Simple idealized models seem to provide more understanding than opaque, complex, and hyper-realistic models. However, an increasing number of scientists are going in the opposite direction by utilizing opaque machine learning models to make predictions and draw inferences, suggesting that scientists are opting for models that have less potential for understanding. Are scientists trading understanding for some other epistemic or pragmatic good when they choose a machine learning model? Or are the assumptions behind why minimal models provide understanding misguided? In (...) this paper, using the case of deep neural networks, I argue that it is not the complexity or black box nature of a model that limits how much understanding the model provides. Instead, it is a lack of scientific and empirical evidence supporting the link that connects a model to the target phenomenon that primarily prohibits understanding. (shrink)

Several argue that truth cannot be science’s sole epistemic goal, for it would fail to do justice to several scientific practices that advance understanding. I challenge these arguments, but only after making a small concession: science’s sole epistemic goal is not truth as such; rather, its goal is finding true answers to relevant questions. Using examples from the natural and social sciences, I then show that scientific understanding’s epistemically valuable features are either true answers to relevant questions or a means (...) thereof. (shrink)

Testimony spreads information. It is also commonly agreed that it can transfer knowledge. Whether it can work as an epistemic source of understanding is a matter of dispute. However, testimony certainly plays a pivotal role in the proliferation of understanding in the epistemic community. But how exactly do we learn, and how do we make advancements in understanding on the basis of one another’s words? And what can we do to maximize the probability that the process of acquiring understanding from (...) one another succeeds? These are very important questions in our current epistemological landscape, especially in light of the attention that has been paid to understanding as an epistemic achievement of purely epistemic value. Somewhat surprisingly, the recent literature in social epistemology does not offer much on the topic. The overarching aim of this paper is to provide a tentative model of understanding that goes in-depth enough to safely address the question of how understanding and testimony are related to one another. The hope is to contribute, in some measure, to the effort to understand understanding, and to explain two facts about our epistemic practices: the fact that knowledge and understanding relate differently to testimony, and the fact that some pieces of testimonial information are better than others for the sake of providing one with understanding and of yielding advancements in one’s epistemic standing. (shrink)

While social epistemologists have recently begun addressing questions about whether groups can possess beliefs or knowledge, little has yet been said about whether groups can properly be said to possess understanding. Here I want to make some progress on this question by considering two possible accounts of group understanding, modeled on accounts of group belief and knowledge: a deflationary account, according to which a group understands just in case most or all of its members understand, and an inflationary account, according (...) to which a group’s understanding does not depend solely on whether its members understand. I argue that both accounts face problems. The deflationary account has two such problems: aggregation problems that are familiar from discussions of group belief, and the problem of different bases, wherein members possess understanding for different but consistent reasons. The inflationary account faces what I call the problem of distributed grasping: while it is widely accepted that understanding requires a kind of “grasping”, it is hard to make sense of how this requirement could be met at the group level while not necessarily being met by any individual member. Despite its problems, I make a case for the inflationary account. This will require addressing the problem of distributed grasping: to do this, I propose a different way of thinking about the grasping relation at the group level, such that it is constituted by a dependency relationship between members. (shrink)

I present a puzzle – the “puzzle of aesthetic testimony” – along with a solution to it that appeals to the impossibility of testimonial understanding. I'll criticize this solution by defending the possibility of testimonial understanding, including testimonial aesthetic understanding.

The aim of this article is to develop an understanding-based argument for an explicitly political specification of the concept of race. It is argued that a specification of race in terms of hierarchical social positions is best equipped to guide causal reasoning about racial inequality in the public sphere. Furthermore, the article provides evidence that biological and cultural specifications of race mislead public reasoning by encouraging confusions between correlates and causes of racial inequality. The article concludes with a more general (...) case for incorporating empirical evidence about public reasoning into philosophical debates about competing specifications of the concept of race. (shrink)

