Considerable heterogeneity among pediatric chronic pain patients may at least partially explain the variability seen in the response to behavioral therapies. The current study tested whether autistic traits and attention-deficit/hyperactivity disorder symptoms in a clinical sample of children and adolescents with chronic pain are associated with socioemotional and functional impairments and response to acceptance and commitment therapy treatment, which has increased psychological flexibility as its core target for coping with pain and pain-related distress. Children and adolescents aged 8–18 years were (...) recruited. Patients and their parents completed questionnaires pre- and post-ACT of 17 sessions. Correlational analyses and mixed-effects models were used to assess the role of autistic traits and ADHD symptoms in pretreatment functioning and ACT-treatment response. Outcome variables were degree to which pain interfered with daily activities, socioemotional functioning, psychological inflexibility, and pain intensity. Autistic traits and ADHD symptoms, pain frequency, and pain duration were measured at pretreatment only. Higher autistic traits were associated with greater pain interference, higher depression, and greater psychological inflexibility. Higher ADHD symptomatology was associated with greater pretreatment pain interference, lower emotional functioning, greater depression, and longer duration of pain. Across patients, all outcome variables, except for sleep disturbances and school functioning, significantly improved from pre- to post-ACT. Higher autistic traits were associated with greater pre- to post-ACT improvements in emotional functioning and sleep disturbance and non-significant improvements in pain interference. ADHD symptomatology was not associated with treatment outcome. The current results showed that neuropsychiatric symptoms in pediatric chronic pain patients are associated with lower functioning, particularly pain interfering with daily life and lower socioemotional functioning. The results suggest that not only pediatric chronic pain patients low in neuropsychiatric symptoms may benefit from ACT, but also those high in autism traits and ADHD symptoms. With the present results in mind, pediatric chronic pain patients higher in autistic traits may actually derive extra benefit from ACT. Future research could assess whether increased psychological flexibility, the core focus of ACT, enabled those higher in autism traits to cope relatively better with pain-related distress and thus to gain more from the treatment, as compared to those lower in autism traits. Moreover, to address specific effects of ACT, inclusion of an appropriate control group is key. (shrink)

In recent years, a significant body of literature has emerged on the subject of epistemic injustice: wrongful harms done to people in their capacities as knowers. Up to now this literature has ignored the role that attention has to play in epistemic injustice. This paper makes a first step towards addressing this gap. We argue that giving someone less attention than they are due, which we call an epistemic attention deficit, is a distinct form of epistemic injustice. We begin by (...) outlining what we mean by epistemic attention deficits, which we understand as a failure to pay someone the attention they are due in their role as an epistemic agent. We argue that these deficits constitute epistemic injustices for two reasons. First, they affect someone’s ability to influence what others believe. Second, they affect one’s ability to influence the shared common ground in which testimonial exchanges take place. We then outline the various ways in which epistemic attention deficits harm those who are subject to them. We argue that epistemic attention deficits are harms in and of themselves because they deprive people of an essential component of epistemic agency. Moreover, epistemic attention deficits reduce an agent’s ability to participate in valuable epistemic practices. These two forms of harm have important impacts on educational performance and the distribution of resources. Finally, we argue that epistemic attention deficits both hinder and shape the development of epistemic agency. We finish by exploring some practical implications arising from our discussion. (shrink)

This chapter brings together important contributions from geographers, historians, sociologists and media theorists, and looks at these through the lens of social philosophy on the nature of resistance and oppression, to articulate and understand both the positive and negative ways in which industrial nostalgia shapes present-day working-class identities. Celebrations of abandoned industrial sites have been criticised by some as inflicting a form of violence on working-class people (High and Lewis 2007), transforming sites of working-class loss into objects of nostalgic appreciation (...) in ways which marginalise those who worked there, and which close the past off from the working-class present (Lasch 1991). More positive views about industrial nostalgia argue that it provides a way to assert working-class pride in hostile environments, serving as a basis for present-day solidarity (Loveday 2014; Gibbs 2021). By examining this existing literature on deindustrialisation through a social philosophical perspective, our aim here is to shed some light on this phenomenon, in which industrial nostalgia can function both as a tool of oppression but also as a form of resistance against oppression. (shrink)

“Challenging the utility of polygenic scores for social science” is a compelling but limited critique. Phenotypic development is sensitive to both initial conditions and all subsequent states – from conception to senescence. Thus, gene-centric analyses are misleading (and often meaningless) because gene products are transformed, and their phenotypic ‘effects' combined and attenuated with successive propagations from molecular and cellular contexts to organismal and social environments.

