Selon les auteurs le nouveau "College" d'enseignement supérieur devra être petit démocratique, auto-administré et résidentiel ; son but sera de créer une authentique communauté de culture, de connaissances académique et d'économie. Les collèges Ruskin, Bauhaus et Black Mountain sont décrits comme précurseurs.

To be beneficent, that is, to promote according to one's means the happiness of others in need, without hoping for something in return, is every man's duty. Immanuel Kant, The Metaphysics of Morals Almost everyone agrees that we have a moral duty to pull out a drowning child from a shallow pond even if this means getting our clothes muddy. But what are the limits of the duty of beneficence? In “Famine, Affluence and Morality”, which first appeared in 1972, (...) class='Hi'>Peter Singer attempted to specify those limits in terms of the following principle: “if it is in our power to prevent something bad from happening, without thereby sacrificing anything of comparable moral importance, we ought, morally, to do it.” Singer went on to use this principle to argue that we ought to be doing all we can to prevent Third World hunger. At the same time, he challenged the well-established Western moral viewpoint that makes it an act of charity rather than a duty for a relatively affluent individual to give money to help feed the world's poor. Singer left open the question of whether the traditional distinction between duty and charity should be redrawn or abolished altogether, although he insisted that giving to others who are starving, even at the cost of giving up luxuries such as new clothes or a new car, is not an act of charity, but a duty. (shrink)

Levinas ahead of his time--and himself--on politics, postcolonialism and globalization, animals and the environment, and science and technology.

In lieu of an abstract, here is a brief excerpt of the content:Editors’ Introduction“Between the Bible and the Philosophers”: ShakespearePeter Atterton (bio) and Sean Lawrence (bio)It is not clear when Levinas first read Shakespeare, but we do have some clues. The first complete translation of Shakespeare’s works into Russian, Levinas’s mother tongue, appeared between 1865 and 1868. These volumes doubtless graced the shelves of his family’s bookstore in Kovno (now Kaunas), in Lithuania, then part of the Russian empire. Kovno (...) served as capital of one of three губернии gubernias (provinces), but also as the de facto center of Lithuanian intellectual life. The family bookstore catered to the highbrow tastes of government officials and served the needs of teachers and students at the local lycée. One also imagines that it fired the literary imagination of the young Levinas, who taught himself to read Russian at a young age. However, it would have been highly unusual for one so young, even for one as precocious as Levinas, to have read Shakespeare recreationally and self-educationally during this period (1906–1915). It probably was not until he entered the lycée in Kharkov, in Tsarist Ukraine, where his family emigrated at the beginning the Great War, or after his family’s return in 1920 to Lithuania, where Levinas attended the Hebrew lycée in Kovno, that Levinas read Shakespeare for the first time. We know that Russian gymnasiums and technical schools assigned Shakespeare.1 His gymnasium education, between the ages of eleven and seventeen, is therefore the latest point by which Levinas could have read Shakespeare for the first time, though we do not know what or how much.He certainly acknowledged Shakespeare’s influence on his early thought. In an interview broadcast on Radio France Culture in February 1981, Philippe Nemo asked Levinas what were “the first great books” he encountered, “the Bible or the philosophers?” Levinas answered by saying that he read the Bible while very young but only began to read philosophy with any seriousness at university. He proceeded, however, to volunteer a third category of great books, [End Page 1]between the Bible and the philosophers, the Russian classics—Pushkin, Lermontov, Gogol, Turgenev, Dostoyevsky and Tolstoy, and also the great writers of Western Europe, notably Shakespeare, much admired in Hamlet, Macbeth and King Lear.2If we treat this as a chronology, then Levinas would have first read Shakespeare at some time “between” the age of six, when he began reading the Bible and other Hebrew texts with a private tutor, and the age of seventeen, when he enrolled at the University of Strasbourg.A polyglot, Levinas could have read Shakespeare in English as well as in Russian translation, but also in French, German, or Hebrew translation. For that matter, he could have read it in Lithuanian translation.3 We don’t know which French edition he read first or drew upon most closely.4 In Time and the Other, he follows the translation of Émile Montégut for Macbeth but for Romeo and Juliet, as noted in Sean Lawrence’s article, he does not repeat verbatim any of the major translations. When he quotes Shakespeare in English, he follows an original spelling edition. In the notebooks that he kept during imprisonment, and part of which we have translated here, Levinas appears to quote Shakespeare in English from memory, but incorrectly.This error notwithstanding, the Carnets de captivité show the imprisoned Levinas reading widely in English. Perhaps he expected a victory by the anglo-phone powers, or perhaps he practiced a sort of defiance in reading the language of his captors’ enemies, or perhaps he sought to strengthen his understanding of one of the European languages he had neglected in the precocity of his youth. Besides Shakespeare, we find him reading D. H. Lawrence’s Lady Chatterley’s Lover and Charles Morgan’s Sparkenbroke within our selection. Elsewhere in the notebooks, he refers to Arthur Conan Doyle, Charles Dickens, L. Ryder Haggard, Maurice Baring, Millen Brand, Pearl Buck, and Edgar Allan Poe.5 His references range from the cursory—in the case of Brand’s The Outward Room, it consists only of its title and author—to the surprisingly detailed and suggestive. After reading... (shrink)

