Throughout the 3-year war in Lebanon (1982-1985) and throughout the 7 years of the first Intifada (1987-1994), about 170 objecting reservists chose to adopt an unconventional mode of moral resolution for their dilemma about service in the conflict: they disobeyed the order to serve in the war zone when their unit was called up. They argued that such service would contradict the dictates of their conscience. At the outset, the intention of most of these reservists was to comply with orders (...) for general military service. They asked to serve within the Green Line. When their request was overruled and they continued to disregard their call-up, they were charged with a disciplinary offense (Israel has no legal provision for selective conscientious objection). They subsequently were tried by court-martial and were sentenced to 14-35 days in military prison, some of them more than once when they refused additional drafts. Their major conscientious claims revolve around two major constraints: resisting the unfair physical load of military reserve service and resisting the obligation to face morally no-win situations. I would further argue that even though most of the public and the senior army echelons were familiar with these two types of moral voices, they preferred to remove the conscientious soldiers from their posts, or to ignore the claims themselves. (shrink)

The present offers a pragmatic solution of the Heap Paradox, based on the idea that vague predicates are “indexical” in the sense that their denotation does not only depend on the context of their use, but it is a function of the context. The analysis is based on the following three claims. The borderlines of vague terms are undetermined in the sense that though they may be determined in some contexts, they may differ from one context to the next. Vagueness (...) serves the important communicative function, enabling speakers to identify entities as objects (as things we can talk about) in terms of some quantitative differences between the “object” and its background in the context. Thus, in some contexts we can naturally partition the group of men uniquely so as to distinguish the bald from the not-bald. Whether a man with a given hair number is among the bald in a given context depends not only on his own hair number but also on the hair number of others in that context. This provides the background for the claim that when we assert that John is bald, we presuppose that there is a unique demarcation to the bald in that context. I consider the truth of the Paradox’s statements in contexts where the presupposition is true and in contexts where it is false. The analysis yields that the contradiction is avoided because though each of the statements is often true, never are all the sentences in the Paradox true together. (shrink)

: This article considers what contribution the work of John Rawls can make to questions about animal ethics. It argues that there are more normative resources in A Theory of Justice for a concern with animal welfare than some of Rawls's critics acknowledge. However, the move from A Theory of Justice to Political Liberalism sees a depletion of normative resources in Rawlsian thought for addressing animal ethics. The article concludes by endorsing the implication of A Theory of Justice that we (...) look for ways other than rights discourse to respect and protect the well-being of animals. (shrink)

In this article, we illuminate the affective phenomenon of loneliness by exploring the question of how it relates to love and other forms of friendship. We reflect in particular on the question of how different forms of loneliness are relevant to human existence. Distinguishing three forms of loneliness, we first introduce two border cases of loneliness: unfelt loneliness in which one’s individuality is denied and one therefore cannot feel lonely; and existential loneliness in which the possibility of intimacy and existential (...) communication are denied and one therefore cannot but feel lonely. We then turn to loneliness that occurs within intimate friendships—even the most intimate ones. In our analysis, we pay attention especially to the role of communication. In order to do so, we repeatedly turn to poetic expressions of loneliness. We argue that loneliness cannot reflect only the absence or partial failure of communication but also the inherent limits of communication. These limits in turn point back to the nature of human existence and love itself. (shrink)

In the opening sections of this paper, we defined ambiguity in terms of distinct sentences (for a single sentence-string) with, in particular, distinct sets of truth conditions for the corresponding negative sentence-string. Lexical vagueness was defined as equivalent to disjunction, for under conditions of the negation of a sentence-string containing such an expression, all the relevant more specific interpretations of the string had also to be negated. Yet in the case of mixed quantification sentences, the strengthened, more specific, interpretations of (...) some such positive string are not all of them necessarily implied to be false if the corresponding negative sentence-string is asserted. On the contrary, as we saw in section 6, a negative sentence-string can be used to deny one of the more specific interpretations of the corresponding positive string without also denying other weaker interpretations of that same string. One might therefore argue that the only empirical evidence availble for assessing quantified sentences suggests clearly that these sentence-strings are ambiguous. Indeed logicians, many of whom restrict their attention to propositions, MUST recognise logical ambiguity at this point. For the contextualisation of the negative sentences in section 6 showed that it was possible to assert the falsity of some proposition P expressed by the sentence S while asserting a further proposition which was compatible with the truth of S. However the corresponding conclusion that such sentence-strings are sententially ambiguous is not a necessary conclusion for the linguist: for the alternative account of postulating a single semantic representation plus a set of semantic procedures is also compatible with the negation evidence. Moreover we have seen independent reasons for thinking that if sentential ambiguity is assumed to be in one-to-one correspondence with what we should now call logical ambiguity, a considerable body of generalisations is lost. For the maximal ambiguity account, it should be recalled, is committed to assigning at least thirteen distinct propositions and hence thirteen distinct sentence outputs for every sentence-string containing no more than two quantifiers, for three out of the four interpretations originally outlined in this paper can be understood with each numeral taken either in an ’exactly’ sense or in an ’at least’ sense. Moreover there is no explanation of why just these interpretations are available-they are merely an arbitrary list, no more connected than are the two interpretations of John saw her duck, with no reason to predict that the ambiguity would carry over from language to language. If then it is granted that an ambiguity account fails to capture appropriate generalisations, only two alternative accounts of mixed quantification sentence-strings remain viable-an analysis proposing an initial co-ordinate logical form like the logical form III, which is the strongest form compatible with each of the propositional interpretations of sentence-string Two examiners marked six scripts, and the radically weak form in which only existential quantification (both over sets and over members of those sets) is invoked. Since there are strong arguments to suggest that the procedures which both analyses require are semantic, there seems no reason not to adopt the radical vagueness account, with its considerably greater simplicity. (shrink)