The immediate perception after 9/11 was that we were entering a world of “new terrorism”: new actors, new tactics, new responses. And yet more than a decade later, it seems that not much has really changed, or that the changes have been contextual rather than structural. Authors have used the modifier “new” in many different ways, creating a contested and confused understanding of what terrorism is and how it appears in the world. The same applies to how one defines terrorism, (...) examines its domains and forms, delineates its actors and strategies, or compares it to state violence and fear in international relations. This raises the question of why scholars, rather than agreeing on a definition of terrorism, have focused on its many contexts, applications, and psychologies, concluding that there is a substantial and significant difference between the old and the new terrorism. However, when one tests this notion of the “new terrorism” against the case of Al-Qaeda, one finds that the tactical changes, primarily technological, as well as those in motivation and organization, are hardly new, and that the structural, ideological, and political features of terrorism have remained fundamentally the same. (shrink)

Sustained attention, a key cognitive skill that improves during childhood and adolescence, tends to be worse in some emotional and behavioural disorders. Sustained attention is typically studied in non-affective task contexts; here, we used a novel task to index performance in affective versus neutral contexts across adolescence (N = 465; ages 11–18). We asked whether: (i) performance would be worse in negative versus neutral task contexts; (ii) performance would improve with age; (iii) affective interference would be greater in younger adolescents; (...) (iv) adolescents at risk for depression and higher in anxiety would show overall worse performance; and (v) would show differential performance in negative contexts. Results indicated that participants performed more poorly in negative contexts and showed age-related performance improvements. Those at risk of depression performed more poorly than those at lower risk. However, there was no difference between groups as a result of affective context. For anxiety there was no difference in performance as a function of severity. However, those with higher anxiety showed less variance in their reaction times to negative stimuli than those with lower anxiety. One interpretation is that moderate levels of emotional arousal associated with anxiety make individuals less susceptible to the distracting effects of negative stimuli. (shrink)

In September 2008, 10 years after the untimely death of Pere Alberch (1954–1998), the 20th Altenberg Workshop in Theoretical Biology gathered a group of Pere’s students, col- laborators, and colleagues (Figure 1) to celebrate his contribu- tions to the origins of EvoDevo. Hosted by the Konrad Lorenz Institute for Evolution and Cognition Research (KLI) outside Vienna, the group met for two days of discussion. The meeting was organized in tandem with a congress held in May 2008 at the Cavanilles Institute (...) for Biodiversity and Evolutionary Biology (ICBiBE) in Valencia, Spain. The talks at the KLI were equal parts: nostalgic remembrance, excitement over new ways of thinking about old problems, and an unrepressed vitriol against the resurgence of reductionist thinking in EvoDevo. Here we highlight some of the key aspects of Pere’s life and work that informed and infused the talks. (shrink)

A research to point out the different notion of family that Rousseau delineates in the second Discours and in the Essai sur l’origine des langues. In the first case family is something acquired, it’s the result of a revolution, of a gap, and it presupposes technical development and psychological complexity; in the second case family is something natural, it’s primitive, extremely rough, and it implies a vision of the state of nature, and of the man, that we can not identify (...) with the vision delineated by Rousseau in his mains works. (shrink)

This long and complicated sentence has not been correctly translated nor clearly explained by any of the editors of the Phaedo that I have been able to consult. Bekker, Stallbaum, Wohlrab, Geddes, Wagner, Archer-Hind, Williamson, Burnet, in their notes on the passage say much that is true, but all seem to fall into certain errors. None of them has given an accurate and coherent picture of the passage as a whole. In attempting to supply such a picture I have (...) pointed out what I believe to be the mistakes of these editors, and on certain points of grammar, textual criticism, and interpretation I have some new suggestions to offer. So much emphasis on one sentence is not misplaced, for this is an important sentence, the culminating point of the first section of the dialogue, and containing in brief the essence of the ethics which Plato expounds through the mouth of Socrates. It is the peroration of Socrates' Apologia pro Vita sua, introduced by the impressive words: ⋯ μακ⋯ριε ειμμ^iota;α, a form of address often used by Socrates in passages of ‘pith and moment’. (shrink)