Explores Levinas’s approach to animal ethics from a range of perspectives. This is the first volume of primary and secondary source material dedicated solely to the animal question in Levinas. Drawing on previously unpublished material, including the recent discovery and digitization of the original French recording of an interview with Levinas that took place in 1986, it seeks to give fresh impetus to the debate surrounding the moral status of animals in Levinas’s work. The book offers ten essays by leading (...) scholars, along with a general introduction that places Levinas’s philosophy in the context of the growing field of animal ethics. The aim of the volume is to encourage dialogue on how we can extend Levinas’s ethics beyond its traditional human confines and to spur further research on the opportunities and challenges it raises. “Face to Face with Animals is an extraordinarily important and timely contribution. Although the question of the animal has weighed heavily upon Levinas scholars for more than two decades, it has not until now formed the subject of a book-length study. This volume rectifies that absence and proves to have been well worth the wait. It is more than scholarly. It is also, in its own way, a rousing call to thinking and acting otherwise in the face of the unsettling gazes of animal others and in the shadow of their useless suffering. Reading Levinas both with and against the grain, Face to Face with Animals makes clearer than ever that injustice is irreducible to inhumanity.” — David L. Clark, coeditor of Intersections: Nineteenth-Century Philosophy and Contemporary Theory “This book contributes the most sustained and multifaceted engagement with Levinas on animals and animality to date. In particular, it makes an important and unique contribution to the interdisciplinary field of animal studies, in which Levinas has long been a figure of great interest in light of the promise his ethics of alterity would seem to hold for developing an ethics that encompasses nonhuman animals.” — Karalyn Kendall-Morwick, Washburn University. (shrink)

This article surveys the numerous philosophical themes Levinas attributes to Shakespeare’s Macbeth. Detailed discussions are provided of the face as the temptation to commit violence and its prohibition, of the there is as the impossibility of an exit from existence, of the foundational role of con­science in ethics, and of the nature of the tragic hero who seeks to postpone the inevitability of death. I argue that it is only by treating the face as in some sense provoking violence can (...) we hope to understand how the character Macbeth finds it possible to murder Duncan while looking him in the face. This reading requires us to see him as ethically ambivalent, as one might expect from a play in which “nothing is but what is not.” The essay concludes with a brief reflection on why Macbeth manages to evoke our pity, even though we know him to be a murderer. (shrink)

Abstract In this essay I show that while Levinas himself was clearly reluctant to extend to nonhuman animals the same kind of moral consideration he gave to humans, his ethics of alterity is one of the best equipped to mount a strong challenge to the traditional view of animals as beings of limited, if any, moral status. I argue that the logic of Levinas's own arguments concerning the otherness of the Other militates against interpreting ethics exclusively in terms of human (...) interests and values, and, furthermore, that Levinas's phenomenology of the face applies to all beings that can suffer and are capable of expressing that suffering to me. Insofar as an animal has a face in Levinas's sense through which it is able to express its suffering to me, then there is no moral justification for refusing to extend to it moral consideration. 1. (shrink)

