Power is now measured by economic strength. The world is becoming more integrated. Europe and the Pacific are challenging US dominance. The debt crisis is a crisis in capital and job creation. In the future, key economic issues will be job creation, increased production, grassroots development and safeguarding the poor from the debt crisis. The most viable form of employment will be in small scale enterprises. These meet the real needs of the poorest, are locally owned and controlled, produce products (...) for a local market and use locally available resources. They contribute to economic stability, are not subject to international currency fluctuations and use an environmentally sustainable technology. (shrink)

Abstract“Sign stimuli” elicit specific patterns of behavior when an organism's motivation is appropriate. In the toad, visually released prey-catching involves orienting toward the prey, approaching, fixating, and snapping. For these action patterns to be selected and released, the prey must be recognized and localized in space. Toads discriminate prey from nonprey by certain spatiotemporal stimulus features. The stimulus-response relations are mediated by innate releasing mechanisms (RMs) with recognition properties partly modifiable by experience. Striato-pretecto-tectal connectivity determines the RM's recognition and localization (...) properties, whereas medialpallio-thalamo-tectal circuitry makes the system sensitive to changes in internal state and to prior history of exposure to stimuli. RMs encode the diverse stimulus conditions referring to the same prey object through different combinations of “specialized” tectal neurons, involving cells selectively tuned to prey features. The prey-selective neurons express the outcome of information processing in functional units consisting of interconnected cells. Excitatory and inhibitory interactions among feature-sensitive tectal and pretectal neurons specify the perceptual operations involved in distinguishing the prey from its background, selecting its features, and discriminating it from predators. Other connections indicate stimulus location. The results of these analyses are transmitted by specialized neurons projecting from the tectum to bulbar/spinal motor systems, providing a sensorimotor interface. Specific combinations of such projective neurons – mediating feature- and space-related messages – form “command releasing systems” that activate corresponding motor pattern generators for appropriate prey-catching action patterns. (shrink)

Richard of St. Victor's elaboration of the themes of interpersonal relations and of human love as self-transcendence links him to contemporary philosophical and theological interests.

This article describes a challenge to the cultures and religions of the world that the author believes is the greatest challenge that has confronted the human race in its entire history. Modernity's search for unity and postmodernity's affirmation of pluralism reflect aspects of our current situation, but more needs to be recognized. We must acknowledge that East and West must face the current challenges together. Multiculturalism and unity encompass all world cultures, and we cannot be content to read our present (...) history only through the lens of western developments. Karl Jaspers's theory of the First Axial period of history, 800‐200 B.C.E., in which all the present world religions have their roots, is useful. It reveals that our present flowering of culture and spirit in the Western world, including our science, is not so much a product of the Western Renaissance and Enlightenment, as it is rooted in cultural events that belong to East and West equally. We are now in the Second Axial Period, which challenges the world religions to allow their energies to move toward convergence, just as in the previous millennia they moved toward differentiation. Teilhard de Chardin's thought is a guide for us, in his vision of a complex convergence of consciousness, in which differences will not be abolished but will be transformed in their coming together. This convergent perspective will also join with the perspective of rediscovering our roots in the earth, and it will repossess the spirituality of the primal peoples, in its understanding of the entire human race to be one tribe. The world religions are faced with the task, therefore, of encountering each other in “dialogic dialogue,” and channeling their spiritual resources toward the solution of real‐world global problems. (shrink)

Norm Phelps has long been one of the leading theoreticians, historians, and strategists of the animal advocacy movement. His new book collects his recent writings on this subject, as well as offers in print for the first time a fully revised and updated version of the e-book he published with Lantern in 2013 (978-1-59056-379-3). Phelps argues that faced with the overwhelming wealth and power of the animal exploitation industries, animal activists are like David trying to stand up to Goliath. (...) But rather than following the unsuccessful strategies of the past, Phelps proposes that we change the game by adopting David's strategy of refusing to play by Goliath's rules. Additional essays explore class and race in animal advocacy, the place of public policy vs. private morality in creating social change, and the unyielding barrier of human exceptionalism. Trenchant, wise, and deeply committed to the reduction of suffering and the liberation of animals, Changing the Game is sure to offer animal advocates much food for thought as the movement charts a way forward for all sentient beings. (shrink)

The challenge: the most difficult battle ever fought -- The universal crime -- Slave owners for abolition -- We are all nazis and if i quit eating meat, i'll have to admit -- That to myself -- The crown of creation and the acme of evolution -- Follow the money -- Optimism of the will -- The environment: a dark age was about to begin -- It ain't what you do, it's the time that you do it -- The empire (...) strikes back -- The madness of more -- Creating a universal rights movement -- We're not in kansas anymore -- The response: the prize and the plow -- Agitators and politicians -- In the beginning -- The movement turns to politics -- Abolitionism: the agitation-only approach to animal rights -- How welfare reforms promote liberation -- The proof of the pudding -- Suffering matters -- Public policy and private morality -- Why violence can't change the game for animals. (shrink)

