The nature and impact of authority have been central to social theory since antiquity, and most students of politics, culture and organizations have – in one manner or another – visited the topic. Theorists recognize that the exercise of authority is conditioned by the environment, but their work has not always integrated fundamental changes in communication infrastructure, and in particular the diffusion of mass media. With the daily evolution of telecommunications, this is a good historical moment to re-evaluate the notion (...) of authority. My goal is to assess ways to both preserve extraordinarily useful categories from the past, and at the same time, make those typologies more sensitive to contemporary mediated communication. Here I synthesize American research on media and political communication with recent theoretical approaches to authority, expanding current views of coercion and submission. (shrink)

Presidential rhetoric can matter immensely in moments of national crisis, and even during times of less melodrama. But the possibilities for rhetorical impact are slipping away from American presidents. In light of the multiplication of presidential spokespeople, commentators, on‐line editors, and audiences, and the relative intimacy of other personalities viewed by those audiences, one might posit that “presidential speech,” as described and analyzed by Tulis, is hurtling toward its demise. Tulis’s important thesis may therefore need some serious updating.

Wollstonecraft's early works express a coherent view of moral psychology, moral education and moral philosophy which guides the construction of her early fiction and educational works. It includes a valuable account of the relation between reason and feeling in moral development. Failure to recognize the complexity and coherence of the view and unhistorical readings have led to mistaken criticisms of Wollstonecraft's position. Part I answers these criticisms; Part II describes and textually supports her view.

This paper proceeds from a sense of dissatisfaction with much of current moral argument about defence policy, in particular the role of nuclear weapons. Discussions of the moral issues tend to divide into two distinct kinds of writing: on the one hand, impassioned calls to action based on and allied with equally impassioned moral exhortations; and on the other hand, usually in academic contexts, meticulous analyses and comparisons of aspects of nuclear policy with paradigm cases of acknowledged moral categories or (...) requirements, with the object of showing by analogy with these that the particular aspect of policy under discussion is or is not morally wrong. My unease is caused by the fact that, while it is difficult not to respond to the impassioned style of argument, as one recognizes in it a practical and moral urgency which our situation seems to demand, nevertheless it plainly appeals only to those already convinced of its conclusions. The unconverted tend to regard it with suspicion or disdain, for in contrast to the analytical style, which manifestly seeks to compel the intellect, the impassioned style seems to make its effect by stirring the emotions as much as if not instead of by compelling the intellect. On the other hand the analytical style can seem curiously irrelevant, even trivial, in relation to the issue. For instance, it has been argued that since: nuclear war is a moral disaster; deterrence is threatening or intending to wage nuclear war; it is wrong to threaten or intend to do something wrong; therefore: deterrence is wrong, and should be abandoned. It is hard to believe that defenders of deterrence as the cornerstone of defence policy are going to be persuaded by such an argument to abandon their advocation of it, if only because the argument totally ignores the object of deterrence. (shrink)

COVID-19 poses an exceptional threat to global public health and well-being. Recognition of the need to develop effective vaccines at unprecedented speed has led to calls to accelerate research pathways ethically, including by conducting challenge studies ) with SARS-CoV-2. Such research is controversial, with concerns being raised about the social, legal, ethical and clinical implications of infecting healthy volunteers with SARS-CoV-2 for research purposes. Systematic risk evaluations are critical to inform assessments of the ethics of any proposed SARS-CoV-2 CHIs. Such (...) evaluations will necessarily take place within a rapidly changing and at times contested epidemiological landscape, in which differing criteria for the ethical acceptability of research risks have been proposed. This paper critically reviews two such criteria and evaluates whether the use of effective treatment should be a necessary condition for the ethical acceptability of SARS-CoV-2 CHIs, and whether the choice of study sites should be influenced by COVID-19 incidence levels. The paper concludes that ethical evaluations of proposed SARS-CoV-2 CHIs should be informed by rigorous, consultative and holistic approaches to systematic risk assessment. (shrink)

This book explores an ethical value central to all mental health professions. Although "dignity" appears near the beginning of many codes of ethics, it has been largely unexamined in the professional literature. Potter Stewart famously declared about pornography that we can't define it but we know it when we see it. Likewise with dignity. This book addresses that gap. The book considers the role of dignity as an ethical dimension of practice: in individual psychotherapeutic and psychoanalytic work; in the therapeutic (...) community; and in groups, organizations and nations. It outlines dignity in individual development and families, the role of dignity violations in the understanding and treatment of trauma, and how dignity and its violations can be a powerful force in conflict resolution. The book will also address dignity in relations to specific populations, with chapters on the African-American and the LGBT experiences. Listening, with the question of dignity in mind, offers a fresh non-pathologizing framework for the practitioner. (shrink)

Why Theories of Concepts Should Not Ignore the Problem of Acquisition.

A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an (...) avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non-verbal behavior in controlled experiments. (shrink)

Originally published in 1926 and whilst not a biography in the strictest sense, this volume presents John Bridges’ life and character against the social and political background of the nineteenth century as well as examining his legacy for current generations.