Our essay begins with a story of a disagreement between a senior Aboriginal elder and an eminent Australian environmental scientist about whether two plants are the same or different. This highly specific disagreement, which occurred in the context of an attempt to exchange knowledge about land management, brings into focus what is involved in developing a philosophically sophisticated postcolonial dialogue as part of knowledge and culture work with Yolŋu Aboriginal Australians. We propose an Australian comparative empirical philosophical inquiry (ACEPI) as (...) an intervention located in such encounters to prolong the possibilities for “doing difference” before forming concepts, through which a specific “going on together” becomes possible. We explain why we aspire to dialogue and recognize the worth of ontic discomfort, which might offer resources for ontic innovation. We also briefly discuss a project using a contrived analytic archive of Yolŋu texts, generated over the past twenty-five years. (shrink)

In section 48 of Being and Time, Heidegger quotes from chapter XX of Der Ackermann aus Böhmen, a late medieval prose poem written in Early New High German, circa 1400: “As soon as a man comes to life, he is at once old enough to die.” In this paper, I provide the context for the quotation. I also suggest that Heidegger’s interest in Der Ackermann cannot be explained solely in terms of his believing the poem was the source of the (...) quotation on page 245 of Being and Time. I offer a justification for this claim by showing that Heidegger’s discussion of death in Being and Time employs three important images: “debt,” “inheritance,” and “ripeness” – all of which can be found in chapter XX Der Ackermann. I show these “borrowings” to be at once a reference to the context of the Christian/humanist heritage to which they belong and a part of the newly evolving Daseinsanalytik. (shrink)

Discussions of the sources for Levinas’s philosophy have tended to focus on Greece and the Bible to the neglect of his Russo-Lithuanian cultural heritage. Almost no work has been done examining the impact of Russian literature on Levinas’s thinking. The present essay seeks to overcome this neglect by examining the influence that Dostoyevsky in particular exerted on the development of Levinas’s philosophy. I am aware that the notion of “influence” is philosophically vague, and not something whose truth can easily be (...) ascertained. Might there be nothing more than simply a confluence between the thinking of Dostoyevsky and that of Levinas? Could it be that Levinas was attracted to the work of Dostoyevsky because he found there what he was already looking for? Although Levinas credits Dostoyevsky with introducing him to philosophy, it would be facile to draw the conclusion that St. Petersburg occupies as important a place in Levinas’s intellectual itinerary as Athens or Jerusalem. Dostoyevsky provided neither an ontology nor any of the “pre-philosophical experiences” (EI 24) on which, according to Levinas, all philosophical thought rests. But he did give Levinas a way to think about art, religion, and, most importantly of all, ethics after the Holocaust, an event that more than any other, according to Levinas, demonstrated the absolute failure of philosophical theodicy. It was Dostoyevsky, I submit, rather than the Bible, the Greeks, or Kant who taught Levinas that the moral imperative, addressed to the singular existing individual, supersedes the religious imperative, whose validity is placed in question by the suffering of innocents and the absence of the all-powerful and providential God of theism. (shrink)

Animal Philosophy is the first text to look at the place and treatment of animals in Continental thought.