Este artículo presenta a Weber y Habermas como los umbrales o polos de una modernidad que tiene al progreso como horizonte teórico-práctico. El diagnóstico weberiano sobre la modernidad y su proceso de desencantamiento del mundo y la injustificada reducción de la actividad racional a una actividad utilitario-estratégica desprovista de su carácter veritativo y de su orientación valórica, Habermas la utiliza para justificar su propuesta teórico-crítica respecto a la modernidad y la "paradoja de la racionalización", distinguiendo "sistema" y "mundo vital". Aquí (...) "desencantamiento del mundo" y "consenso del proyecto de lamodernidad", se encuentranThis article presents Weber and Habermas like the thresholds or poles of a modernity that has to the progress as theoretical- practical horizon. The diagnosis weberiano on the modernity and his process of disenchantment of the world and the unjustified reduction of the rational activity to a utilitarian-strategic activity devoid of his character of truth, Habermas uses to justify his theoretical-critical offerwith regard to themodernity and the "paradox of the rationalization", distinguishing "system" and "vital world". Here "disenchantment of the world" and "consensus of the project of the modernity", they are. (shrink)

Can we gain understanding from testifiers who themselves fail to understand? At first glance, this looks counterintuitive. How could a hearer who has no understanding or very poor understanding of a certain subject matter non-accidentally extract items of information relevant to understanding from a speaker’s testimony if the speaker does not understand what she is talking about? This paper shows that, when there are theories or representational devices working as mediators, speakers can intentionally generate understanding in their hearers by engaging (...) in relevant speech acts without understanding the topic of these speech acts themselves. More specifically, I argue that testifiers can intentionally elicit understanding of empirical phenomena in their hearers even if they themselves lack such understanding – granted that they properly understood the epistemic mediators involved. (shrink)

Elgin offers an influential and far-reaching challenge to veritism. She takes scientific understanding to be non-factive and maintains that there are epistemically useful falsehoods that figure ineliminably in scientific understanding and whose falsehood is no epistemic defect. Veritism, she argues, cannot account for these facts. This paper argues that while Elgin rightly draws attention to several features of epistemic practices frequently neglected by veritists, veritists have numerous plausible ways of responding to her arguments. In particular, it is not clear that (...) false propositional commitments figure ineliminably in understanding in the manner supposed by Elgin. Moreover, even if scientific understanding were non-factive and false propositional commitments did figure ineliminably in understanding, the veritist can account for this in several ways without thereby abandoning veritism. (shrink)

This chapter examines Karl Jaspers’s influential distinction between understanding and explaining, and its significance in psychiatry. It first outlines one way of interpreting the distinction, on which it is connected to the distinction between singular and general causal claims. It then discusses one reason for thinking that understanding has an essential role to play in psychiatry: Not achieving at least some level of understanding in the context of dealing with psychiatric patients would constitute a particular kind of epistemic failure—a failure (...) to recognize their illness for the particular type of illness it is. Drawing on some ideas recently put forward by Kenneth Kendler and John Campbell, it also illustrates the particular kind of understanding that is crucial in this context. (shrink)

A Computable Universe is a collection of papers discussing computation in nature and the nature of computation, a compilation of the views of the pioneers in the contemporary area of intellectual inquiry focused on computational and informational theories of the world. This volume is the definitive source of informational/computational views of the world, and of cutting-edge models of the universe, both digital and quantum, discussed from a philosophical perspective as well as in the greatest technical detail. The book discusses the (...) foundations of computation in relation to nature. It focuses on two main questions: What is computation? How does nature compute? The contributors are world-renowned experts who have helped shape a cutting-edge computational understanding of the universe. They discuss computation in the world from a variety of perspectives, ranging from foundational concepts to pragmatic models to ontological conceptions and their philosophical implications. The volume provides a state-of-the-art collection of technical papers and non-technical essays representing a field that takes information and computation to be key to understanding and explaining the basic structure underpinning physical reality. It also includes a new edition of Konrad Zuse's "Calculating Space", and a panel discussion transcription on the topic, featuring worldwide experts (including a Nobel prize) in quantum mechanics, physics, cognition, computation and algorithmic complexity.A Computable Universe is a collection of papers discussing computation in nature and the nature of computation, a compilation of the views of the pioneers in the contemporary area of intellectual inquiry focused on computational and informational theories of the world. This volume is the definitive source of informational/computational views of the world, and of cutting-edge models of the universe, both digital and quantum, discussed from a philosophical perspective as well as in the greatest technical detail. The book discusses the foundations of computation in relation to nature. It focuses on two main questions: What is computation? How does nature compute? The contributors are world-renowned experts who have helped shape a cutting-edge computational understanding of the universe. They discuss computation in the world from a variety of perspectives, ranging from foundational concepts to pragmatic models to ontological conceptions and their philosophical implications. The volume provides a state-of-the-art collection of technical papers and non-technical essays representing a field that takes information and computation to be key to understanding and explaining the basic structure underpinning physical reality. It also includes a new edition of Konrad Zuse's "Calculating Space", and a panel discussion transcription on the topic, featuring worldwide experts (including a Nobel prize) in quantum mechanics, physics, cognition, computation and algorithmic complexity. (shrink)