At the end of Section III of “Freedom and Resentment,” just after he has drawn our attention to the reactive attitudes, P. F. Strawson remarks, “The object of these commonplaces is to try to keep before our minds something it is easy to forget when we are engaged in philosophy, especially in our cool, contemporary style, viz., what it is actually like to be involved in ordinary inter-personal relationships, ranging from the most intimate to the most casual.” It is striking, (...) then, that the proponent of so thoroughly naturalistic an account of moral responsibility seems himself largely to ignore the fact that moral agents do not spring into existence ab initio. The adult moral agent, who is the central character of normative theory and of accounts of moral responsibility, was once a child. Our juvenile selves get a mention in Strawson’s paper, but only as examples of creatures who are paradigmatically not responsible or who inhabit “a borderline, penumbral area ” with respect to responsibility. Thus it remains a mystery, on Strawson’s account, how we become the morally responsible creatures he takes us to be. (shrink)

Developing ethical standards for clinical use of large-scale genome and exome sequencing has proven challenging, in part due to the inevitability of incidental or secondary findings. Policy of the American College of Medical Genetics and Genomics has evolved but remains problematic. In 2013, ACMG issued policy recommending mandatory analysis of 56 extra genes whenever sequencing was ordered for any indication, in order to ascertain positive findings in pathogenic and actionable genes. Widespread objection yielded a 2014 amendment allowing patients to opt-out (...) from analysis of the extra genes. In 2015, ACMG published the amended policy, providing that patients could opt out of the full set of extra genes, but not a subset. In 2016, ACMG enlarged the set and indicated planned expansion of the roster of extra genes to include pharmacogenetic findings. ACMG policy does not protect the respect for patient choice that prevails in other domains of clinical medicine, where informed consent allows patients to opt in to desired testing. By creating an expanding domain of genomic testing that will be routinely conducted unless patients reject the entire set of extra tests, ACMG creates an exceptional domain clinical practice that is not supported by ethics or science. (shrink)

Embryo litigation -- Access to ART treatment : insurance and discrimination -- General professional liability litigation -- Paternity and donor insemination -- Maternity and egg donation -- Traditional and gestational surrogacy arrangements -- Posthumous reproduction : access and parentage -- Same-sex parentage and ART -- Genetics (PGD) and ART -- ART-related embryonic stem cell legal developments -- ART-related adoption litigation -- ART-related fetal litigation and abortion-related litigation.

Book synopsis: This volume brings together international scholars working at the intersection of Spinoza studies and critical and feminist philosophy. It is the first book-length study dedicated to the re-reading of Spinoza’s ethical and theologico-political works from a feminist perspective. The twelve outstanding chapters range over the entire field of Spinoza’s writings—metaphysical, political, theological, ethical, and psychological—drawing out the ways in which his philosophy presents a rich resource for the reconceptualization of friendship, sexuality, politics, and ethics in contemporary life. The (...) clear and accessible Introduction offers a historical sketch of Spinoza’s life and intellectual context and indicates how Spinoza’s philosophy might be seen as a rich cultural resource today. Topics treated here include the mind-body problem and its relation to the sex-gender distinction; relational autonomy; the nature of love and friendship; sexuality and normative morality; free will and determinism and their relation to Christian theology; imagination and recognition between the sexes; emotion and the body; and power, imagination, and political sovereignty. The essays engage in a rich and challenging conversation that opens new paths for feminist research. (shrink)

This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools. Given that pragmatism addresses the question of how people can move forward in the absence of transcendent Truth, the author shows how pragmatism also-and not incidentally-provides grounds for pluralistic democratic societies to move forward in the absence of shared belief systems. Weaving together philosophical analysis and classroom discourse research, Mayer explores the relationships among pragmatism, progressive educational theory, (...) and democratic knowledge construction processes and their implications for enacting progressive educational practices in schools. Several original, research-based heuristics that can serve in reliably identifying, studying, and orchestrating distinctively democratic knowledge construction processes are presented. The importance of granting all students a share of interpretive authority is also emphasized. For in learning to observe and reflect on one's own terms, attend closely to the observations and interpretations of one's peers, and reason collaboratively in a transparent and principled manner, young people are enculturated into essential democratic values, commitments, and practices. This book is written for a general audience and is intended for all those concerned with strengthening the democratic character of schools and societies. It is likely to appeal to scholars, researchers, and practitioners with interests in philosophy and classroom discourse and curriculum studies, as well as philosophers of education and the social sciences more broadly. (shrink)

Suppose it is 2025 and being a technophile, you purchase brain enhancements as they become readily available. First, you add a mobile internet connection to your retina, then, you enhance your working memory by adding neural circuitry. You are now officially a cyborg. Now skip ahead to 2040. Through nanotechnological therapies and enhancements you are able to extend your lifespan, and as the years progress, you continue to accumulate more far-reaching enhancements. By 2060, after several small but cumulatively profound alterations, (...) you are a “posthuman.” To quote philosopher Nick Bostrom, posthumans are possible future beings, “whose basic capacities so radically exceed those of present humans as to be no longer unambiguously human by our current standards” (Bostrom 2003c). At this point, your intelligence is enhanced not just in terms of speed of mental processing; you are now able to make rich connections that you were not able to make before. Unenhanced humans, or “naturals,” seem to you to be intellectually disabled—you have little in common with them—but as a transhumanist, you are supportive of their right to not enhance (Bostrom 2003c; Garreau 2005; Kurzweil 2005). (shrink)

The contradictions and ambiguities in, admiration for, and potential benefits derived from cheating in modern athletics have numerous parallels in ancient Greek culture. Because both ancient and mo...