The purpose of this paper is to examine whether anonymous reporting channels are effective in detecting fraud against companies. Fraud, which comprises predominantly asset misappropriation, represents a key operational risk and a major cost to organisations. The fraud triangle provides a framework for developing our understanding of how ARCs can increase detection of fraud. Using publicly listed company survey data collected by KPMG in Australia—where ARCs are not mandated—we find a positive association between ARCs and reported fraud. These results indicate (...) that ARCs are effective in detecting fraud. Additional analysis reveals that small firms derive the greatest benefit from adopting ARCs. We also find that independent boards do not directly influence the detection of fraud, but companies with independent boards detect more fraud because they implement ARCs. (shrink)

In Democracy and the Claims of Nature, the leading thinkers in the fields of environmental, political, and social theory come together to discuss the tensions and sympathies of democratic ideals and environmental values. The prominent contributors reflect upon where we stand in our understanding of the relationship between democracy and the claims of nature. Democracy and the Claims of Nature bridges the gap between the often competing ideals of the two fields, leading to a greater understanding of each for the (...) other. (shrink)

The Continental Ethics Reader is the first comprehensive anthology of classic writings on ethics and moral philosophy from the major figures in Continental thought. The carefully selected readings are divided into five sections: Phenomenology and Hermeneutics, Existentialism, Critical Theory, Postmodernism, Psychoanalysis and Feminism. All of the authors and their writings are introduced and placed in philosophical context by the editors. The Continental Ethics Reader is an ideal point of entry to the most pressing issues and most important thinkers of the (...) Continental tradition, and provides a thorough and much needed introduction to the field. (shrink)

One central question of metaethics concerns whether there are any moral facts. I argue that morality as such is characterized by a number of distinctive features, and that metaphysical naturalists should believe that there are moral facts only if there is a plausible naturalistic explanation of the existence of facts which exemplify those features. I survey three prominent (and very different) naturalistic moral theories—the reductive naturalism of Peter Railton, Frank Jackson’s analytic descriptivism, and Christine Korsgaard’s Kantianism—and argue that none (...) of them has the resources to explain the existence of genuine moral facts. (shrink)

In this essay, I want to explore the possibility that the success of narrative in stimulating empathy comes from the relation that narrative bears to emotion—where emotion is a kind of proto-narrative that possibly accounts for the structure and range of narratives themselves —and that our familiarity with emotions as micro-narratives results in the motivation of narrative. That is, the resolution of events occurs in terms of feeling rather than other forms of closure, since other forms of closure represent literal (...) endings as, quite simply, the cessation of events whereas emotion achieves its end by being felt or translated in empathetic terms and in ways that endure beyond the formality of the fictive event that ends the narrative. I will be using Kim Scott’s Benang: From the Heart (1999) and Peter Carey’s Jack Maggs (1997) to discuss narrative and emotions, or the role of emotion in motivating narrative events and the role of narrative in conveying and stirring emotion in the reader. (shrink)

Narrated in the first person, Peter Carey’s novel about the life of Australian bushranger Ned Kelly incorporates other aspects of speech derived both from Carey’s personal experience and from the editorial process. Kelly's voice is toned down to some extent by virtue of the latter, introducing expressions Kelly himself would not have used. Identifying these elements, along with the specific attributes of Kelly’s own speech, enjoins a diversity of cultural and social groupings that intersect and, in some (...) instances, compete with or contradict one another. Shifts in speakers might be signalled by textual markers or by adopting different expressive qualities and speech patterns, which may or may not include a change in grammatical person. In this novel, at one instance, a shift in person is apparent, but I want to argue, not necessarily a shift in the identity of the speaker because, although the grammatical voice shifts, its qualitative features are largely unaltered. The shift nonetheless introduces a significant change. Paradoxically, as far as literary theory is concerned, the subjective qualities produced through voice mean that stylisations of speech may be indicative of character point of view, rather than what is understood to be narrative voice, because they might function in narrative as inflections of speech that do not correspond to the established voice of the grammatically instanced speaker—offering a focalised perspective instead. The shift in True History presents problems in these terms, however: the point of view instanced here is clearly that belonging to the speaker, though the voice is Kelly’s, for the narrator’s point of view determines the generality of the descriptive terms where once these were specific and personal. Had the novel been narrated wholly in third person, an unproblematic reading of Kelly’s point of view, suggested by the use of his voice, would be possible. But the shift undermines this—Kelly’s point of view gives way to another, instanced in the shift that takes place in narrative voice. Carey, in other words, inverts the convention. This is not an instance of free indirect style or discourse, where grammatical mood is at odds with the speaker’s position and tenses align with the implicated subject position of another. The same features of voice that might identify character point of view must, in absence of any disparity of mood or tone, function in respect to narrative voice to convey something of its speaker’s subjectivity, and this seems apparent here: the speaker shares Kelly’s subjective emotional and intellectual perspective, but no longer occupies the subject position. Carey’s voicing of the bushranger therefore complicates distinctions between voice and point of view by revealing qualitative features of voice to be important to the question of who is speaking the narrative. (shrink)