The epistemic account and the noetic account hold that the essence of scientific progress is the increase in knowledge and understanding, respectively. Dellsén (2018) criticizes the epistemic account (Park, 2017a) and defends the noetic account (Dellsén, 2016). I argue that Dellsén’s criticisms against the epistemic account fail, and that his notion of understanding, which he claims requires neither belief nor justification, cannot explain scientific progress, although it can explain fictional progress in science-fiction.

Could groups ever be an understanding subject (an epistemic agent ascribed with understanding) or should we keep our focus exclusively on the individuals that make up the group? The way this paper will shape an answer to this question is by starting from a case we are most willing to accept as group understanding, then mark out the crucial differences with an unconvincing case, and, ultimately, explain why these differences matter. In order to concoct the cases, however, we need to (...) elucidate what it means to be attributed with understanding and what makes up an epistemic agent. I shall argue that it is abilities, above all, that guide our attributions of understanding. While it is true that understanding must go beyond single acts, this is not going beyond as in going behind them (to private occurrences which are impossible to discern and don’t themselves contribute anything of value), but beyond as in considering what people could and would do: their discernable and valuable abilities. To conceptualize whom the abilities belong to, I will specify what it means to be an epistemic agent. I shall argue that it is being a successful target of the epistemic stance. The epistemic stance (heavily inspired by Dennett’s intentional stance) forms an instrumental abstraction by attributing epistemic properties (i.e., beliefs, epistemic aims, problem-solving tactics) to an entity to explain or predict its behavior. Macro-systematicity (a higher-level pattern which a theory can exploit) is what makes the epistemic stance’s abstraction an explanatory powerful one (regardless of how that macro-systematicity is realized) and emergence (the lack of a straightforward mapping-relation between the micro and the macro) is what makes its power unique to a particular level of explanation. To end, I suggest two kinds of mapping-relations and walk through the shift from reducibility to emergence. (shrink)

Can we transmit understanding via testimony in more or less the same way in which we transmit knowledge? The standard view in social epistemology has a straightforward answer: no, we cannot. Three arguments supporting the standard view have been formulated so far. The first appeals to the claim that gaining understanding requires a greater cognitive effort than acquiring testimonial knowledge does. The second appeals to a certain type of epistemic trust that is supposedly characteristic of knowledge transmission (and maybe of (...) the transmission of epistemic goods in general) and that is allegedly incompatible with understanding. The third aims to show that there is a certain aspect of understanding (what epistemologists these days like to call “grasping”) that cannot be passed on to another person via testimony alone. In this article, I show that all of these arguments can be resisted. Thus, there seem to be no compelling reasons to embrace the standard view. (shrink)

To add to the currently limited research on the degree of cultural uniqueness of Chinese EFL learners’ anxiety and the multidimensional nature of second language writing anxiety (SLWA), the present qualitative study used think-aloud protocol and interview to examine Chinese EFL learners’ three dimensions of SLWA and the related variables, so as to probe into this problem that could pose an obstacle to sustainable second language writing. Findings showed that Chinese EFL learners experienced much Cognitive Anxiety, but relatively little Avoidance (...) Behavior. Learner-internal, teacher-related, and human-external variables interacted with SLWA in a dynamic way. To a certain degree, Chinese EFL learners showcased uniqueness in some aspects of SLWA, under cultural influences, regarding ethnic culture, local culture, academic culture, and disciplinary culture. (shrink)

In this work we study, design, and evaluate computational methods to support interpretation of statutory terms. We propose a novel task of discovering sentences for argumentation about the meaning of statutory terms. The task models the analysis of past treatment of statutory terms, an exercise lawyers routinely perform using a combination of manual and computational approaches. We treat the discovery of sentences as a special case of ad hoc document retrieval. The specifics include retrieval of short texts, specialized document types, (...) and, above all, the unique definition of document relevance provided in detailed annotation guidelines. To support our experiments we assembled a data set comprising 42 queries which we plan to release to the public in the near future in order to support further research. Most importantly, we investigate the feasibility of developing a system that responds to a query with a list of sentences that mention the term in a way that is useful for understanding and elaborating its meaning. This is accomplished by a systematic assessment of different features that model the sentences’ usefulness for interpretation. We combine features into a compound measure that accounts for multiple aspects. The definition of the task, the assembly of the data set, and the detailed task analysis provide a solid foundation for employing a learning-to-rank approach. (shrink)