Research has downplayed the complex discursive processes and practices through which decisions are constructed and blurs the relationship between macro- and micro-levels. The article argues for a critical and ecologically valid approach that articulates how discursive practices are influenced by, and in turn shape, the organizational settings in which they occur. It makes a methodological contribution using decision-making episodes of a senior management team meeting of a multinational company to demonstrate the insights that can be obtained from embedding the Discourse-Historical (...) Approach to Critical Discourse Analysis within a longitudinal ethnography. The approach illuminates the latent and intricate power dynamics and range of potentials of agents, triangulating micro-level discursive strategies with macro-level historical sources and background knowledge on the social and political fields. The article also makes a theoretical contribution by demonstrating the dependency of decision outcomes on often unpredictable and subtle changes in the power—context relationship. (shrink)

: Following a long process of revision, a new version of the Declaration of Helsinki was approved by the World Medical Association in 2000. Two provisions of the Declaration address ongoing international controversies regarding research sponsored by industrialized countries and conducted in developing countries. Despite the issuance of the final version of the Declaration, opponents remain locked in debate. Moreover, the Declaration remained silent on other prominent controversies concerning international research. An analysis of these current controversies reveals reasons why they (...) are not likely to be readily resolved, despite apparent agreement by opponents on overarching ethical principles. (shrink)

This quotation from the London Review of Books is an example of a turn—a different way of looking at things that involves a redefinition of the kind of thing higher education is and how it should be provided. It is a turn away from a public good perspective—the opposite, it might be said, of the kind of turn addressed in this article.

In this paper I consider the surprise examination paradox from a practical perspective, paying special attention to the communicative role of the teacher’s promise to the students. This perspective, which places the promise within a practice, rather than viewing it in the abstract, imposes constraints on adequate solutions to the paradox. In the light of these constraints, I examine various solutions which have been offered, and suggest two of my own.

A new political movement has arisen in bioethics, self‐consciously distingushed from the rest of the ield and characterized by a new way of writing and arguing. Unfortunately, that new method is mean‐spirited, mystical, and emotional. It claims insight into ultimate truth yet disavows reason.

I argue that critical realists think pretty much what Tukka Kaidesoja says that he himself thinks, but also that Kaidesoja’s objections to the views that he attributes to critical realists are not persuasive.

Journal of Philosophy of Education, EarlyView.

I sketch in miniature the whole of my work on the relation between language and thought. Previously I have offered closeups of this terrain in various papers and books, and I reference them freely. But my main purpose here is to explain the relations among the parts, hoping this can serve as a short introduction to my work on language and thought for some, and for others as a clarification of the larger plan.

The positions of Brandom and Millikan are compared with respect to their common origins in the works of Wilfrid Sellars and Wittgenstein. Millikan takes more seriously the “picturing” themes from Sellars and Wittgenstein. Brandom follows Sellars more closely in deriving the normativity of language from social practice, although there are also hints of a possible derivation from evolutionary theory in Sellars. An important claim common to Brandom and Millikan is that there are no representations without function or “attitude”.

We consider question-answer dialogues between participants who may disagree with each other. The main problems are: (a) How different speech-acts affect the information in the dialogue; and (b) How to represent what was said in a dialogue, so that we can summarize it even when it involves disagreements (i.e., inconsistencies).We use a fully-typed many-sorted language L with a possible-worlds semantics. L contains nominals representing short answers. The speech-acts are uniformly represented in a dialogue language DL by focus structures, consisting of (...) a mood operator, a topic component and a focus component. Each stage of the dialogue is associated with a set of information functions (g-functions), which are partial functions taking a topic component (representing a question raised) to a set of propositions determined by the corresponding focus component (to the set of answers given to it). (shrink)

The Mental Capacity Act will come into force in 2007. It sets out guidelines for the ethical review of research involving incompetent adults which will have an impact on the REC process. This paper attempts to explain the Act's requirements in a way that will give research ethics committees some clarity about what must be considered when reviewing applications. Potential difficulties have been highlighted with guidance as to how these might be resolved.

