This article examines representations of motherhood in three transnational feminist films: Anayansi Prado's Maid in America (2004), Sabiha Sumar's Silent Waters (2002) and Marjane Satrapi's Persepolis (2007). While these films differ at the levels of genre and style as well as in terms of their production contexts, they each feature several scenes that engage the tension between distance and proximity, separation and unity – an always unresolved tension integral to the reproductive sphere. Each film also provides at least one close-up (...) shot of a mother's hands preparing food for her charge. Tracing Mary Ann Doane's explication of the close-up shot's engagement with the capitalist logic of the microcosm and macrocosm, I will show how the aforementioned films resignify what Doane identifies as the close-up's compensation for the loss of unity in modernity. The recurring image of a mother's labouring hands interrogates the false unity of the capitalist macrocosm, while also complicating the purportedly separate microcosm in which modern subject can touch and hold a given commodity. These films show that transnational mothers are simultaneously held within the immobile space of reproduction – owned and exploited by the larger structures that depend on their labour – while also actively recreating the cultures that render them invisible. (shrink)

Today’s film scholars draw from a dizzying range of theoretical perspectives—they’re just as likely to cite philosopher Gilles Deleuze as they are to quote classic film theorist André Bazin. To students first encountering them, these theoretical lenses for viewing film can seem exhilarating, but also overwhelming. _Thinking in the Dark _introduces readers to twenty-one key theorists whose work has made a great impact on film scholarship today, including Rudolf Arnheim, Sergei Eisenstein, Michel Foucault, Siegfried Kracauer, and Judith Butler. Rather than (...) just discussing each theorist’s ideas in the abstract, the book shows how those concepts might be applied when interpreting specific films by including an analysis of both a classic film and a contemporary one. It thus demonstrates how theory can help us better appreciate films from all eras and genres: from _Hugo _to_ Vertigo_, from _City Lights _to _Sunset Blvd._, and from _Young Mr. Lincoln_ to _A.I. _and _Wall-E_. The volume’s contributors are all experts on their chosen theorist’s work and, furthermore, are skilled at explaining that thinker’s key ideas and terms to readers who are not yet familiar with them. _Thinking in the Dark _is not only a valuable resource for teachers and students of film, it’s also a fun read, one that teaches us all how to view familiar films through new eyes. Theorists examined in this volume are: Rudolf Arnheim, Béla Balázs, Roland Barthes, André Bazin, Walter Benjamin, Judith Butler, Stanley Cavell, Michel Chion, Gilles Deleuze, Jean Douchet, Sergei Eisenstein, Jean Epstein, Michel Foucault, Siegfried Kracauer, Jacques Lacan, Vachel Lindsay, Christian Metz, Hugo Münsterberg, V. F. Perkins, Jacques Rancière, and Jean Rouch. (shrink)

I argue for an account of creativity that unifies creative achievements in the arts, sciences, and other domains and identifies its characteristic value. This account draws upon case studies of creative work in both the arts and sciences to identify creativity as a kind of successful exploration. I argue that if creativity is properly understood in this way, then it is fundamentally a property of processes, something only agents can achieve, something that comes in degrees, subjectively novel, and non-formulaic. As (...) I develop the account, I show how it avoids challenges faced by other accounts of creativity, especially concerning creativity’s value. Hills and Bird (2018, 2019) have together argued that creativity is not necessarily valuable. My account challenges this view. If I am right that creativity is a kind of successful exploration, then creativity does have a characteristic value, specifically epistemic value. (shrink)

The decision to donate an organ is often the decision to save a loved one's life. Frequently recognized as an ultimate act of altruism, a person's choice to donate is embedded in their right to make decisions about their own body and well-being, free of coercion. To ensure donors are truly acting out of altruism, transplant professionals will not allow someone to donate if there are concerns of duress or inability to consent. Although the evaluation of potential donors is well-intentioned (...) and necessary, stigma and assumptions about young adults can sometimes lead to their being denied the opportunity to donate based on age rather than evidence, thus infringing upon their bodily autonomy. This case examines the narrative of a young man trying to save his sister through kidney donation, and the ramifications of denying him the opportunity to do so, and how the transplant community can re-envision their role in protecting young adult donors. (shrink)

We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds,N = 340; FemaleN = 171, 50.3%) indirect bystander reactions (i.e., judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from (...) a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools. (shrink)

We aim to interrogate when the use of images in moral persuasion is legitimate. First, we put forward a number of accounts which purport to show that we can use tools other than logical argumentation to convince others, that such tools evoke affective responses and that these responses have authority in the moral domain. Second, we turn to Sarah McGrath’s account, which focuses on the use of imagery as a means to morally persuade. McGrath discusses 4 objections to the use (...) of imagery, and outlines responses that may be used to legitimate the use of imagery in moral arguments. Assuming that we accept her account and that the invocation of affect has authority in the moral domain, we, using McGrath’s responses, examine whether the use of foetal imagery in anti-abortion campaigns is a legitimate instance of this practice. (shrink)

Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that (...) solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants’ learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self- and crowd-sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants’ self-evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning. (shrink)