The aim of this paper is to provide a theoretical framework to understand how multicellular systems realize functionally integrated physiological entities by organizing their intercellular space. From a perspective centered on physiology and integration, biological systems are often characterized as organized in such a way that they realize metabolic self-production and self-maintenance. The existence and activity of their components rely on the network they realize and on the continuous management of the exchange of matter and energy with their environment. One (...) of the virtues of the organismic approach focused on organization is that it can provide an understanding of how biological systems are functionally integrated into coherent wholes. Organismic frameworks have been primarily developed by focusing on unicellular life. Multicellularity, however, presents additional challenges to our understanding of biological systems, related to how cells are capable to live together in higher-order entities, in such a way that some of their features and behaviors are constrained and controlled by the system they realize. Whereas most accounts of multicellularity focus on cell differentiation and increase in size as the main elements to understand biological systems at this level of organization, we argue that these factors are insufficient to provide an understanding of how cells are physically and functionally integrated in a coherent system. In this paper, we provide a new theoretical framework to understand multicellularity, capable to overcome these issues. Our thesis is that one of the fundamental theoretical principles to understand multicellularity, which is missing or underdeveloped in current accounts, is the functional organization of the intercellular space. In our view, the capability to be organized in space plays a central role in this context, as it enables (and allows to exploit all the implications of) cell differentiation and increase in size, and even specialized functions such as immunity. We argue that the extracellular matrix plays a crucial active role in this respect, as an evolutionary ancient and specific (non-cellular) control subsystem that contributes as a key actor to the functional specification of the multicellular space and to modulate cell fate and behavior. We also analyze how multicellular systems exert control upon internal movement and communication. Finally, we show how the organization of space is involved in some of the failures of multicellular organization, such as aging and cancer. (shrink)

_Seeking Understanding: The Lifelong Pursuit to Build the Scientific Mind_ explores the multiple ways in which the human mind grows in understanding of the self and the world as an essential dimension of transformative learning along the lifespan.

We argue that a cognitive semantics has to take into account the possibly partial information that a cognitive agent has of the world. After discussing Gärdenfors's view of objects in conceptual spaces, we offer a number of viable treatments of partiality of information and we formalize them by means of alternative predicative logics. Our analysis shows that understanding the nature of simple predicative sentences is crucial for a cognitive semantics.

This book outlines a new account of the tacit, meaning tacit knowledge, presuppositions, practices, traditions, and so forth. It includes essays on topics such as underdetermination and mutual understanding, and critical discussions of the major alternative approaches to the tacit, including Bourdieu’s habitus and various practice theories, Oakeshott’s account of tradition, Quentin Skinner’s theory of historical meaning, Harry Collins’s idea of collective tacit knowledge, as well as discussions of relevant cognitive science concepts, such as non-conceptual content, connectionism, and mirror neurons. (...) The new account of tacit knowledge focuses on the fact that in making the tacit explicit, a person is not, as many past accounts have supposed, reading off the content of some sort of shared and fixed tacit scheme of presuppositions, but rather responding to the needs of the Other for understanding. (shrink)

Nurse clinician‐scientists are increasingly expected to show leadership aimed at transforming healthcare. However, research on nurse clinician‐scientists' leadership (integrating researcher and practitioner roles) is scarce and hardly embedded in sociohistorical contexts. This study introduces leadership moments, that is, concrete events in practices that are perceived as acts of empowerment, in order to understand leadership in the daily work of newly appointed nurse clinician‐scientists. Following the learning history method we gathered data using multiple (qualitative) methods to get close to their daily (...) practices. A document analysis provided us with insight into the history of nursing science to illustrate how leadership moments in the everyday work of nurse clinician‐scientists in the “here and now” can be related to the particular histories from which they emerged. A qualitative analysis led to three acts of empowerment: (1) becoming visible, (2) building networks, and (3) getting wired in. These acts are illustrated with three series of events in which nurse clinician‐scientists' leadership becomes visible. This study contributes to a more socially embedded understanding of nursing leadership, enables us to get a grip on crucial leadership moments, and provides academic and practical starting points for strengthening nurse clinician‐scientists' leadership practices. Transformations in healthcare call for transformed notions of leadership. (shrink)