The editors cull the works of 11 noted French and German philosophers for their contributions to the debate about what animals are like and how we should relate to them. Each selection gives the gist of the philosopher's view followed by a noted scholar's comments. The result, as Peter Singer notes in his merciless Foreward, is that most of the Continentals have had almost nothing of interest to say on the topic.

After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion (...) debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university’s purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students—such as honesty, tolerance, and integrity—and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. _Debating Moral Education_ is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university. _Contributors_. Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman. (shrink)

In this paper, I shall demonstrate the value of the concept of literary thickness – i.e. form-content inseparability – as a tool of literary appreciation. I set out the relationships between non-fiction, fiction, literature, and poetry in Section 1 and sketch a preliminary definition of literary thickness in Section 2. I argue that a convincing account of reference in literary fictions can be provided by means of literary thickness in Sections 3 and 4. I argue that the match between authorial (...) intention and reader response characteristic of the experience of literary works is explained by literary thickness in Section 5. In Section 6, I test the usefulness of the concept of literary thickness against Peter Carey’s True History of the Kelly Gang. (shrink)

Robert Dunn and Richard Moran have emphasized the importance of deliberation to account for the privileged authority of self-ascriptions. They oppose a theoretical attitude toward oneself to a deliberative attitude that they regard as more intimate, as purely first-personal. In this paper, I intend to challenge Dunn’s and Moran’s understanding of how the deliberative attitude is to be conceived of and, in particular, I will call into question their claim that this attitude is wholly non-observational. More positively, I will elaborate (...) on the sort of self-observation that must play a central role in an agent’s deliberation if she is to recognize a certain belief, decision, or intention as genuinely her own and, therefore, as expressing a purely first-person point of view. In the elaboration of my argument, I will rely on a number of situations as they are described in Peter Carey’s novel Oscar and Lucinda. (shrink)

This thesis is concerned with the ways in which meaning is generically mediated in the novel. In particular it addresses the productive diversity of meanings generated by critical interpretation and asks how, given this diversity, comprehension and consensus might be possible. I argue that the construction of subject, object, space and time is achieved in the novel through different manifestations of four key metaphors: voice, view, setting and event. These metaphors supply meanings that rely on a common experience of embodiment. (...) Embodiment supplies the basis for an intersubjectively established consensus which identifies subjects and objects in terms that correspond to the semiotic, syntagmatic and semantic uses of metaphor. I begin by surveying and reviewing certain constructionist accounts of language and meaning in order to establish the importance of metaphor in conveying meaning in rhetorical, rather than linguistic, terms. I then discuss two examples of continental philosophy on speech: Derrida on voice and Foucault on discourse. I demonstrate how meaning is rhetorically constructed according to the use to which metaphors are put—whether they denote formal, semantic, or functional aspects of meaning—through an explication of Foucault’s theory, reserving Derrida’s grammatology for my analysis of the stabilisation of meaning in the theory of certain narratologists (Gérard Genette and Marie-Laure Ryan). Voice and view are key terms in literary theory, and I examine refinements to these metaphors in Genette and Ryan. The insistence of these narratologists on restricting the rhetorical dimension of meaning undermines the value of the literary work, prompting me to argue for a relaxing of such constraints. I read Peter Carey’s True History of the Kelly Gang for its uses of voice and point of view, many of which expose the limitations of the narratological approach. This is a theoretical thesis, which engages a wide range of perspectives—constructionist, deconstructionist, sociological and structuralist—together with their various accounts of language, metaphor, speech and meaning. In terms of sociological approaches to genre and discourse, I employ the chronotope as a critical tool, examining it in the context of the theme of the country house to demonstrate the role of two of my key metaphors, setting and event, which are important for the construction of space and time in abstract terms. Focusing on novels by Jane Austen, Virginia Woolf, and Kazuo Ishiguro, in which the country house defines the space and the temporality through which thematic and “material” elements are mediated, I reveal how the chronotope supplies an overarching coherence that unites thought and event in narrative. My readings of these novels describe a theory that is concerned with the rhetorical capacities of genre rather than with taxonomic constructions of form. To this end I argue that the metaphorical dimensions of narrative—voice, view, setting and event—be loosely drawn, according to the acknowledged mutability of genre. I also emphasise the constructive effect of metaphor whilst according it a rhetorical versatility consistent with the mutability and instability of genre as a semiotic tool, concluding that consensus is achieved in our readings of novels through the form’s reliance on these four key metaphors of embodiment. These metaphors have ordinary, everyday, widespread usage beyond narrative theory; in appreciating their rhetorical value, it must be noted nonetheless that any confusion that ensues is productive, for it results in the diversities of meaning and form celebrated in the literary work. (shrink)

