Investigation of the evolution of the DNA sequences that comprise a small gene cluster in five closely related species of Drosophila shows that it evolves as a mosaic, with adjacent subregions displaying very different rates and types of evolution. It appears that local differences in the influence of selectional and mutational forces result in the formation of these distinct subregions.

Universities are under increasing pressure to demonstrate the economic and social relevance of the research they produce. In the UK, for example, recent developments in the UK under the Research Excellence Framework (REF) suggest that future funding schemes will grant “significant additional recognition…where researchers build on excellent research to deliver demonstrable benefits to the economy, society, public policy, culture and quality of life” (HEFCE 2009 ). Having conceded that this and similar developments are likely to continue into the future, this (...) paper explores the problematic ethical terrain facing philosophers of education under increasing pressure to produce work that has unambiguous, demonstrable practical value on terms offered by various funding regimes. A preliminary ethics of relevance is developed through an examination of the debate between John Rawls and Jurgen Habermas on the relationship between philosophy, public policy and public reason. The paper then articulates and defends a principle of legitimate relevance . This principle is then applied to the case of directing disciplinary competence in philosophy of education for the educational policy process as a means to producing social and economic benefits. (shrink)

Spinoza revises his early Cartesian arguments for God in three important respects. By defining God in terms of conceptually distinct attributes, he has an argument for God’s actual possibility. By defining God in terms of conceptual independence, he has an argument for the mind independence of God’s nature. By including reason and power as features of God’s nature, he provides a mechanism by which God’s nature necessitates God. Each of these address important objections to Descartes’ ontological argument. Given his similarities (...) with Descartes and familiarity with these objections, Spinoza may have had Descartes’ critics in mind, and regardless, Cartesians may benefit by examining Spinoza’s ontological arguments more closely. (shrink)

Spinoza's Argument for Substance Monism: Why There Is Only One Thing interprets and defends Spinoza's God/Nature argument using speculative metaphysics as a method and illustrates the practice and potential of metaphysics at work. These features work together to strengthen Spinoza's argument that only one substantial being exists.

Aging is accompanied by changes in general cognitive functioning which may impact the learning rate of older adults; however, this is often not controlled for in cognitive aging studies. We investigated the contribution of differences in learning rates to age-related differences in landmark knowledge acquired from route learning. In Experiment 1 we used a standard learning procedure in which participants received a fixed amount of exposure to a route. Consistent with previous research, we found age-related deficits in associative cue and (...) landmark sequence knowledge. Experiment 2 controlled for differences in learning rates by using a flexible exposure learning procedure. Specifically, participants were trained to a performance criterion during route learning before being tested on the content of their route knowledge. While older adults took longer to learn the route than younger adults, the age-related differences in associative cue knowledge were abolished. The deficit in landmark sequence knowledge, however, remained. Experiment 3 replicated these results and introduced a test situation in which a deficit in landmark sequence knowledge yielded an increased likelihood of disorientation in older adults. The findings of this study suggest that age-related deficits in landmark associative cue knowledge are attenuated by controlling for learning rates. In contrast, landmark sequence knowledge deficits persist and are best explained by changes in the learning strategy of older adults to acquire task essential associative cue knowledge at the expense of supplementary sequence knowledge. (shrink)

This path-breaking approach to Thomas Aquinas interprets the Five Ways in the context of his theory of science. Aquinas is the leading medieval philosopher and his work is of continuing contemporary relevance. Addressing all the critical themes of authority and reason, Christopher Martin examines the role of science and definitions in medieval thought, and how to deal with the big question: is there a God? Rigorous and challenging, Martin's clear exposition compares and contrasts Aquinas' arguments with those (...) of other philosophers, Anselm, Descartes and Kant. (shrink)

Philosophers of education attempting to develop a reasoned programme of moral education often struggle with the fact that moral philosophy provides many diverse and conflicting accounts of the ethical life. Typically, attempts to resolve the conflict by demonstrating the superiority or priority of a chosen ethical framework have often played out in applied philosophy of education in terms of the development of rival, and often incompatible, moral education curricula. However, recent developments in scholarship have evinced a move to a more (...) pluralistic account of moral education, incorporating insights from a variety of moral paradigms. This shift offers opportunities in the application of moral theory to contemporary issues in education.This essay seeks to define different approaches to pluralism in moral education and critically assess them. Finally, I show how recent work by T.M. Scanlon on moral permissibility stands as an excellent example of how developments in moral theory can make important contributions at the level of applied philosophy to the furtherance of a comprehensive account of moral education in ways that require neither a narrow monolithic nor a radically pluralistic approach. (shrink)