De 1872 à sa mort à la fin de 1882, Léon Gambetta et son amante Léonie Léon ont échangé quelque 6 000 lettres, dont presque 1 100 ont été conservées. En raison de l’importance politique de Gambetta, l’un des pères fondateurs de la Troisième République, cette correspondance constitue une source exceptionnelle sur les luttes des républicains pour établir une véritable République. Il s’agit en outre d’une correspondance romantique parmi les plus belles du XIXe siècle. À travers leurs lettres, Léonie Léon (...) et Léon Gambetta se montrent des amoureux profondément ancrés dans les pratiques culturelles de leur époque, pratiques marquées à la fois par des conventions littéraires et des conventions de rapport social de sexe. Ces lettres, étudiées à la lumière des théories d’épistolarité, nous démontrent les richesses d’un discours d’amour façonné par un désir autant politique que personnel. (shrink)

According to I3 Theory, individuals enact aggressive behaviors when (a) instigating triggers are severe, (b) impelling forces are strong, and/or (c) inhibiting forces are weak. Archer's analysis of human sex differences in aggression could be bolstered by a careful analysis of male-female discrepancies in reactivity (or exposure) to instigating triggers, proneness toward impelling forces, and/or proneness toward inhibiting forces.

In almost any domain of endeavour, successes can be attained through skill, but also by dumb luck. An archer’s wildest shots occasionally hit the target. Against enormous odds, some fair lottery tickets happen to win. The same goes in the case of purely cognitive or intellectual endeavours. As inquirers, we characteristically aim to believe truly rather than falsely, and to attain such standings as knowledge and understanding. Sometimes such aims are attained with commendable competence, but of course, not always. (...) Epistemic luck is a species of luck which features in circumstances where a given cognitive success—in the broadest sense, some form of cognitive contact with reality—is attained in a manner that is interestingly lucky—viz., chancy, accidental or beyond our control. In the paradigmatic case, this involves the formation of a belief that is luckily true, and where the subject plausibly deserves little credit for having gotten things right. Although the literature on epistemic luck has focused predominantly on the relationship between luck and propositional knowledge—which is widely taken to exclude luck—epistemologists are increasingly exploring the compatibility of epistemic luck with other kinds of epistemic standings, such as knowledge-how and understanding. (shrink)

Distance education has a long and complex history. It accounts for more than one-third of all higher education students in the world and, because of its very nature, has produced some of the top graduates worldwide who were unable to study fulltime and on-campus for various reasons. One of the most prestigious graduates of the DE system was the former state president of South Africa, the late Nelson Mandela. Online learning is a form of DE and fast becoming the preferred (...) method of instruction and delivery. Critiques of online learning, and of DE itself, will argue that, because of the separation of the teacher and the student, only academic skills can be taught and learnt using this medium. The so-called ‘softer skills’ – those that focus on the development of the person – are best taught in a face-to-face, traditional environment. This article focuses on a review of DE theories and models. A particular emphasis is placed on online learning theories, and how the teaching of formational learning skills can be successfully incorporated into this educational setting. The article draws from a range of studies that have been conducted, based on conceptual and empirical research evidence from various authors. Drawing from Garrison, Anderson and Archer’s Community of Inquiry framework for online education, it presents key elements that relate to the formational training of theology students. The article examines research that both supports and cautions against online learning for formative development. It concludes by suggesting a blended model of both face-to-face and online learning, where meaningful interactions between the learner and teacher take place, is desirable. The article highlights the important role that DE can play in developing the human component of education. (shrink)

