This work offers a comprehensive picture of the dynamic natures of language and consciousness that will interest linguists, psychologists, literary scholars,...

"Cornell Paperback." Includes index. Bibliography: p. 163-165.

This paper is an attempt to show that my work to establish numerically flexible quantifiers for the syllogism can be aptly combined with the term logic advanced by Sommers, Englebretsen, and others.

Any account of extrapolation from animal models to humans must confront two basic challenges: explain how extrapolation can be justified even when there are causally relevant differences between model and target, and explain how the suitability of a model can be established given only limited information about the target. We argue that existing approaches to extrapolation—either in terms of capacities or mechanisms—do not adequately address these challenges. However, we propose a further elaboration of the mechanisms approach that provides a better (...) treatment of this issue. The central concept in our proposal is what we term comparative process tracing. (shrink)

The paper presents a numerical interpretation of the quantifiers of traditional categorical propositions and then offers a generalization to accommodate all other numerical values. Next, it considers the implications possible on the basis of both minimum and maximum existential presuppositions; and finally, it shows that every pair of categorical premises yields multiple conclusions when appropriate minimum and maximum presuppositions are made for the terms of the premises.

I develop an account of how mathematized theories in physics represent physical systems, in response to the frequent claim that any such account must presuppose a non-mathematized, and usually linguistic, description of the system represented. The account I develop contains a circularity, in that representation is a mathematical relation between the models of a theory and the system as represented by some other model --- but I argue that this circularity is not vicious, in any case refers in linguistic accounts (...) of meaning and representation, and is simply a consequence of the fact that we have no unmediated, representation-independent access to the world. (shrink)

I criticise the view that the relativity and equivalence principles are consequences of the small-scale structure of the metric in general relativity, by arguing that these principles also apply to systems with non-trivial self-gravitation and hence non-trivial spacetime curvature (such as black holes). I provide an alternative account, incorporating aspects of the criticised view, which allows both principles to apply to systems with self-gravity.

Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding (...) is an obligation that all individuals, and not just academically trained philosophers, must fulfil. I conclude that the role of philosophy in education is to provide a conversational context for the pedagogical dimension of concepts. I draw upon the philosophies of Cora Diamond, Stephen Mulhall, Iris Murdoch and Rush Rhees. (shrink)

"Distributed in the U.S.A. by Barnes & Noble, inc." Bibliography: p. [251]-257.

I explore the debate about causal versus evidential decision theory, and its recent developments in the work of Andy Egan, through the method of some simple games based on agents' predictions of each other's actions. My main focus is on the requirement for rational agents to act in a way which is consistent over time and its implications for such games and their more realistic cousins.

In the UK and elsewhere management has become a root metaphor. Educational practitioners must now acquire competence in management discourse. Yet education and management are different social processes. They interpenetrate since much education occurs in schools, which have to be managed. But teaching is not management. This paper identifies how metaphors of management have been absorbed into political discourse and makes a case for metaphoric re-description in education.

The ethical recruitment of participants with neurological disorders in clinical research requires obtaining initial and ongoing informed consent. The purpose of this study is to characterize barriers faced by research personnel in obtaining informed consent from research participants with neurological disorders and to identify strategies applied by researchers to overcome those barriers. This study was designed as a web-based survey of US researchers with an optional follow-up interview. A subset of participants who completed the survey were selected using a stratified (...) purposeful sampling strategy and invited to participate in an in-depth qualitative interview by phone or video conference. Data were analyzed using a mixed methods approach, including content analysis of survey responses and thematic analysis of interview responses. Over 1 year, 113 survey responses were received from US research personnel directly involved in obtaining informed consent from participants in neurological research. Frequently identified barriers to informed consent included: cognitive and communication impairments (e.g. aphasia), unrealistic expectations of research participants, mistrust of medical research, time constraints, literacy barriers, lack of available social support, and practical or resource-related constraints. Strategies to enhance informed consent included: involving close others to support participant understanding of study-related information, collaborating with more experienced research personnel to facilitate training in obtaining informed consent, encouraging participants to review consent forms in advance of consent discussions, and using printed materials and visual references. Beyond conveying study-related information, researchers included in this study endorsed ethical responsibilities to support deliberation necessary to informed consent in the context of misconceptions about research, unrealistic expectations, limited understanding, mistrust, and/or pressure from close others. Findings highlight the importance of training researchers involved in obtaining informed consent in neurological research to address disease-specific challenges and to support the decision-making processes of potential research participants and their close others. (shrink)

