In this paper, I critique two conceptions of mechanisms, namely those put forth by Stuart Glennan (Erkenntnis 44:49–71, 1996; Philosophy of Science 69:S342–S353, 2002) and Machamer et al. (Philosophy of Science 67:1–25, 2000). Glennan’s conception, I argue, cannot account for mechanisms involving negative causation because of its interactionist posture. MDC’s view encounters the same problem due to its reificatory conception of activities—this conception, I argue, entails an onerous commitment to ontological dualism. In the place of Glennan and MDC, I propose (...) a “modified conception” of mechanisms, which (a) obviates the problem of negative causation by reinterpreting MDC’s activities according to a “descriptivist” account, and (b) avoids MDC’s problem by postulating a monistic ontology of entities. Thus, by solving these problems, my modified conception offers a cogent, more adequate alternative to Glennan’s and MDC’s conceptions of mechanisms. (shrink)

Classical education includes an apprenticeship in the art of rhetoric. It also gives a central place to the study of major works of literature, philosophy, and theology. There is often, however, an assumed disconnection between the art of rhetoric and the study of great texts. This disconnection undermines students’ ability to hear the voices of these texts as conversation partners in ongoing debates. This article illustrates how historically-based rhetorical-poetic reading enables us to hear the voices in a given text and (...) to consider how they work together. The argument first outlines some modern assumptions about the relation between poetry and rhetoric. The second part explains what rhetorical-poetic reading involves when approaching John Milton’s epic, Paradise Lost. The final section focuses on the second book of Milton’s poem, establishing how layered persuasive purposes constitute the fabric of the work and what the poem reveals through its curious dramatization of demonic deliberation. (shrink)

The Relevance Criterion of confirmation gained prominence as the underlying principle of the class-size approach (CSA) to Hempel's paradoxes of confirmation. The CSA, however, yields counter-intuitive results for (c) instances, and this failing cast serious doubt on the acceptability of the Relevance Criterion. In this paper an attempt is made to rescue the Relevance Criterion from this embarrassment. This is done by incorporating that criterion into a new resolution of the paradoxes, a resolution based on a theory of selective confirmation (...) and a distinction between mere confirmation in principle and evaluative confirmation (E-confirmation). (shrink)

Edward S. Casey offers a phenomenology of memory and imagination in his book Spirit and Soul, which provides a unique opportunity for thinking about the very ethereal and aqueous activity of sailing. Imagination and memory are as much a part of everyday life as most forms of mentation; but sailing, as much as it is a physical activity, is just as much a suitable analogy for engaging with these particular psychic forms. In their collaboration, memory and imagination are a means (...) for balancing the sails with the wind just as much as they provide equilibrium to the temporal expanse of conscious unification. But perhaps mostimportantly, in their spiritual and soulful employment, imagination and memory provide a place and a home for dwelling and sailing. (shrink)

This article provides a framework by way of introduction to the special section, ‘The Urban Problematic II’. It introduces a new selection of papers contributing to the continuing project of interrogating concepts, processes and practices associated with contemporary forms of urban life. The article focuses in particular on the problem of infrastructure in relation to questions of urban politics and especially remarks on the emergence of a kind of thinking in which the separation of notions of material infrastructure from those (...) of the social or cultural sphere can no longer be usefully maintained. The essays in the section cumulatively address the issue of an emergent hybridity of urban elements: the virtual and the material, the social and the technical, the political and the instrumental, the vertical and the horizontal. The spectacle of contemporary political activism and dissent emerges in the transformation of social and urban space. (shrink)

This piece presents the work of academics and architects in a collaborative venture. It provides an architectural design and a series of statements towards the hypothetical creation of an unconventional city centre in the Chinese city of Shenzhen. The idea is to create a linear university that would run the 20-kilometer length of the Shenzhen Strip: the 20K university. The contributors outline, in the diversity of their idioms, a complex spatial condition fundamental to life, and demonstrate new relationships between knowledge (...) and the city. The design of the proposed ‘open university space’ responds to two simultaneous and interrelated challenges: that posed to architecture, and that posed to science. The university would embody the meeting of these at the intersection of the urban infrastructure and the knowledge infrastructure. The purpose is thus also to develop the notion of knowledge, embodied in institutions, as urban infrastructure. (shrink)