This long and complicated sentence has not been correctly translated nor clearly explained by any of the editors of the Phaedo that I have been able to consult. Bekker, Stallbaum, Wohlrab, Geddes, Wagner, Archer-Hind, Williamson, Burnet, in their notes on the passage say much that is true, but all seem to fall into certain errors. None of them has given an accurate and coherent picture of the passage as a whole. In attempting to supply such a picture I have (...) pointed out what I believe to be the mistakes of these editors, and on certain points of grammar, textual criticism, and interpretation I have some new suggestions to offer. So much emphasis on one sentence is not misplaced, for this is an important sentence, the culminating point of the first section of the dialogue, and containing in brief the essence of the ethics which Plato expounds through the mouth of Socrates. It is the peroration of Socrates' Apologia pro Vita sua, introduced by the impressive words: μακριε ειμμ^iota;α, a form of address often used by Socrates in passages of ‘pith and moment’. (shrink)

Cet article explique la persistance de l’exclusion des femmes dans la Troisième République en étendant l’argument de Carole Pateman et de Geneviève Fraisse, suivant lequel cette exclusion est inhérente au projet républicain. L’article se fonde sur : 1) l’absence de revendication de suffrage féminin durant les années 1870, en considérant surtout l’échec de la campagne suffragiste de 1872 mise en œuvre par Léon Richer et Maria Deraismes ; 2) la persistance chez les républicains du modèle familial, dérivé de Rousseau ; (...) 3) le caractère de l’illégitimité présumée de la participation féminine, en considérant l’idée des égéries à cette époque ; enfin, la nature de la liaison entre Léonie Léon et Gambetta telle que leurs lettres nous la révèlent, pour démontrer qu’il s’agissait d’une relation foncièrement politique néanmoins limitée par l’ordre sexuel de l’époque, car l’exclusion politique de la femme restait inhérente à la mentalité républicaine. (shrink)

This article is concerned not so much with school improvement issues per se as with the messages about school improvement provided by academic texts. School im­provement texts are important because they can be expected to reflect the current state of play of intellectual thinking about school improvement and because they also clearly have some impact on policy and practice, that is, to some extent they frame up school improvement issues for practitioners and policymakers. Yet academics holding socially critical perspectives have (...) sometimes been dismissive of school improvement and other education management texts because of their per­ception of a 'problem-solving' tendency which is socially and politically decon­ textualised. Thus when Jenny Ozga provided a review of education management texts in the British Journal of Sociology of Education in 1992 she didn't actually review any books because she didn't think they were worth it (Ozga, 1992). (shrink)

Many elite athletes find the loss of their athletic abilities due to age or injury to be a profoundly challenging experience. While talent development is a well-studied phenomenon, far less attention has been paid to the issue of talent loss. We address this gap by exploring the experience and challenges faced by elite athletes who are losing, or who have lost, their talent. Drawing on three different understandings of the nature of talent, we argue that the experience of talent loss (...) is constituted by three distinct yet interrelated forms of disorientation. We conclude by examining how athletes and those supporting them may respond to these challenges. (shrink)

The ethics of the Egyptian religion, by S. A. B. Mercer.--The ethics of Confucianism, by H. P. Beach.--The ethics of the Babylonian and Assyrian religion, by G. A. Barton.--The history of Hindu ethics, by E. W. Hopkins.--The ethics of Zoroastrianism, by A. V. W. Jackson.--Early Hebrew ethics, by L. B. Paton.--The ethics of the Hebrew prophets - from Amos to the Deuteronomic reformation, by L. B. Paton.--The ethics of the Greek religion, by P. Shorey.--The ethics of the Gospels, by E. (...) F. Scott.--The ethics of the Pauline epistles, by C. H. Dodd.--Moslem ethics, by J. C. Archer.--The moral values of religion, by E. H. Sneath. (shrink)

Hermeneutical injustice is being unjustly prevented from making sense of one’s experiences, identity, or circumstances and/or communicating about them. The literature focusses almost exclusively on whether people have access to adequate conceptual resources. In this paper, we discuss a different kind of hermeneutical struggle caused by stigma. We argue that in some cases of hermeneutic injustice people have access to hermeneutical resources apt to understand their identity but reject employing these due to the stigma attached to the identity. We begin (...) with a reinterpretation of one of the cases discussed in the literature, Edmund White’s novel A Boy’s Own Story. We argue that in this case hermeneutic resources are available but are rejected due to the stigma attached to homosexuality. We then present two analogous kinds of cases: alcohol addiction and being the victim of intimate partner violence. Here, too, hermeneutic injustice occurs because of stigma attached to an identity rather than unavailability of resources. We close by suggesting that these cases may, additionally, involve the wrong of Tightlacing: by meddling with their self-conception, stigma can manipulate individuals into a view of themselves that licenses inappropriate demands on them and makes them complicit in an erasure of their identities. (shrink)