"Is higher education a right, or a privilege? This author argues that all citizens in a free and open society should have an unconditional right to higher education. Such an education should be costless for the individual and open to everyone regardless of talent. A readiness and willingness to learn should be the only qualification. It should offer opportunities that benefit citizens with different interests and goals in life. And it should aim, as its foundational moral purpose, to help citizens (...) from all walks of life live better, freer lives. Using concepts and ideas from liberal political philosophy the author argues that access to educational goods and services is something to which all citizens have a right over a full life. Such goods, it is argued, play a key role in helping citizens realize self-determined goals. Higher education should therefore be understood a basic social institution responsible for ensuring that all citizens can access such 'autonomy-supporting' goods. The book examines the implication of this justification of the right to higher education for questions of educational justice, political authority, distributive justice, civic education, and personal autonomy"--. (shrink)

I consider the question of how literally one can construe the “gauge argument,” which is the canonical means of understanding the putatively central import of local gauge symmetry principles for fundamental physics. As I argue, the gauge argument must be afforded a heuristic reading. Claims to the effect that the argument reflects a deep “logic of nature” must, for numerous reasons I discuss, be taken with a grain of salt.

Since autumn 2012, higher education institutions in England have been able to charge undergraduate students up to £9,000 a year in tuition fees. Full-time students are expected to take out loans large enough to cover their tuition fees and living costs for the duration of their studies. They must start repaying these loans if and when their earnings reach £21,000 a year. In this bold and timely pamphlet, Christopher Martin argues that forcing students to borrow is a serious (...) mistake. He contends that higher education is a welfare good on a par with basic schooling and health care. To flourish in liberal democratic societies, citizens must be personally autonomous, and the educational demands of personal autonomy are too heavy to be met by compulsory schooling alone. To lead autonomous lives, adult citizens need ongoing educational support, support that the liberal democratic state has an obligation to provide. Higher education should therefore be a universal entitlement and free at the point of use. The global debate about who should pay for higher education is by no means settled. As England shifted the financial burden from taxpayers to students, Germany moved in the opposite direction: all German universities have offered free tuition since 2014. Christopher Martin's distinctive contribution to the debate is to lay out a principled argument, based on a plausible assessment of the purpose of higher education, for the view that students should not have to pay for their education. His argument is controversial, to be sure, but it represents a serious and considered attempt to set the question of higher education funding on sure normative foundations. (shrink)

(2008). The Framework of Essences in Spinoza's Ethics. British Journal for the History of Philosophy: Vol. 16, No. 3, pp. 489-509. doi: 10.1080/09608780802200489.

Aristotle's discussion of relatives in the Categories presented its eleventh- and twelfth-century readers with many puzzles. Their attempt to solve these puzzles and to develop a coherent account of the category led around the beginning of the twelfth century to the invention of relations as items which stand to relatives as qualities stand to qualified substances. In this paper, I first discuss the details of Aristotle's accounts of relatives and the related category of ‘situation’ and Boethius' commentary on them. I (...) then examine some of the earliest mediaeval commentaries on the Categories showing how the notion of relation, and in particular of individual relations, was developed. I conclude by showing how Peter Abaelard's treatment of relations in his Dialectica was part of an ongoing and sophisticated debate over the nature of relations. (shrink)

In February 2012, Canada's Truth and Reconciliation Commission released an interim report that detailed its findings based on extensive testimony by former students of the nation's residential school system, a system designed to forcibly assimilate aboriginal peoples. The report concludes that the state must play an active role in the restoration of indigenous culture and knowledge. It is against this background that Christopher Martin analyzes the idea of aboriginal educational rights. The concern here is not so much with (...) aboriginal persons' right to a fair share of educational provision, but with the aboriginal person's right to reassert authority over his or her developmental interests, including an interest in culture and identity. The specific role of educational rights in such debates remains an important one, especially since such discussions impinge on difficult issues of state sovereignty and cultural rights. In this essay Martin examines various justifications of aboriginal educational rights and develops a Habermasian justification that remains consistent with individual rights. (shrink)