The human world is replete with narratives - narratives of our making that are uniquely appreciated by us. Some thinkers have afforded special importance to our capacity to generate such narratives, seeing it as variously enabling us to: exercise our imaginations in unique ways; engender an understanding of actions performed for reasons; and provide a basis for the kind of reflection and evaluation that matters vitally to moral and self development. Perhaps most radically, some hold that narratives are essential for (...) the constitution of human selves. This volume brings together nine original contributions in which the individual authors advance, develop and challenge proposals of these kinds. They critically examine the place and importance of narratives in human lives and consider the underlying capacities that permit us to produce and utilise these special artifacts. All of the papers are written in a non-technical and accessible style. (shrink)

The purpose of this study is to investigate the antecedents of guests’ behavioral intentions in Malaysia’s peer-to-peer accommodation industry. This study focused on the effects of physical and social environment on guest emotions, satisfaction, and subsequently on guest’s behavioral intentions towards P2P accommodation. The proposed research framework was developed based on Stimulus-Organism-Response model. Partial Least Square Structural Equation Modeling was used to examine the proposed hypotheses. Data were collected from 476 foreign visitors who stayed at P2P accommodations in Malaysia using (...) online survey. The findings demonstrated that the P2P accommodation’s social and physical environment had a positive impact on guest satisfaction and emotions, while both satisfaction and emotions had significant impact on guest behavioral intentions. The findings also extend the applicability of the S-O-R theory in P2P accommodation context. In practice, both the physical and social environments are important stimuli cues to induce favorable level of organism factors, i.e., satisfaction and emotions. While behavioral intentions acted as the response factor in examining visitor’ responses towards P2P accommodation. All in all, this study emphasizes how crucial it is to emphasize on the external and internal factors when encouraging positive response in P2P accommodation platforms. (shrink)

Plagiarism is viewed as a critical issue that can hinder the development of creativity and innovation in Indonesia. Thus, since the early 2000s the Indonesian government has endeavoured to develop policies to address this issue. In response to national policy, Indonesian educational institutions have made serious institutional efforts to address the plagiarism issue. Research in the Indonesian Higher education context on plagiarism has focussed on reporting prevention and mitigation efforts. However, little has been discussed about the communication of these efforts (...) in policy across the different institutional levels of Indonesian Higher Education. This study aims at exploring the anti-plagiarism efforts by determining the main features (or discourses) reflected in plagiarism policy in Indonesian HE from national to institutional level. Two web-based resources namely the official website of The General Directorate of Research, Technology and Higher Education (retrieved 2015), and the website of Bandung Institute of Technology (retrieved 2015) were used to ascertain the most appropriate policies to include in the study. Critical Discourse Analysis (CDA) was used to reach explanatory understanding of how the policies (discursive events) demonstrate through their linguistic repetitions and other forms intertextuality, their relative positions within the Indonesian Higher Education institutional hierarchy and consequently provide some insight into the social practices and understandings of plagiarism underlying the creation of the documents. This study revealed that perhaps because of the rigid boundaries and hierarchies represented between the documents, the university policy does not show much transformation from the documents at a Ministry level, hence the definition of plagiarism remains broad and the levels of plagiarism and sanctions for plagiarism remain undefined. This can potentially lead to inconsistencies in developing effective practices preventing plagiarism. (shrink)

Barry Stroud presents nineteen of his philosophical essays, on the nature of philosophy, sense experience, the possibility of perceptual knowledge, intentional action and self-knowledge, the reality of the colours of things, alien thought and the limits of understanding, moral knowledge, meaning, use, and understanding of language.