As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...) on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. (shrink)

Assertions are speech acts by means of which we express beliefs. As such they are at the heart of our linguistic and social practices. Recent research has focused extensively on the question whether the speech act of assertion is governed by norms, and if so, under what conditions it is acceptable to make an assertion. Standard theories propose, for instance, that one should only assert that p if one knows that p (the knowledge account), or that one should only assert (...) that p if p is true (the truth account). In a series of four experiments, this question is addressed empirically. Contrary to previous findings, knowledge turns out to be a poor predictor of assertability, and the norm of assertion is not factive either. The studies here presented provide empirical evidence in favour of the view that a speaker is warranted to assert that p only if her belief that p is justified. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements (...) and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...) presentation, description and illustration that are used in the biology lecture from the early modern (sixteenth to seventeenth centuries) and late modern (or contemporary) eras. The anatomy lecture thus demonstrates a basic physical and technical continuity in the classroom or theater, whereas the larger epistemic functions in which it is embedded have changed: from a descriptive, discursive function, focusing on individual organs and their physicality, to one that is more integrative, systemic and also performative in both form and content. (shrink)

John Gibbons presents an original account of epistemic normativity. Belief seems to come with a built-in set of standards or norms. One task is to say where these standards come from. But the more basic task is to say what those standards are. In some sense, beliefs are supposed to be true. Perhaps they’re supposed to constitute knowledge. And in some sense, they really ought to be reasonable. Which, if any of these is the fundamental norm of belief? The (...) book argues against the teleological or instrumentalist conception of rationality that sees being reasonable as a means to our more objective aims, either knowledge or truth. And it tries to explain both the norms of knowledge and of truth in terms of the fundamental norm, the one that tells you to be reasonable. The importance of being reasonable is not explained in terms of what it will get you, or what you think it will get you, or what it would get you if only things were different. The requirement to be reasonable comes from the very idea of what a genuine requirement is. That’s where the built-in standards governing belief come from, and that’s what they are. (shrink)

One central debate in recent literature on epistemic normativity concerns the epistemic norm for action. This paper argues that this debate is afflicted by a category mistake: strictly speaking, there is no such thing as an epistemic norm for action. To this effect, I introduce a distinction between epistemic norms and norms with epistemic content; I argue that while it is plausible that norms of the latter type will govern action in general, epistemic norms will only govern actions (...) characteristically associated with delivering epistemic goods. (shrink)

I argue that the debates over which norm constitutes assertion can be abandoned by challenging the three main motivations for a constitutive norm. The first motivation is the alleged analogy between language and games. The second motivation is the intuition that some assertions are worthy of criticism. The third is the discursive responsibilities incurred by asserting. I demonstrate that none of these offer good reasons to believe in a constitutive norm of assertion, as such a norm (...) is understood in the literature. Others who have made similar arguments conclude that assertion does not exist at all—that there is no such thing as assertion. I disagree: we do not have to relinquish the category of assertion just because it is not normatively constituted. There are alternative ways to understand and individuate assertion that do not rely on a constitutive norm. (shrink)

Sometimes subjects have sufficient internal and external resources to retrieve information stored in memory, in particular information that carries socially charged content. Yet, they fail to do so: they forget it. These cases pose an explanatory challenge to common explanations of forgetting in cognitive science. In this paper, I take this challenge and develop a new explanation of these cases. According to this explanation, these cases are best explained as cases of norm-induced forgetting: cases in which forgetting is caused (...) by social norms in a relevant sense. These cases draw attention to the normative aspects of the mechanisms of forgetting. This is an important but neglected aspect of cases of everyday forgetting, in particular of those characterized by a social dimension. By investigating some ways in which the psychology of social norms is causally relevant in the mechanisms of retrieval failure, I begin to fill this gap. (shrink)

It is widely held that there is a distinctive norm of assertion. A plausible idea is that there is an analogous, perhaps weaker, norm for indirect communication via implicatures. I argue against this type of proposal. My claim is that the norm of assertion is a social norm governing public updates to the conversational record. Off the record implicatures are not subject to social norms of this type. I grant that, as happens in general with intentional (...) actions, off the record communicative acts may be subject to normative assessments on different levels (for instance, regarding their moral or prudential appropriateness). However, such assessments do not generate distinctive norms that apply to all cases of implicature. (shrink)