaccine trials and due to the disproportionate HIV burden evident in the region. (shrink)

This paper is a comparison of how first-order Kyburgian Evidential Probability (EP), second-order EP, and objective Bayesian epistemology compare as to the KLM system-P rules for consequence relations and the monotonic / non-monotonic divide.

The hope is that this collection will encourage students and scholars to further explore the different dimensions of Heiberg's thought, both on its own terms ...

This paper analyses the methods of the International Agency for Research on Cancer (IARC) for evaluating the carcinogenicity of various agents. I identify two fundamental evidential principles that underpin these methods, which I call Evidential Proximity and Independence. I then show, by considering the 2018 evaluation of the carcinogenicity of styrene and styrene‐7,8‐oxide, that these principles have been implemented in a way that can lead to inconsistency. I suggest a way to resolve this problem: admit a general exception to Independence (...) and treat the implementation of Evidential Proximity more flexibly where this exception applies. I show that this suggestion is compatible with the general principles laid down in the 2019 version of IARC's methods guide, its Preamble to the Monographs. (shrink)

The articles in this volume employ source-work research to trace Kierkegaard's understanding and use of authors from the Greek tradition.