Since molecules are inaccessible to immediate observation, our conception of the molecule is brought about by transdiction which entails invention of various transcendental ideas. In organic chemistry we think that molecules consist of atoms, bonds, functional groups, etc. This is, however, not the unique description of the molecule as is shown by quantum mechanical calculations, for example. Then, what description represents the real molecule? Before asking this question, we have to consider what the real molecule is in the first place. (...) Constructive realism distinguishes our cognitive world and the world just given, and claims that we should accept the former as reality. Understanding our cognitive world is possible only through construction of micro-worlds. Atoms, bonds, functional groups, etc., are micro-worlds which make sense in a theoretical framework of organic chemistry. In this study we translate a micro-world to an affordance and paraphrase it as a context-relative dispositional attribute of an {agent-world} complex. Then, we can understand that it is what we take as molecular structure, not what might be out there to be found, that we should accept as reality. Excluding metaphysical fictions from scientific arguments, constructive realism makes science a meaningful activity. Constructive realism claims that, for getting knowledge of the world, we have to integrate information into our own linguistic frame, i.e., to translate it. Strangification is a technique of intentionally taking an accepted proposition out of one scientific system and putting it into a completely different context. As is the case with translation, strangification brings about deeper understanding of philosophical as well as scientific grounds on which the proposition system holds. We apply this method to molecular structure and reveal that it is an ingenious model to describe molecular behavior in multi-molecular systems with strong interactions between molecules. Information provided by strangification is essential to claim the legitimacy of a proposition system. As far as strangification is properly applied, relativism is irrelevant to constructive realism. (shrink)

The term nonmarket is increasingly applied to environments, institutions, organizations, and exchanges that are also labeled as noneconomic and social. Why has this new term been coined and widely adopted, and what are its distinct denotations? The author traces the development of this concept through four perspectives on nonmarket, which are integrated into an overarching definition, after relating them to major theories and pointing to major research challenges. The constituting and correcting of markets, firms, and noneconomic institutions are the central (...) concerns of nonmarket studies that bear on all organizing projects. (shrink)

Preservice teachers' preparedness, perception, and affect toward certain technology systems influence the student acquisition of science knowledge, process skills, teaching innovation, and willingness to use technology in their classroom. The purpose of this study was to explore teachers' affective responses to a virtual reality-enabled scientific experiment system. Fifty-one preservice teachers majoring in educational technology participated in the study. They were divided into two groups, and their reactions were measured separately on two occasions. The first occasion used a standard system following (...) the principle of Donald Norman's affective design model. The VaSE system was then revised with a strict version of ADM before the participants' reactions were measured for a second time. The positive and negative affect scale was utilized for affective state evaluation. Semi-structured interviews that focused on affective experiences were organized using an ADM framework and conducted immediately after the participants used VaSE. The results indicated that the positive affect experienced by the preservice teachers was significantly enhanced, and the negative affect was significantly weakened. Academic level, gender, and prior experience were important random effect factors that impacted the affective experience. It was also revealed that participants were more likely to be affected by immersion and interactivity in terms of enhancing positive affect and were more likely to be affected by behavioral layer elements in terms of weakening negative affect. A conclusion has been drawn to provide theoretical and practical suggestions for training preservice teachers in ways that improve their ability to integrate technology into the classroom. (shrink)

Adjustments in the understanding of the relation of religion and science since the Enlightenment require new considerations in epistemology and metaphysics. Constructionist theories of knowledge and process theories of metaphysics better provide the new paradigms needed both to preserve and to limit the significance of each field of human understanding. In a course taught at Moravian College, this perspective is applied to the concepts of nature, reality, and the sacred, with a view to showing how we might develop one such (...) paradigm. Key resources for this task are to be found in the work of artist René Magritte; theologians Langdon Gilkey, Arthur Peacocke, and John Haught; philosophers and historians of science Alfred North Whitehead, Timothy Ferris, Ernan Mc Mullin, and Ian Barbour; philosopher of religion Paul Ricoeur; and historians of religion Rudolph Otto and Mircea Eliade. Such a new paradigm calls for an ecologically sensitive religious awareness which is both sacramental and holistic. (shrink)

Behavioral genetic (BG) research has yielded many important discoveries about the origins of human behavior, but offers little insight into how we might improve outcomes. We posit that this gap in our knowledge base stems in part from the epidemiologic nature of BG research questions. Namely, BG studies focus on understanding etiology as it currently exists, rather than etiology in environments that could exist but do not as of yet (e.g., etiology following an intervention). Put another way, they focus exclusively (...) on the etiology of “what is” rather than “what could be”. The current paper discusses various aspects of this field-wide methodological reality, and offers a way to overcome it by demonstrating how behavioral geneticists can incorporate an experimental approach into their work. We outline an ongoing study that embeds a randomized intervention within a twin design, connecting “what is” and “what could be” for the first time. We then lay out a more general framework for a new field—experimental BGs—which has the potential to advance both scientific inquiry and related philosophical discussions. (shrink)