_ Source: _Volume 56, Issue 3-4, pp 340 - 366 The history of thinking about consequences in the Middle Ages divides into three periods. During the first of these, from the eleventh to the middle of the twelfth century, and the second, from then until the beginning of the fourteenth century, the notion of natural consequence played a crucial role in logic, metaphysics, and theology. The first part of this paper traces the development of the theory of natural consequence in (...) Abaelard’s work as the conditional of a connexive logic with an equivalent connexive disjunction and the crisis precipitated by the discovery of inconsistency in this system. The second part considers the accounts of natural consequence given in the thirteenth century as a special case of the standard modal definition of consequence, one for which the principle _ex impossibili quidlibet_ does not hold, in logics in which disjunction is understood extensionally. (shrink)

The concept of indoctrination is typically used to characterize the actions of individual educators. However, it has become increasingly common for citizens to raise concerns about the indoctrinatory effects of institutions such as schools and universities. Are such worries fundamentally misconceived, or might some state of affairs obtain under which it can be rightly said that an educational institution is engaged in indoctrination? In this paper Christopher Martin outlines what the concept of institutional indoctrination could mean. He then (...) uses Jürgen Habermas's discourse theory in order to develop a specific conception of institutional indoctrination: an educational institution indoctrinates when it exercises its authority in order to support the deliberative norm that some belief P ought to be exempt from tests of or challenges to its truth or rightness just because it is belief P. Martin argues that this norm undermines conditions of symmetrical and inclusive public discourse essential to the development of knowledge and understanding among free and equal citizens. That is, institutional indoctrination involves a closing of the public mind. (shrink)

The concept of "person" does not determine criteria of identity: the pseudo-concept of "personal identity" is not found in Aquinas. Discussions of immortality and resurrection which use this pseudo-concept have obvious flaws. Neither the affirmation nor the denial of "personal identity through death" have determinate sense.

The study of the interdependence of grammar and logic at the beginning of the twelfth century is a difficult subject and progress here has been slow. With the recent publication of the Notae Dunelmenses, however, we are now able to see rather more clearly how closely the two disciplines were bound to one another. The following article draws upon this newly published material and on unpublished material from contemporary commentaries on Aristotle’s Categories to investigate how the grammarians’ account of number (...) was reconciled with that given by Aristotle. It considers in particular the problem of the meaning of numerical terms such as ‘pair’ and of collective names such as ‘people’ and how attempting to solve it shaped thinking about the metaphysics of number. (shrink)

An examination the development of Peter Abaelard's views on translation and figurative meaning. Mediaeval philosophers curiously do not connect the theory of translation implied by Aristotelian semantics with the multiplicity of tongues consequent upon the fall of Babel and do not seem to have much to offer to help in solving the problems of scriptural interpretation noted by Augustine. Indeed, on the Aristotelian account of meaning such problems do not arise. This paper shows that Abaelard is like others in this (...) respect in not in general finding translation problematic. Two particular cases, oppositio in adiecto and accidental predication, however, present problems for him and the paper examines and tries to explain the differences between the account given in the Dialectica and that given in the Logica 'Ingredientibus'. (shrink)

Among the various testimonia assembled by Iwakuma and Ebbesen to the twelfth-century school of philosophers known as the Nominales,Iwakuma Yukio and Sten Ebbesen, “Logico -Theological Schools from the Secon d Half of the 12th Century: A List of Sources,” Vivarium XXX (1992):173–210. four record their commitment to the apparently outrageous thesis that nothing grows. My aim in this essay is to explore the reasons the Nominale s had for maintaining this thesis and to investigate the role that the theory which (...) supported it played in the development of late twelfth- and early thirteenth-century debates over the character of the hypostatic union. My investigation concerns onl y one aspect of twelfth-century NominalismSince this group were apparently the first ever to be called ‘nominalists’ I think that we may justifiably capitalize the name of the theory to indicate that we are referring to their version of it. but once this part of their system is understood, we will be better able to characterise the whole and the way in which the views of the Nominales conflicted with those of their opponents. S o long as the testimonia remain few and rather slight such a reconstruction offers our only hope for finding the Nominales and their influence where their name has not been recorded. (shrink)

Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic presupposition is not explicitly recognized in Habermas's current formulation of his theory and as such the theory implicitly excludes the interest that future citizens have in the development of their own (...) capacities for competent deliberative engagement. Martin argues that this omission is serious enough that Habermas's principle of universalization should be modified, and he articulates this modification in terms of a prohibition against “developmental coercion.” Martin concludes by elaborating on the concept of developmental coercion, and he points to the implications of this addition to discourse ethics for the institutionalization of deliberative democracy. (shrink)