Dickens’ famous satire of complacency and chauvinism entails a peculiarly English fiction about the innocence of girls. The “Podsnappery” chapter of Our Mutual Friend is in fact devoted to a dinner party in honor of Georgiana Podsnap’s eighteenth birthday, though “it was somehow understood…that nothing must be said about the day”1—the generation of Miss Podsnap being one of those disagreeable facts that Mr. Podsnap simply refuses to admit. But if Miss Podsnap’s birth is unmentionable, her existence is crucial: Podsnappery very (...) much depends upon the presence of a daughter. What Mr. Podsnap cannot dismiss as “Not English!”—starving Englishmen, for instance—can always be removed as subjects unsuited to the female young. The “cheek of the young person” becomes the test of knowledge over a wide field.1. Charles Dickens, Our Mutual Friend, ed. Stephen Gill , bk. 1, chap. 11, pp. 181-82; all further references to this work will be included parenthetically in the text with only book and chapter numbers for the convenience of those using other editions. (shrink)

This research details a pilot study of Finnish college students and their views on the academic ethics. Finland is an unexamined population on this issue. In the current project, we surveyed students in the spring of 2014. We found unethical behavior is common on projects but less common on exams. We also found students are unwilling to report wrongdoing by other students. We examined differences between students’ attitudes on cheating based on several demographic factors, including gender, age and major. We (...) conclude by discussing the implications for further research in this area. (shrink)

Commercial video games are popular entertainment media and part of students’ media reality. While commercial video games’ main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students’ reflection processes using commercial video games in regular formal high (...) school teaching. In a double lesson, 29 students of a 10th-grade biology course and 17 students of a 12th-grade advanced course on history played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers’ game-related statements and questions. Regarding teachers’ statements, students discussed several topics related to game enjoyment and the games’ representation of topic-related content. Regarding teachers’ questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. We further provide quantitative results on students’ perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection. (shrink)

Increasingly in the modern world, incentives are becoming the tool we reach for when we wish to bring about change. In government, in education, in health care, between and within institutions of all sorts, incentives are offered to steer people's choices in certain directions. But despite the increasing interest in ethics and economics, the ethics of the use of incentives has raised very little concern. From a certain point of view, this is not surprising. When incentives are viewed from the (...) perspective of market economics, they appear to be entirely unproblematic. An incentive is an offer of something of value, sometimes with a cash equivalent and sometimes not, meant to influence the payoff structure of a utility calculation so as to alter a person's course of action. In other words, the person offering the incentive means to make one choice more attractive to the person responding to the incentive than any other alternative. Both parties stand to gain from the resulting choice. In effect, it is a form of trade, and as such, it meets certain ethical requirements by definition. A trade involves voluntary action by all parties concerned to bring about a result that is beneficial to all parties concerned. If these conditions were not met, the trade would simply not occur. And as inducements in a voluntary transaction, incentives certainly have the moral high ground over coercion as an alternative. (shrink)

The central purpose of this work is to compare the analytic possibilities that offer the quantitative and qualitative methodological strategies for the study of the corruption, just as this it is perceived and interpreted by the middle class of Buenos Aires. The data come from the pre-tests of a su..

La concepción agustiniana del tiempo como distentio animi de Confessiones XI posee un complejo sustrato teórico, tanto en lo que respecta al horizonte problemático previo, como a las doctrinas que se hacen presentes en la resolución dada, sin que ello niegue o disminuya su originalidad. Por el contrario, es este mismo horizonte problemático el que permite resaltar el aporte del Santo de Hipona. De la complejidad de ese horizonte, nos interesa destacar dos elementos. El primero de ellos es la concepción (...) estoica sobre las tres instancias temporales y la determinación del tiempo como incorpóreo. El segundo es la crítica del escepticismo académico sobre el ser del tiempo como totalidad, dada la inexistencia de cada una de las partes de ese todo; en el caso del tiempo, las aporías se plantean como aporías sobre el ser del pasado, el presente y el futuro. En ambos casos, el problema se presenta como un dilema sobre la relación entre temporalidad y ser. Consideramos que los argumentos agustinianos pueden ratificar su consistencia argumentativa al mostrarse como correlatos resolutivos de los problemas de este horizonte teórico. Además, la presencia de ejemplos y comparaciones que forman parte de este horizonte y de sus textos, permiten acentuar dicha consistencia. (shrink)