Notes on stratification, education, and mobility in industrial societies, by E. Hopper.--Social selection in the welfare state, by T. H. Marshall.--Domination and assertion in educational systems, by M. Scotford-Archer and M. Vaughan.--Sponsored and contest mobility and the school system, by R. H. Turner.--A typology for the classification of educational systems, by E. Hopper.--The management of knowledge: a critique of the use of typologies in educational sociology, by I. Davies.--Selection and knowledge management in education systems, by D. Smith.--Systems of education (...) and systems of thought, by P. Bourdieu.--On the classification and framing of educational knowledge, by B. Bernstein.--The political functions of the educational system, by H. Zeigler.--Power, ideology, and the transmission of knowledge: an exploratory essay, by D. Smith.--Theoretical advance and empirical challenge, by A. H. Halsey.--A cross-cultural outline of education, by J. Henry.--Educational systems and selected consequences of patterns of mobility and non-mobility in industrial societies: a theoretical discussion, by E. Hopper. (shrink)

“The Descartes Lectures” is a biennial event at Tilburg University that invites a distinguished philosopher to deliver a series of three lectures, each followed by commentaries from other experts in the field. In 2022, Tilburg University had the honor of hosting Cheshire Calhoun for a series of talks on the important philosophical question of what it means to be a responsible person. The commentators for the lectures were Gunnar Björnsson, Jules Holroyd, and Heidi Maibom. This book is a compilation of (...) the material of Calhoun’s lectures, the commentaries by Björnsson, Holroyd, and Maibom, as well as Calhoun’s replies to their critiques. (shrink)

Materializing absence, Jenny Hockey, Carol Komaromy and Kate Woodthorpe -- Never say die: CPR in hospital space, Susie Page -- Making hospice space, Ken Worpole -- Dying spaces in dying places, Carol Komaromy -- The materialities of absence after stillbirth: historical perspectives, Jan Bleyen -- Distributed personhood and the transformation of agency: an anthropological perspective on inquests, Susan Langer -- Behind closed doors? corpses and mourners in English and American funeral premises, Sheila Harper -- Private grief in public spaces: interpreting (...) memorialisation in the contemporary cemetary, Kate Woodthorpe -- Wandering lines and cul-de-sacs: trajectories of ashes in the United Kingdom, Leonie Kellaher, Jenny Hockey and David Prendergast -- Natural burial: the de-materialising of death?, Andy Clayden, Jenny Hockey and Mark Powell -- What will the neighbours say? reactions to field and garden burial, Tony Walter and Clare Gittings -- Memorialising the suicide victim: "walking the walk," Caroline Simone -- Potent reminders: an examination of responses to roadside memorials in Ireland, Una McConville and Regina McQuillan -- Geographies of the spirit world, Douglas J. Davies -- Recovering presence, Jenny Hockey, Carol Komaromy and Kate Woodthorpe. (shrink)

Despite renewed interest in the positive role exemplars can play in moral education, exemplar-based education has been criticized as illiberal and indoctrinating. In this chapter, we investigate these worries and show how a specific, twofold approach to exemplar narratives can help avoid them. According to opponents, exemplar education can involve indoctrination and impose specific moral values, since pupils are expected to act in ways that resemble exemplars. Even if pupils are encouraged to pick their own exemplars, this arguably still promotes (...) moral deference instead of independent moral reasoning and critical thinking. We argue that a nuanced distinction between ‘imitation’ and ‘emulation’ helps avoid such worries. Rather than seeking to simply imitate their exemplars, pupils should be encouraged to take a more nuanced approach to emulation in which they engage with their exemplars, think about how they can promote the values, and embody the ideals and virtues that they identify and admire in them. This approach is supported by recent insights about which exemplars are more motivating and which risk backfiring due to ‘do-gooder derogation’. It also leads to practical pointers for those who want to work with exemplars in character education without being charged of indoctrination. (shrink)