COVID-19 caused nearly every college and university in the United States to rapidly shift to remote learning during the spring 2020 semester. While this impacted all students to different degrees, students with disabilities faced new challenges related to their mental health, the accessibility of their instruction, the receipt of accommodations, and their interactions with faculty and student support personnel. Literature is emerging that describes the experiences of SWD during the spring 2020 semester and the swift change to remote learning. However, (...) little is currently known about what followed for these students. The present study builds from a prior investigation of SWD during the spring 2020 semester and examines student experiences and perceptions during the 2020–2021 academic year. Eighty-eight SWD from colleges across the United States completed an instrument that contained a mix of demographic, yes/no, Likert scale and open-ended items. Responses revealed most items related to accessing services and instruction showed no improvement from the spring 2020 semester, and that items related to mental health, motivation to learn, and connections with peers were perceived as worse than in spring 2020. Open-ended responses revealed similar themes, with some students describing no improvements, and others noting that accessibility service offices and faculty provided enhanced methods of communication and support. Implications for practice and future research are presented. (shrink)

ZusammenfassungOb und inwieweit Menschenbilder in der Ethik eine Rolle spielen (sollen), ist hoch umstritten - auch deswegen, weil das Verhältnis zwischen Ethik und Menschenbild ziemlich unklar ist. Der vorliegende Beitrag versucht, dieses Verhältnis zu klären und darzulegen, dass die Rede vom Menschenbild in der Ethik an mehreren Stellen relevant und sinnvoll ist. Zu diesem Zweck wird erstens der Begriff des Menschenbildes definiert und einige verbreitete Missverständnisse ausgeräumt. Zweitens werden drei in der Ethik verbreitete Modelle der Beziehung zwischen Ethik und Menschenbild (...) vorgestellt und ihre Schwierigkeiten untersucht: das (traditionelle) Telos-Modell, das (neuzeitliche) Human-nature-Modell und das (moderne) reduzierte Vernunft- Modell. Anhand einer ausführlichen Kritik des dritten Modells, das modernen Ethikansätzen zugrunde liegt, zeigt der Beitrag drittens schließlich auf, dass eine Ethik dann, wenn sie konkrete Urteile und materiale Normen begründen will, nicht umhin kommt, explizit oder implizit von gehaltvollen Menschenbildern auszugehen. (shrink)

Integral Ecology uses multiple perspectives to analyze environmental problems. Four of Integral Ecology's major analytical perspectives (known as the quadrants) correspond to the four divisions of the liberal arts and sciences: fine arts, natural science, social science, and humanities. Integral Ecology also utilizes the analytical perspective provided by the idea of cultural moral development. This perspective helps to reveal how stakeholders at different developmental stages disclose a phenomenon, in this case, a tropical forest that loggers propose to clear-cut. Integral Ecology (...) takes into account all pertinent perspectives, in order to arrive at the best possible solution to environmental problems and conflicts. (shrink)

Analyses are given of the concepts of absolute and prima facie obligation. The former is a maximizing analysis: roughly, one ought absolutely to perform those actions which are performed in the best worlds accessible to one. The latter analysis is roughly this: one ought prima facie to perform those actions which are such that those accessible worlds in which they are performed are better than the closest accessible worlds in which they are not performed. Accounts of conditional obligation, both absolute (...) and prima facie, are also given, and the issue of the detachment of unconditional from conditional obligation is addressed. (shrink)

As libraries begin to embrace Web 2.0 technologies to serve patrons—ushering in the era of Library 2.0—unique dilemmas arise in the realm of information ethics, especially regarding patron privacy. The norms of Web 2.0 promote the open sharing of information—often personal information—and the design of many Library 2.0 services capitalize on access to patron information and might require additional tracking, collection, and aggregation of patron activities. Thus, embracing Library 2.0 potentially threatens the traditional ethics of librarianship, where protecting patron privacy (...) and intellectual freedom has been held paramount. The question is not whether libraries will move toward Library 2.0, but how they will do it, and whether they can preserve the contextual integrity of patron privacy and maintain their professional librarian ethic, while also providing enhanced services to their patrons. This article will provide an ethical examination of the emergence of new Library 2.0 tools and technologies in relation to existing ethical norms of information flow within the library context. By doing so, librarians and information professionals will be better situated to avoid—or at least renegotiate—the impending Faustian bargain regarding patron privacy in the "2.0" era. (shrink)

I argue that Anselmians ought to abandon traditional Anselmianism in favor of Moderate Anselmianism. Moderate Anselmianism advances the view that a being x = God iff for every essential property P of x, it is secondarily necessary that x has P, for most essential properties of x, it is not primarily necessary that x has P and the essential properties of x include omnipotence, omniscience, perfect goodness and necessary existence. Traditional Anselmians have no cogent response to most a priori atheological (...) arguments. But a priori atheological arguments present no serious problem for moderate Anselmians. Unlike traditional Anselmianism, Moderate Anselmianism explains why a priori atheological arguments can be convincing and nonetheless illusory. (shrink)

Martin O'Shaughnessy _Jean Renoir_ Manchester and New York: Manchester University Press, 2000 ISBN 0719050626 hb; 0719050634 pb 251 pp.