Although the quality and effectiveness of mental health treatments and services have improved greatly over the past 50 years, therapeutic revolutions in psychiatry have not yet been able to reduce stigma. Stigma is a risk factor leading to negative mental health outcomes. It is responsible for treatment seeking delays and reduces the likelihood that a mentally ill patient will receive adequate care. It is evident that delay due to stigma can have devastating consequences. This review will discuss the causes and (...) consequences of stigma related to mental illness. (shrink)

"In the 12 case studies in this treasure of a book, various authors examine the critical, direction-finding moments in the work of such individuals as Charles Darwin, Jean Piaget, Robert Burns Woodward, William James, Anais Nin, and others." --Virginia Quarterly Review.

It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...) that in English-speaking Canada there are over 28,000 senior high school students studying philosophy in over 440 schools, and philosophy is now a Teachable Qualification. In the USA, the Philosophy Learning and Teaching Organization was founded in 2009 to create a network of pre-college philosophy teachers. With the loss of its founders—Matthew Lipman, Ann Margaret Sharp and Gareth Matthews —the Institute for the Advancement of Philosophy for Children is developing a digital archive in P4C. My original article was inspired by the design and pilot of a new philosophy elective for the Victorian Certificate of Education. This initiative garnered considerable interest from the P4C community because many believed that the decision to offer a VCE philosophy elective reflected the effectiveness and popularity of P4C in elementary schools, and the new philosophy elective would establish P4C as an essential prerequisite for the study of philosophy in senior secondary school and at university. In my view, enthusiasts overlooked an important difference in the conception of philosophy informing the new philosophy elective: it introduced students to the theoretical or academic discipline of philosophy, whereas P4C conceived of philosophy as a wisdom tradition—otherwise known as the art of living. (shrink)

Individual Differences in Subjective Experience First-Person Constraints on Theories of Consciousness, Subconsciousness, and Self-Consciousness Robert G. ...

The narratives that emerging adults wrote about a time when they learned an important moral, value or lesson were explored in order to determine the characteristics of events that lead to internalized values as well as to compare the way different kinds of moral values are socialized. Lessons resulting from misbehavior were reported most frequently. Those involving direct teaching of values were most highly internalized, with internalization assessed by importance and current impact. Self-reflection and self-generation of values was identified as (...) a key means to value learning and was reported more frequently than any other source of values (e.g., parents, peers). Finally, it appears that a framework for understanding socialization that involves different domains can reflect how individuals categorize their value-learning experiences. (shrink)

A brief, simple introduction to the theory of radiation and its application in astrophysics and a manual for researchers. The purpose of this book is twofold: to provide a brief, simple introduction to the theory of radiation and its applcation in astrophysics and to serve as a refernce manual for researchers. The first part of the book consists of a dicussion of the basic formulas and concepts that underlie the classical and quantum descriptions of radiation processes. The rest of the (...) book is concerned with applications. The spirit of the discussion is to present simple derivations that will provide some insight into the basic physics involved and then to state the exact results in a form useful for applications. The reader is referred to the original literature and to reviews for rigorous derivations. Contents Basic Formulas for Classical Radiation Processes * Basic Formulas for Quantum Radiation Processes * Cyclotron and Synchrotron Radiation * Electron Scattering * Bremsstrahlung and Collision Losses * Rediative Recombination * The Photoelectric Effect * and Emission and Absorption Lines. (shrink)