Hegel claims that punishment is justified because it annuls crimes thereby revealing the criminal act for what it is, a will “null and void.” In this paper I analyze the complex notion of annulment, arguing that Hegel is claiming that punishment does not change the past, but alters the status of the criminal will so as to reveal that will for what it is, a violation of a victim’s rights. In short, punishment invalidates the criminal's will and validates the victim's (...) rights. I conclude that Hegel has offered a compelling reason to punish criminals and one that fits well a commitment to taking victim rights seriously. (shrink)

Human genetic and genomic research can yield information that may be of clinical relevance to the individuals who participate as subjects of the research. However, no consensus exists as yet on the responsibilities of researchers to disclose individual research results to participants in human subjects research. “Genetic and genomic research” on humans varies widely, including association studies, examination of allele frequencies, and studies of natural selection, human migration, and genetic variation. For the purposes of this article, it is defined broadly (...) to include analysis of DNA collected from humans that has implications for human health. This paper addresses both research results of individual research participants that may be an intended product of the research, as well as unanticipated, “incidental” findings. (shrink)

This paper aims to provide a unifying approach to the analysis of understanding coherencies and understanding subject matters by highlighting the contextualist nature of understanding. Inspired by the relevant alternatives contextualism about knowledge, I will argue that understanding inherently has context-sensitive features and that a theory of understanding that highlights those features can incorporate our intuitions towards understanding as well as consolidate the different accounts of how to analyse understanding. In developing a contextualist account of understanding, I will argue that (...) an account of the features commonly taken to be central to understanding greatly benefits from a contextualist framework. Central to my analysis will be the claim that a person has to fulfill the function of a competent problem solver in order to qualify for the ascription of understanding. In addition to the theoretical elucidation of my contextualist approach to understanding, a demanding hypothetical scenario will be developed to function as a test case. (shrink)

In this paper, we argue that, contra Strevens (2013), understanding in the sciences is sometimes partially constituted by the possession of abilities; hence, it is not (in such cases) exhausted by the understander’s bearing a particular psychological or epistemic relationship to some set of structured propositions. Specifically, the case will be made that one does not really understand why a modeled phenomenon occurred unless one has the ability to actually work through (meaning run and grasp at each step) a model (...) simulation of the underlying dynamic. (shrink)

Providing comprehensive sexuality education in schools is a work in progress in many countries throughout the world. In some countries, the journey is just beginning; in others, investments in this field have been made for many years. It is and has been difficult in Pakistan to implement and promote reproductive health, women’s empowerment, and CSE. In Pakistan, previous implementation efforts revealed the critical role of community influencers in propagating misleading information about the initiatives, inciting organized community resistance, and provoking backlash. (...) This paper looked at several aspects of community resistance, as well as approaches for overcoming the resistance for increasing community engagement in the implementation of CSE in Islamabad, Pakistan. To analyze community perceptions of CSE implementation in Islamabad, the community readiness assessment questionnaire was adapted. Questions and prompts for discussion included leadership, current initiatives, community knowledge, resource availability, community support, and implementation strategies. A total of 35 in-depth interviews were conducted. Data was analyzed and interpreted using qualitative content analysis to explore community perspectives that contribute to resistance around CSE, as well as implementation options. Using inter-code relationship data, network analysis was conducted to provide a graphical representation of the analyzed qualitative data. The study reveals community resistance to CSE being implemented in schools. Misconceptions, a lack of awareness, a lack of priority, and the lack of dedicated resources are just a few of the primary implementation challenges to consider when implementing CSE in practice. Network analysis identified, based on modularity class, five distinct clusters of highly connected nodes/codes: non-governmental organizations, misconceptions, resources and policy, strategies and community support, and personal social and health education and current efforts. In conservative environments and when confronted with resistance, innovative marketing and rebranding are critical for priority setting and community engagement, especially when developing curriculum and implementing CSE. Some of the suggested strategies for implementation include community sensitization through strategic awareness campaigns, involving already established infrastructure and NGOs, endorsement by all major stakeholders, particularly decision-makers, and the use of creative digital platforms for better dissemination. (shrink)