The developing infant can accomplish all important perceptual tasks that an adult can, albeit with less skill or precision. Through infant perception research, infant responses to experiences enable researchers to reveal perceptual competence, test hypotheses about processes, and infer neural mechanisms, and researchers are able to address age-old questions about perception and the origins of knowledge.In Development of Perception in Infancy: The Cradle of Knowledge Revisited, Martha E. Arterberry and Philip J. Kellman study the methods and data of scientific research (...) on infant perception, introducing and analyzing topics through philosophical, theoretical, and historical contexts. Infant perception research is placed in a philosophical context by addressing the abilities with which humans appear to be born, those that appear to emerge due to experience, and the interaction of the two. The theoretical perspective is informed by the ecological tradition, and from such a perspective the authors focus on the information available for perception, when it is used by the developing infant, the fit between infant capabilities and environmental demands, and the role of perceptual learning. Since the original publication of this book in 1998, Arterberry and Kellman address in addition the mechanisms of change, placing the basic capacities of infants at different ages and exploring what it is that infants do with this information. Significantly, the authors feature the perceptual underpinnings of social and cognitive development, and consider two examples of atypical development - congenital cataracts and Autism Spectrum Disorder. Professionals and students alike will find this book a critical resource to understanding perception, cognitive development, social development, infancy, and developmental cognitive neuroscience, as research on the origins of perception has changed forever our conceptions of how human mental life begins. (shrink)

There has been an ongoing conflict regarding whether reality is fundamentally digital or analogue. Recently, Floridi has argued that this dichotomy is misapplied. For any attempt to analyse noumenal reality independently of any level of abstraction at which the analysis is conducted is mistaken. In the pars destruens of this paper, we argue that Floridi does not establish that it is only levels of abstraction that are analogue or digital, rather than noumenal reality. In the pars construens of this paper, (...) we reject a classification of noumenal reality as a deterministic discrete computational system. We show, based on considerations from classical physics, why a deterministic computational view of the universe faces problems (e.g., a reversible computational universe cannot be strictly deterministic). (shrink)

Background: There is a significant discourse in the literature that opines that people who use illicit opiates are unable to provide informed consent due to withdrawal symptoms and cognitive impairment as a result of opiate use. Aims: This paper discusses the issues related to informed consent for this population. Ethical considerations: Ethical approval was obtained from both the local REB and the university. Written informed consent was obtained from all participants. Method: This was a qualitative interpretive descriptive study. 22 participants (...) were interviewed, including 18 nurses, 2 social workers and 2 clinic support workers. The findings were analyzed using thematic analysis, which is a way of systematically reducing the complexity of the information to arrive at generalized explanations. Results: The staff at the clinic were overwhelming clear in their judgment that people who use opiates can and should be able to participate in research and that their drug use is not a barrier to informed consent. Conclusions: It is important to involve people who use opiates in research. Protectionist concerns about this population may be overstated. Such concerns do not promote the interests of research participants. People who use heroin need to be able to tell their story. (shrink)

Previous research has examined the role of formal classroom economics education on student learning. However, few studies have examined the role of both in school and out of school economics education exposure on student learning. Using data from the 2006 National Assessment of Educational Progress (NAEP)-Economics 12th grade assessment, we conducted an analysis using multilevel modeling to examine both student- and school-level effects on economics content knowledge. We analyzed the relationship among student-level variables including demographics, economics course structure, and instructional (...) exposure. Unlike prior studies, we accounted for the nesting of students in schools and determined significant building-level effects associated with NAEP-E outcomes. We included district and state accountability policies (e.g., required testing and graduation requirements) as well as contextual variables (e.g., percent minority and percent college bound) at the building level. Findings offered a more nuanced interpretation of earlier NAEP-E studies and extended earlier analyses to include instructional exposure and building-level effects. (shrink)