Australian writer Carmel Bird writes fiction that, while being highly individual and varied, settles within the Australian traditions of both Peter Carey’s fabulism and Thea Astley’s humane wit. As William H. Wilde, Joy Hooton and Barry Andrews state, Bird is a “witty writer with a wide but always highly original tonal range”, who “raises what is often potentially sinister or horrific to something approaching comedy. Disease, deaths and violence are staples in her fictional world, which has similarities with (...) Barbara Hanrahan’s Gothic sensuality and feminist irony, although Bird’s deadpan humour is a distinctive, determining element”. The present interview focuses on an unexplored area in Bird—Andalusia, Spain—which, paradoxically, becomes the backcloth of some of her fiction—like the recent Child of the Twilight —and a prolific source of inspiration. The following pages explore Bird’s Andalusian/Spanish visions as regards nationalistic, religious, and cultural constructions. To that end, the theoretical communitarian discussion of figures like Ernest Gellner, Ferdinand Tönnies, Benedict Anderson, Jean-Luc Nancy and Maurice Blanchot will prove useful in the structural framework of this interview. Bird herself clarifies that her contribution is not offered from an academic perspective; she speaks about herself as a writer largely unaffected by academic bias. However, communitarian theorisation will prove useful in clarifying her depiction of nationalistic and religious values, while, in the process, she sheds some light on the slippery concept of “Australian writing” and the construction of Spanish cultural values from the perspective of an Australian writer. This interview offers a fresh rendition marked by the humorous, spontaneous and truthful tone that characterises Bird’s fiction. A pesar de la idiosincrasia de la narrativa de Carmel Bird, su producción se enmarca dentro de las tradiciones australianas del fabulismo de Peter Carey y la sabiduría humana de Thea Astley. Como afirman William H. Wilde, Joy Hooton y Barry Andrews, Bird consigue combinar el lado más siniestro con la comedia. La enfermedad, la muerte y la violencia son centrales en su ficción conectándola con la sensualidad gótica y la ironía feminista de Barbara Hanrahan, aunque el humor socarrón es un elemento distintivo y determinante en Bird. La presente entrevista cubre un aspecto inexplorado en la autora que, paradójicamente, se convierte en el telón de fondo de algunas de sus novelas y en una prolífica fuente de inspiración. Las siguientes páginas exploran el imaginario andaluz/español en su construcción nacionalista, religiosa y cultural. Con tal fin, las discusiones comunitarias de figuras como Ernest Gellner, Ferdinand Tönnies, Benedict Anderson, Jean-Luc Nancy y Maurice Blanchot serán el eje teórico vertebrador de esta entrevista. La propia Bird aclara que su contribución no parte de una perspectiva académica puesto que habla de sí misma como una escritora que escapa del sesgo académico. Sin embargo, la teorización comunitaria demostrará ser de vital importancia para aclarar su aproximación literaria a los valores nacionalistas y religiosos, a la par que, en el proceso, la autora arroja luz sobre el escurridizo concepto de «literatura australiana» y la construcción de los valores culturales españoles desde la perspectiva australiana de esta escritora. Esta entrevista ofrece un fresco retrato de la autora marcado por el tono humorístico, espontáneo y sincero que caracteriza su ficción a la par que el marco teórico comunitario garantiza el academicismo del documento. (shrink)