While accepting that distribution is a coherent notion, I argue that it is nevertheless irrelevant to the working of the syllogism. Instead, I propose: (i) that a term's being distributed or undistributed in a proposition is its capacity to be replaced in a truth-preserving substitution with a narrower or a wider term; (ii) that which capacity the term has is determined by whether it occurs as the predicate of a negative or of an affirmative statement of the proposition; and (iii) (...) that it is only the term's occurrence as the predicate of a negative or an affirmative statement–rather than its distribution value–that is relevant to syllogistic entailment. (shrink)

This Paper argues that to protect at-risk communities — and all Americans — from the deadly effects of environmental racism, Congress must pass the Environmental Justice for All Act. The Act is intended to “restore, reaffirm, and reconcile environmental justice and civil rights.” It does so by restoring an individual’s right to sue in federal court for discrimination based on race, ethnicity, or national origin regardless of intent under the Civil Rights Act of 1964, strengthening the National Environmental Policy Act, (...) and providing economic incentives focused on environmental justice. (shrink)

The consequences of stigma are preventable. We argue that individual attention should be provided to patients when dealing with stigma. Also, in order to deal with the impact of stigma on an individual basis, it needs to be assessed during routine clinical examinations, quantified and followed up to observe whether or not treatment can reduce its impact. A patient-centric anti-stigma programme that delivers the above is urgently needed. To this end, this review explores the experiences, treatment barriers and consequences due (...) to stigma. We also offer putative solutions to this problem. (shrink)

This paper introduces the concept of gothic violence in order to better theorize how domination operates in Mary Wollstonecraft’s unfinished novel, The Wrongs of Woman, or Maria. The fictive companion to A Vindication of the Rights of Woman, Maria is an account of the titular character’s struggle for self-determination in all aspects of her life, including her desire for a companionate partnership. I argue that Maria’s ultimate lack of freedom is directly attributable to coverture, the patriarchal legal fiction whereby wives (...) are subsumed under the legal persona of their fathers or husbands. Building on scholarship that positions Wollstonecraft as a republican feminist, I show how Maria articulates what I call gothic violence, a form of psychic domination that places the other in a condition of unfreedom by denying their status as an autonomous being and holding them in subordination through a variety of techniques, such as denial of legal and social status and testimonial quieting. I show how gothic violence results in the unfreedom of women through its reliance on domestic settings and intimate relationships, and with the support of law and custom, of which coverture is a central example. I conclude by suggesting that attending to gothic violence in Wollstonecraft’s thought allows us to further see the continuity between her political and fictional writings. (shrink)

In De myst. 1.11–18 , Andokides reports a series of four judicial denunciations , made before the Athenians on four separate occasions in 415 B.c., concerning profanations of the Eleusinian Mysteries. After statements from the slave Andromachos and the metic Teukros, ‘a third denunciation followed. The wife of Alkmaionides, who had also been the wife of Damon, a woman named Agariste, made a denunciation that in the house of Charmides beside the Olympieion, Alkibiades, Axiochos and Adeimantos celebrated mysteries. And at (...) this denunciation all these men fled’ . A fourth denunciation was made by the slave Lydos. (shrink)

I argue that philosophy has a dual role in teacher education: first, it prompts teachers to take individual responsibility for and become more reflective about the values expressed by their teaching practices so as to enable them to teach with greater authenticity; second, it provides teachers with a disciplinary technique that is useful in the facilitation of student reflection and dialogue so as to enable students to think and live more authentically. In this paper, I focus on the former and (...) suggest that because teaching practices are expressions of values, teachers need to become more aware of competing conception of the human good(s)—including their own—and how these inform their relationship to disciplinary expertise, educational institutions, and teaching. I argue that authentic teaching necessitates: a conviction that individuals are improved, as human beings, by what it is they study; a deepening engagement with what this conviction means; and a commitment to its truth by way of how one engages with one’s discipline and students. It is in this regard that I explore Plato’s dialogue Gorgias, in particular, the example of Socrates, his conversations with Callicles, as well as his distinction between sophistry/pandering and educating/healing. In the final part of the paper, I argue that, assuming I am correct about the necessity and value of teaching authentically, philosophy—conceived of as honest, rigorous, ongoing, open-ended and dialogical engagement with our convictions—should be an integral part of any good teacher education program. (shrink)