Relates Eastern concepts to Western religion, art, and modern science, and suggests their relevance to the reader.

We characterize the model companions of universal Horn classes generated by a two-element algebra (or ordered two-element algebra). We begin by proving that given two mutually model consistent classes M and N of L (respectively L') structures, with $\mathscr{L} \subseteq \mathscr{L}'$ , M ec = N ec ∣ L , provided that an L-definability condition for the function and relation symbols of L' holds. We use this, together with Post's characterization of ISP(A), where A is a two-element algebra, to show (...) that the model companions of these classes essentially lie in the classes of posets and semilattices, or characteristic two groups and relatively complemented distributive lattices. (shrink)

This book demonstrates that the important educational developments of the Elizabethan and early Stuart periods, which are often portrayed as new and revolutionary in nature, were in fact the culmination of an evolutionary process more than two centuries old. It also shows that popular literacy was considerably more widespread by the time of Spenser and Shakespeare than most recent studies suggest. The book treats the long period 1348–1648 as a unit by discounting the importance of the year 1485, which marked (...) the end of one dynasty and the beginning of another but had no discernible effect on educational and cultural conditions. Additionally, it argues that the massive changes of the final years of Henry VIII, which momentarily disrupted the universities and the grammar schools of the realm, were beneficial in the long run, since local energies were thereby unleashed and greater public support for educational institutions of all kinds soon materialized. A period of steady growth continued until the 1640s and 1650s, when the bitter experiences of the Civil War and rancorous arguments about the role of the universities and the grammar schools in precipitating the outbreak of hostilities caused the mainstream of public opinion to question the efficacy of advanced education, which increasingly came to be seen as a threat to established values and traditions. Thereafter an era of decline began that lasted until the mid-nineteenth century. Finally, the book treats the important contributions made by both clerics and women during the long period 1348–1648. Although laymen were the greatest beneficiaries of the steady widening of educational opportunity during those three centuries, clerics and women provided most of the funds, without which many fewer colleges, schools, and scholarships for poor boys would have been established. They did so because of their belief that improved education was necessary for the further spread of the Christian message. (shrink)

Gandhi scholars agree that he was a critic of capitalism, if not capital or capitalists. Nevertheless, they disagree about his relationship to socialism. Some emphasize Gandhi’s claim that the modern Western canon of socialism is incompatible with the philosophy of nonviolence. Others emphasize his occasional affirmation that he is a socialist, regarding socialism as a beautiful ideal of equality. Gandhi moves back and forth between conditional endorsements of capitalists and socialism’s beautiful ideal. In this article, I ask why Gandhi never (...) specifies any clear economic preference for the philosophy of nonviolence. Is he confused and incapable of reaching practical judgments about what nonviolence demands in terms of economics? I answer this question in two ways. First, I argue that passing back and forth over the partial and fallible viewpoints of capitalists and socialists of various stripes is consistent with Gandhi’s method of experiments in truth. The passing-over method extends from experiments in devotion to constructive experiments in economics, laying the foundation for integrating distinctively human life goals or puruṣārthas. Second, and perhaps more surprisingly, I consider the background to Gandhi’s use of this method as applied to economics in Kauṭilya’s classical Arthaśāstra. Scholars often characterize Kauṭilya as both a socialist and a realist. While establishing the world’s first welfare state, his Arthaśāstra is also tied deeply into the material-spiritual concerns of the puruṣārthas, combining economics with duty, earthly pleasure, and transcendence. In this latter respect, however, Kauṭilya’s realism concedes too much to the contextual realities of his time concerning imperial conquest and caste. Gandhi emerges from this inquiry as another kind of realist in his constructive experiments with diverse economic perspectives, equally attuned to the contextual realities of his age. Gandhi succeeded—where Kauṭilya failed—to integrate economics with the spiritual goals of the puruṣārthas. I contend that Gandhi’s back and forth method in economics provides contemporary Gandhians with a way to address new contextual realities of the digital or “gig” economy through techno-satyagraha. (shrink)

William Rowe argues that an essentially perfectly good being could not actualize a world unless there is no better world it could actualize instead. According to Rowe’s Argument from Improvability, if there is an infinite series of ever-improving and actualizable worlds then a perfect being could actualize exactly none of them. I argue that there is no reason to believe Rowe’s argument is sound. It therefore presents no important objection to theism.