I defend a new reading of Spinoza's account of causation that reconciles the strengths of the mechanist and formal cause interpretations by locating instances of nature's fixed and unchanging laws inside individual natures; natures are efficacious because that's where the laws are. God's necessity, for instance, follows from certain logical principles contained within God's nature. Causes between finite particulars likewise stem entirely from finite natures. They do so, I argue, because finite instances of nature's fixed and unchanging laws are inscribed (...) within those natures. In each of these instances, effects follow from natures on account of laws contained within them. (shrink)

sProblems about the nature of integral parts and wholes were central to twelfth-century discussions of the individuation and persistence over time of both substances and artifacts. This paper examines in detail Abaelard’s contribution to these discussions arguing that Abaelard proposes a solution to these problems which preserves our common sense intuitions about identity over time. In Abaelard’s work we find an explicit solution to the problem of the identity over time of living things which appeals to the persistence of the (...) vegetative soul through the loss or addition of corporeal matter. In work from the school of the Montani we apparently also have an account of Abaelard’s solution to the problem of the identity over time of artifacts which distinguishes between the role of a part in an integral whole and the material which plays that role such that the role persists when the matter is replaced. (shrink)

This article examines the possibility of a Kantian justification of the intrinsic moral worth of education. The author critiques a recent attempt to secure such justification via Kant's notion of the Kingdom of Ends. He gives four reasons why such an account would deny any intrinsic moral worth to education. He concludes with a tentative justification of his own and a call for a more comprehensive engagement between Kant's moral theory and the philosophy of education for purposes of understanding what (...) constitutes the moral core of education. (shrink)

Peters' account of the moral life and the conception of practical reason that informed it reflects a sophisticated moral universalism. However, attempts to extend a similarly sophisticated universalism into our understanding of education are not as well received. Yet, such a project is of clear contemporary relevance given the pressure put on educational institutions to achieve certain ends. If we can show that education entails standards that are not entirely contingent upon current interests, we would have a framework that all (...) institutions seriously claiming to be involved in the enterprise would have to acknowledge. In this paper I argue that a reconstruction of the relationship between Peters' work in philosophical ethics and his conceptual analysis may go some way in showing how one can speak of education in universalistic terms. Accordingly, although many of the criticisms laid at Peters' feet are of merit, they overshadow more potentially useful interpretive moves. Finally, I show how a change in the focus of Peters' account of education and practical reason more generally can provide important resources for engaging in a more plausible exploration of universalistic themes in education. (shrink)

descartes appears to intentionally distance his a priori argument for God from the conceptual orientation of earlier arguments by insisting that God's true and immutable nature is something that is real whether he conceives it or not. I find within me countless ideas of things which even though they may not exist anywhere outside me still cannot be called nothing; for although in a sense they can be thought of at will, they are not my invention but have their own (...) true and immutable natures.1 Descartes's idea of a triangle, for instance, is a conception of a true and immutable nature that may be conceived whether any actual triangles do or ever have existed, and that is neither invented by nor dependent on his... (shrink)

Aristotle admits the possibility of many vices opposed to one virtue, but insists that there are always at least two, related as deficiency and excess. The doctrine that "virtue is in a mean" is thus both true and useful.

Journal of Philosophy of Education, EarlyView.

A study of the reception of Aristotle's Prior Analytics in the first half of the twelfth century. It is shown that Peter Abaelard was perhaps acquainted with as much as the first seven chapters of Book I of the Prior Analytics but with no more. The appearance at the beginning of the twelfth century of a short list of dialectical loci which has puzzled earlier commentators is explained by noting that this list formalises the classification of extensional relations between general (...) terms and that this classification had already be put forward by Boethius in his de Syllogismo Categorico and Introductio ad Syllogismos Categoricas . It is pointed out the kind of text referred to as an ` Introductio ' at the beginning of the twelfth-century follows very closely the structure of Boethius own Introductio and adds to it material drawn from his accounts of loci and the conditional propositions. It is argued that the reception of the Prior Analytics has to be understood against the background of this well developed tradition of treating together syllogisms, loci , and conditional propostions. Referring to a challenge to the formal validity of Darapti in the Ars Meliduna the paper concludes by illustrating that the theory of the syllogism presented in Prior Analytics was still controversial in the middle of the twelfth-century. (shrink)