The literature on deep brain stimulation (DBS) and adaptive DBS (aDBS) raises concerns that these technologies may affect personality, mood, and behavior. We conducted semi-structured interviews with researchers (n = 23) involved in developing next-generation DBS systems, exploring their perspectives on ethics and policy topics including whether DBS/aDBS can cause such changes. The majority of researchers reported being aware of personality, mood, or behavioral (PMB) changes in recipients of DBS/aDBS. Researchers offered varying estimates of the frequency of PMB changes. A (...) smaller majority reported changes in personality specifically. Some expressed reservations about the scientific status of the term ‘personality,’ while others used it freely. Most researchers discussed negative PMB changes, but a majority said that DBS/aDBS can also result in positive changes. Several researchers viewed positive PMB changes as part of the therapeutic goal in psychiatric applications of DBS/aDBS. Finally, several discussed potential causes of PMB changes other than the device itself. (shrink)

This introduction to the philosophy of social science provides an original conception of the task and nature of social inquiry. Peter Manicas discusses the role of causality seen in the physical sciences and offers a reassessment of the problem of explanation from a realist perspective. He argues that the fundamental goal of theory in both the natural and social sciences is not, contrary to widespread opinion, prediction and control, or the explanation of events. Instead, theory aims to provide an (...) understanding of the processes which, together, produce the contingent outcomes of experience. Offering a host of concrete illustrations and examples of critical ideas and issues, this accessible book will be of interest to students of the philosophy of social science, and social scientists from a range of disciplines. (shrink)

This article proposes a conceptual mapping to outline salient properties and relations that allow for a knowledge transfer from the well-established greenwashing phenomenon to the more recent machinewashing. We account for relevant dissimilarities, indicating where conceptual boundaries may be drawn. Guided by a “reasoning by analogy” approach, the article addresses the structural analogy and machinewashing idiosyncrasies leading to a novel and theoretically informed model of machinewashing. Consequently, machinewashing is defined as a strategy that organizations adopt to engage in misleading behavior (...) about ethical Artificial Intelligence /algorithmic systems. Machinewashing involves misleading information about ethical AI communicated or omitted via words, visuals, or the underlying algorithm of AI itself. Furthermore, and going beyond greenwashing, machinewashing may be used for symbolic actions such as lobbying and prevention of stricter regulation. By outlining diverse theoretical foundations of the established greenwashing domain and their relation to specific research questions, the article proposes a machinewashing model and a set of theory-related research questions on the macro, meso, and micro-level for future machinewashing research. We conclude by stressing limitations and by outlining practical implications for organizations and policymakers. (shrink)