Suppose it is a reasonable assumption that there is no possible world that is overall highest in value. Some theists have found in thatassumption a basis for actualizing a less-than-best world. Some atheists have found in that assumption a basis for actualizing no world at all. I present a dynamic choice model for the problem and describe the rationality assumptions necessary to generate a rational choice problem for an ideally rational agent. I show that at least one of the rationality (...) assumptions—the Rational Perfection Principle—is invalid in the relevant sorts of models. I conclude that the existence of no best world presents no rational choice problem for ideally rational agents. (shrink)

This study considers the synthronon and episcopal throne in the Byzantine churches of Greece, installations that were utilised during the Byzantine period, but which do not necessarily date to that period. Variations of the synthronon and episcopal throne occurred over the years, which justifiy a typological classification. Similar installations must have still been in use in the Middle Ages, as the sources cited testify. One can furthermore deduce distinct functions from their position, which was not always in the main apse. (...) The synthronon and episcopal throne cannot only be attributed a priori to episcopal churches, although they are often found in episcopal cult buildings. They belong to the tradition of late Antiquity, even if they do appear in new constructions with new functions. (shrink)

High producers are motivated to hunt in spite of high levels of sharing because the transfers come from absolutely larger amounts of resource. In the context of a generalized cooperative subsistence strategy, stinginess could provoke the withdrawal of cooperative partners and result in a loss of income. Good producers could have more to lose by not sharing than poor producers would.

Essentialists like J. Baird Callicott have argued that one cannot have an environmental ethic unless one adopts the nonanthropocentric principle, which holds that things other than humans can be morally considerable in their own right, typically because they are thought to be intrinsically valuable. Pragmatists like Bryan Norton reject this; they claim that environmental ethics has no core or essence, and hence that the nonanthropocentric principle is not essential to an environmental ethic. Norton advances as an alternative the Convergence Hypothesis, (...) which says that there are many different ways of justifying environmental principles and policies. In this paper I show that pragmatists and essentialists are arguing past one another because they fail to note two crucial points. First, they often propose different accounts of which principles constitute an environmental ethic and so they disagree about which principles must be justified. The nonanthropocentric principle may be required to justify the principles that Callicott believe to be constitutive of an environmental ethic, but it may be unnecessary to justify those principles that pragmatists think are constitutive. Second, essentialists and pragmatists often overlook the distinction to be made between the adequacy of a justification and its epistemic or rhetorical preferability. The nonanthropocentric principle may not be needed to provide an adequate justification of the constitutive principles and judgements, but a justification that contains the nonanthropocentric principle might nevertheless be epistemically preferable. (shrink)

In: B. Hardy-Vallee & N. Payette, eds. Beyond the brain: embodied, situated & distributed cognition. (Cambridge: Cambridge Scholar’s Press), in press. Abstract: In this article, I do three main things: 1. First, I introduce an approach to the mind motivated primarily by evolutionary considerations. I do that by laying out four principles for the study of the mind from an evolutionary perspective, and four predictions that they suggest. This evolutionary perspective is completely compatible with, although broader than, the embodied cognition (...) approach. 2. Then I look at one prediction in depth, the idea that the brain evolved by exaptation–reusing exiting functional units, and combining them in novel ways to generate new cognitive capacities. 3. Finally, I try to lay out some of the implications, both of the in-depth example, and of the more general approach. (shrink)

Die Studien und Texte zur Sozialgeschichte der Literatur (STSL)veröffentlichen seit 1975 herausragende literatur-, geschichts- und kulturwissenschaftliche Arbeiten zur vornehmlich deutschen Literatur vom Mittelalter bis zur Gegenwart. Schwerpunkt der literaturgeschichtlichen und theoretischen Abhandlungen sowie der Quellen- und Materialienbände ist das Verhältnis von literarischem Text und gesellschaftlich-historischem Kontext. Als maßgebliche Publikationsreihe einer seit den 1960er Jahren einflussreichen Sozialgeschichte der Literatur prägt STSL zugleich die literaturwissenschaftliche Diskussion über mögliche Austauschbeziehungen zwischen Literatur-, Geschichts- und Sozialwissenschaften.