The everyday experience of someone, or something, getting in one’s face reveals a depth that is the difference between a world that is intrusive and a world that is respectful. This depth, I argue, should be conceived, not in feet and inches, but in terms of violation and honor. I explore three factors that contribute to this depth’s emergence. First, I examine our body’s capacity, at the level of sense experience, for giving the world a figure/ground structure; this structure insures (...) that most of the world we are in constant contact with, nonetheless, keeps its distance as background. I demonstrate the importance of this figure/ground structure to the depth of our world by considering the experience of people with autism; for those with autism, this structure seems to be, if not entirely missing, at least substantially less robust than our own. Next, I examine our body’s ability, at the level of more personal experience, to handle the world; our handling of the world, which rests on the acquisition of specific skills, transforms things that could easily assault us into the usually motionless objects we tend to take for granted. I demonstrate the importance of these skills to the depth of our world by considering the experience of Gregg Mozgalla; until recently, Mozgalla, who has cerebral palsy, could only lurch, rather than walk, through the world. Finally, I draw on the work of the artist Mierle Ukeles to examine the maintenance work that other people, at a broader social level, perform; other’s maintenance work keeps in good condition a world that, by falling into bad condition, could easily intrude on us. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 213 Seiten: 247-279.

In chapter one I consider two arguments for the claim that we ought to attribute linguistic knowledge to speakers of a natural language. The a priori argument has it that a theory of understanding reveals what it is that speakers of a language know about their language. The second argument takes the form of an inference to the best explanation, emphasising the idea that speaking and understanding a language is a rational activity carried on by agents with intention and purpose. (...) Linguistic knowledge is attributed to speakers as a way of making such a practice intelligible. ;In chapter two, I examine the several sceptical worries and substantive objections that have been raised to the idea of linguistic knowledge. None of these objections is fatal; rather they direct our attention to the need to specify what kind of knowledge linguistic knowledge is. ;In chapter three I argue that we do best to think of the notion of implicit linguistic knowledge as a "place-holder". ;In chapter four, I turn to a discussion of implicit belief, drawing a distinction between the way in which the content of a belief might be represented in an agent's brain and the kind of access she has to that content. I argue against an account of implicit belief that is motivated by concerns about representation, and for one that focuses on the kind of access an agent has to her implicit beliefs. ;In chapter five I attempt to sketch an account of implicit linguistic knowledge that fulfills its explanatory agenda while avoiding the objections discussed in earlier chapters. A speaker's implicit linguistic knowledge, understood as a set of articulated psychological states, grounds her full-blooded linguistic dispositions. This analysis of implicit linguistic knowledge is not subject to standard objections to that notion. Furthermore, it provides a "non-reductive" explanation of a speaker's language mastery, since it holds a middle ground between strictly biological, or neurophysiological accounts and purely behavioristic accounts of what makes an agent a speaker of a language. ;Finally, I take up the question of whether Dummett can accept my account of implicit linguistic knowledge. (shrink)

Franz Brentano's remarks on theodicy presuppose both his ethical and his metaphysical views. But he does not tell us precisely how his ethics and his metaphysics are supposed to relate to one another. Indeed, the two appear to be irreconcilable. So I try to show how Brentano's solution to the problem of evil can disclose to us the relation between his ethics and his metaphysics. First I discuss those of his ethical principles which I take to be relevant to theodicy, (...) namely, that mental activity is indefeasibly good in itself, and that in practical decisions only one choice is good. Then I explain the relevant metaphysical doctrines, concerning the substance-accident relation and the principle of sufficient reason. I then raise the general problem of evil, as well as the specific problem for Brentano. And finally I explicate and defend his theodicy, both in terms of what he clearly states and in terms of what we can infer from his writings on what is good and evil, on what exists, and on the nature of God. (shrink)

This chapter considers political, psychological, and grammatical forms of connection and their implications for narrative analogies between self and nation developed in relation to the 1707 Union between England and Scotland, and the confederation of the United States in 1776. Reid's and Beattie's ‘refutations’ of Hume propagate the structural tension in his epistemological argument into the assumptions of Common Sense philosophy. Some implications for imaginative literature of tensions between coherent stories and fragmented form are explored in the example of William (...) Duff's History of Rhedi and the work of Henry Mackenzie. Similar issues of style and self-consciousness about language use are discussed in relation to the prose of the American Founders. (shrink)

ABSTRACTAlthough attention bias toward threat has been associated with Social Anxiety Disorder, concerns regarding the ability of current measures to detect change in AB following treatm...