Human social life is uniquely complex and diverse. Much of that complexity consists of culturally transmitted ideas and skills that underpin the operation of institutions that structure our social life. Considerable theoretical and empirical work has been devoted to the role of cultural evolutionary processes in the evolution of institutions. The most persistent controversy has been over the role of cultural group selection and gene-culture coevolution in early human populations the Pleistocene. We argue that cultural group selection and related cultural (...) evolutionary processes had an important role in shaping the innate components of our social psychology. By the Upper Paleolithic humans seem to have lived in societies structured by institutions, as do modern populations living in simple societies. The most ambitious attempts to test these ideas have been the use of experimental games in field settings to document human similarities and differences on theoretically interesting dimensions. These studies have documented a huge range of behavior cross-culturally, although no societies so far examined follow the expectations of selfish rationality. These data are at least consistent with operation of cultural group selection and gene-culture coevolution operating in the deep tribal past and with the contemporary importance of cultural evolution in the evolution of institutions and institutional diversity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 31.1 (2007) 189-196MuseSearchJournalsThis JournalContents[Access article in PDF]Fiction and Theory of Mind: An ExchangeLisa Zunshine University of KentuckyBrian Boyd's review of my new book, Why We Read Fiction: Theory of Mind and the Novel (Ohio State University Press, 2006) engages a large variety of issues.1 I would like to address an important question about the integration of scientific methodology with literary analysis suggested by Boyd's discussion.2 As (...) I argue below, two different perspectives of this integration may mark two different—indeed, incompatible—ways of formulating the disciplinary goals and philosophy of the new field of cognitive literary theory.Why We Read Fiction makes a case for admitting the recent findings of cognitive psychologists into literary studies by showing how their research into the ability to explain behavior in terms of the underlying states of mind can furnish us with a series of surprising insights into our interaction with literary texts. Using as my case studies novels ranging from Richardson's Clarissa, Dostoyevsky's Crime and Punishment, and Austen's Pride and Prejudice to Woolf's Mrs. Dalloway, Nabokov's Lolita, and Hammett's The Maltese Falcon, I advance and explore a series of hypotheses about cognitive cravings that are satisfied—and created!—when we read fiction.Although my study draws on the already well-established as well as forthcoming work of numerous cognitive scientists (including Simon Baron-Cohen, Clark H. Barrett, Richard Byrne and Andrew Whiten, Leda Cosmides and John Tooby, Christopher Frith, Uta Frith, Paul Bloom, Susan Carey and Elizabeth Spelke, Peter Carruthers, Andy Clark, Antonio Damasio, Daniel Dennett, Alison Gopnik, Francesca Happe, Paul [End Page 189] Harris, Lawrence Hirschfeld, Stanley Klein, Alan Leslie, Andrew Meltzoff, Robert Mitchell, Keith Oatley, Gloria Origgi, Oliver Sacks, Dan Sperber, James Stiller, and Endel Tulving), it makes a point of being accessible to non-specialist readers. Cognitive science can be incredibly complicated and so can literary criticism, but I wanted to write a book on cognitive literary theory that does not scare anybody away with unnecessary jargon, knotty sentences, and overlong quotations. (Ironically, I must have succeeded too well in making my book reader-friendly and tucking my references in the endnotes since Boyd observes that I rely on only "a few findings" of cognitive scientists in my discussion.)The book consists of three parts. The first part, "Attributing Minds," introduces the first key theoretical concept of this book: mind-reading, also known as Theory of Mind. Drawing on the work of Simon Baron-Cohen (Mindblindness: An Essay on Autism and Theory of Mind), I suggest that fiction engages, teases, and pushes to its tentative limits our mind-reading capacity. Building on the recent research of Robin Dunbar and his colleagues, I then consider one particular aspect of Woolf's prose as an example of spectacular literary experimentation with our Theory of Mind. Finally, I turn to Steven Pinker's controversial analysis of Woolf in The Blank Slate to discuss the possibilities of a more profitable dialogue between cognitive science and literary studies.Of particular importance to this part of my argument is my belief that fictional narratives endlessly experiment with rather than automatically execute our evolved cognitive adaptations. When cognitive scientists succeed in isolating a certain regularity of our information-processing—for example, a constraint on the number of mutually reflecting minds that we can process with ease—we can take that constraint and see how it plays itself out in a fictional narrative. What we discover is that where there is a cognitive constraint, there is a "guarantee" of sorts that writers will intuitively experiment in the direction of challenging that constraint, probing and poking it and getting around it. The exact forms of such probing and poking will depend on specific cultural circumstances, including the mind-reading profiles of individual writers and their readers. The cognitive "limits" thus present us with creative openings rather than with a promise of stagnation and endless replication of established forms. This realization marks the possibility of a genuine interaction between cognitive psychology and... (shrink)

Peter J Arnold; Sport, Moral Education and the Development of Character, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 275–281, htt.