By addressing specific global problems and placing them within an ethical context, "The Environment in Question" provides the reader with both a theoretical and practical understanding of environmental issues. The contributors are internationally known figures drawn from the various disciplines which bear upon these issues, such as geography, psychology, social policy, and philosophy. The contributions range from those tackling individual concrete issues (such as nuclear waste and the threat to the rain forest) to those addressing matters of policy, principle and (...) attitude (such as our obligations to future generations and the nature of technological risk). "The Environment in Question" is designed as a text for students of philosophy, environmental science, environmental education, ecology, and teacher education. It can be used as an inter-disciplinary, self-contained course book or in conjunction with relevant material. In addition, as the essays directly and controversially address current environmental debates in a non-technical manner, it is of great interest both to professionals in those areas and to readers who care about the planet's future. The substantial cross-section of concerns and approaches will enable all readers to develop the necessary level of understanding required to initiate and sustain debate on environmental issues. Contributors: Robert Allsion, David E. Cooper, Barry S. Gower, F. G. T. Holliday, C. A. Hooker, Mary Midgley, Philip Neal, Joy A. Palmer, Robert Prosser, Holmes Rolston III, Mark Sagoff, Vandana Shiva, Stephen Sterling, Rosemary J. Stevenson, Jennifer Trusted. (shrink)

The nineteenth-century strategist Carl von Clausewitz describes “fog” and “friction” as fundamental features of war. Military leverage of sophisticated information technology in the twenty-first century has improved some tactical operations but has not lifted the fog of war, in part, because the means for reducing uncertainty create new forms of it. Drawing on active duty experience with an American special operations task force in Western Iraq from 2007 to 2008, this article traces the targeting processes used to “find, fix, and (...) finish” alleged insurgents. In this case they did not clarify the political reality of Anbar province but rather reinforced a parochial worldview informed by the Naval Special Warfare community. The unit focused on the performance of “direct action” raids during a period in which “indirect action” engagement with the local population was arguably more appropriate for the strategic circumstances. The concept of “data friction”, therefore, can be understood not simply as a form of resistance within a sociotechnical system but also as a form of traction that enables practitioners to construct representations of the world that amplify their own biases. (shrink)

Maria Alvarez has argued that Thomas Reid’s account of action gives rise to a sceptical worry concerning one’s awareness of one’s own actions. Against this, I argue that Alvarez overstates the sceptical consequences of Reid’s admission that there is room for doubt about the actual causes of bodily movements; rather than generating a serious epistemological problem for his theory, it can be given a more plausible reading that serves to defuse the sceptical worry.

Lvcilivs 11191 is preserved for us in Isid. Etym. XIX, iv, 10, where, amongst the articles of a ship's equipment, the plummet of Herodotus is mentioned, with this illustration from Lucilius:Hunc catapiratem puer eodem deforet unctum,plumbi paucillum rudus linique mataxam.

In the 'nineties the Celtic philologist, Whitley Stokes, told us in Common-room, that he once awoke muttering an incomplete stanza: Like an ogress making progress Through the spare-ribs of a child. Could anyone complete it for him ? A former Newdigate prizeman, after reflexion, produced this: Stern endeavour will be ever By some welcome find beguiled, Like an ogress making progress Through the spare-ribs of a child.

Cicero defines gloria as frequens de aliquo fama cum laude, ‘much talk about a person to his praise.’ When the talk is by the person himself, the word takes the signification ‘boast’.

All that we know of this writer comes from an item in the collection of pseudoPlacidus, who, like Nonius Marcellus, collected scholia from MSS. of Republican authors, and with laudable accuracy recorded the exact phrase used by the author as well as the scholium which explains the phrase. The great Latin Thesaurus now makes a practice of distinguishing these valuable items from the worthless Placidus items . A phrase labelled ‘ps.-Plac’ in the Thesaurus may, as a rule, be accepted as (...) the ipsa uevba of a Republican writer; and the next editor of fragments of Republican Dramatists, etc., must bear this in mind. The Oxyrhynchus Papyri enable us to see the kind of MSS., provided with a very few short marginal scholia, from which pseudo-Placidus made his apparently haphazard collection, a collection of which only a part, possibly a very small part, has survived. (shrink)

The modern theoretical physicist is a strange creature. Perhaps in every age the theoretical physicist has seemed so to his contemporaries who took the trouble to observe and think about him. There seems, for example, something almost too magical in the uncanny way in which he pulls a brand new atomic particle out of a theory, a way that reminds us of a rabbit being produced out of a hat. This is usually done in an off-hand manner with a considerable (...) amount of patter of a highly abstract symbolic character but with a few words inserted in the right places for the benefit of the experimental physicist and a final prediction that if the experimenter does thus and so in the laboratory he will find a certain result. No wonder the observer marvels when the answer comes out right. But as he thinks further he is inclined to wonder whether it is necessary or desirable for the details of the process which led to the result to be so unintelligible. For unintelligible they seem to be to a great many people who are directly concerned with their understanding, to the people who for years have been laboring under the belief that they are engaged in the task of finding out how Nature works. What is this curious process whose whole task, according to one distinguished exponent of it, is merely to predict experimental results, and what is its future likely to be? These are the questions we are setting for ourselves in the present discussion. It is unlikely that the answers given here will satisfy everybody, but it is reasonably certain that nobody who aspires to an interest in science can fail to attach some meaning to them whether or not he agrees. (shrink)