Der Aufsatz vertieft bestehende feministische Lesarten von Canettis Blendung, indem er zentrale intertextuelle Bezüge offenlegt und den Roman in den Kontext jener Debatten stellt, die nach dem Ende des ersten Weltkriegs in Europa geführt worden sind. Der Beitrag beschäftigt sich insbesondere mit der Rolle der Misogynie, die Canetti als vermeintliche Lösung der notorischen „Krise des Subjekts“ und festen Bestandteil der Hochkultur kritisiert. Das Augenmerk gilt nicht allein den weiblichen Figuren, sondern auch der narrativen Konstruktion des „Weiblichen“; umso schärfere Konturen gewinnen (...) dadurch Canettis Kritik und sein bitterböser Witz. Herkömmliche Lesarten wie diejenige Russell Bermans, der den Roman in den Dienst eines “charismatic modernism” zu stellen versucht, werden sich am Ende als revisionsbedürftig erweisen. (shrink)

The COVID-19 pandemic has upended in-person public education across the United States, a critical infrastructure of care that parents—especially mothers—depend on to work. To understand the nature and magnitude of school closures across states, we collected detailed primary data—the Elementary School Operating Status database —to measure the percentage of school districts offering in-person, remote, and hybrid instruction models for elementary schools by state in September 2020. We link these data to the Current Population Survey to evaluate the association between school (...) reopening and parents’ labor force participation rates, comparing 2020 labor force participation rates to those observed prepandemic in 2019. We find that, across states, the maternal labor force participation rate fell to a greater extent than that of fathers. In 2019, mothers’ rate of labor force participation was about 18 percentage points lower than fathers’. By 2020, this gap grew by 5 percentage points in states where schools offered primarily remote instruction. We show that schools are a vital source of care for young children, and that without in-person instruction, mothers have been sidelined from the labor force. The longer these conditions remain in place, the more difficult it may be for mothers to fully recover from prolonged spells of nonemployment, resulting in reduced occupational opportunities and lifetime earnings. (shrink)

In this article, we investigate how state-to-state differences in U.S. childcare costs and gender norms are associated with maternal employment. Although an abundance of research has examined factors that influence mothers’ employment, few studies explore the interrelationship between maternal employment and culture, policy, and individual resources across U.S. states. Using a representative sample of women in the 2017 American Community Survey along with state-level measures of childcare costs and gender norms, we examine the relationship between these state conditions and mothers’ (...) probability of employment. We pay careful attention to differences in mothers’ level of education. Our results suggest that expensive childcare is associated with lower maternal employment, particularly for those with less education. For the college educated, expensive childcare is negatively associated with maternal employment in states with traditional gender norms that uphold mothers as primary caregivers. Among mothers with lower levels of education, gender norms have a limited association with employment. These findings suggest that highly educated mothers mobilize resources to remain in the labor force when paid work is supported by local gender norms. For less-educated mothers, expensive childcare predicts lower employment regardless of gender norms, indicating that structural constraints outweigh normative expectations among those with fewer resources. (shrink)

An indisputably prominent figure in twentieth-century philosophy, R. G. Collingwood often remains elusive even to those who admire his achievements. This volume of new essays aims to reintroduce Collingwood to twenty-first-century philosophical readers and to show why, and how, his achievements matter. Each essay offers an original contribution to the understanding of some aspect of Collingwood's thought, including new interpretations of several of his central ideas, re-examinations of his place in twentieth-century philosophy, and an extended consideration of a previously undiscussed (...) manuscript. The essays span the wide range of Collingwood's interests, including metaphysics, epistemology, logic, philosophy of mind, aesthetics, and political philosophy, as well as Roman British history and the history of art. Emphasis is placed on Collingwood's connections to traditions with which his name is not typically linked, including pragmatism, analytic philosophy, and phenomenology. This rich volume will stimulate further examination of Collingwood and his legacy. (shrink)

In this paper we continue, from [2], the development of provably recursive analysis, that is, the study of real numbers defined by programs which can be proven to be correct in some fixed axiom system S. In particular we develop the provable analogue of an effective operator on the set C of recursive real numbers, namely, a provably correct operator on the set P of provably recursive real numbers. In Theorems 1 and 2 we exhibit a provably correct operator on (...) P which is discontinuous at 0; we thus disprove the analogue of the Ceitin-Moschovakis theorem of recursive analysis, which states that every effective operator on C is (effectively) continuous. Our final theorems show, however, that no provably correct operator on P can be proven (in S) to be discontinuous. (shrink)

Background: Efforts to better understand and improve letters of recommendation (LORs) in the resident selection process have identified unwritten rules and hidden practices that may limit their effectiveness. The objective of our study is to explore these unwritten rules and hidden practices more fully in one Canadian academic medical community. -/- Methods: We conducted semi-structured, discourse-based interviews with 18 faculty members from the departments of Internal Medicine and Psychiatry at the University of Manitoba, Canada. Interviews were guided by sample LORs (...) and were focused on experiences with either writing or reading LORs. We analyzed interviews using key concepts from genre theory and Aristotle’s appeals to ethos, logos, and pathos. -/- Results: Participants described how the practices surrounding LORs are guided by unwritten rules. These practices contributed to writers’ use of visible strategies and textual silence to establish credibility, build a strong case, and appeal to readers. Readers rely on similar strategies, but not always as intended by the writers. -/- Conclusions: The unwritten rules of one academic community can impede a nationally-facilitated resident selection process. Our findings highlight how critiques and potential improvements to LORs could benefit from considering the use of visible and invisible rhetorical strategies in specific contexts. (shrink)

Many publicly-funded health systems apply cost-benefit frameworks in response to the moral dilemma of how best to allocate scarce healthcare resources. However, implementation of recommendations based on costs and benefit calculations and subsequent challenges have led to ‘special cases’ with certain types of health benefits considered more valuable than others. Recent debate and research has focused on the relative value of life extensions for people with terminal illnesses. This research investigates societal perspectives in relation to this issue, in the UK.

Purpose Computing ethics represents a long established, yet rapidly evolving, discipline that grows in complexity and scope on a near-daily basis. Therefore, to help understand some of that scope it is essential to incorporate a range of perspectives, from a range of stakeholders, on current and emerging ethical challenges associated with computer technology. This study aims to achieve this by using, a three-pronged, stakeholder analysis of Computer Science academics, ICT industry professionals, and citizen groups was undertaken to explore what they (...) consider to be crucial computing ethics concerns. The overlap between these stakeholder groups are explored, as well as whether their concerns are reflected in the existing literature. Design/methodology/approach Data collection was performed using focus groups, and the data was analysed using a thematic analysis. The data was also analysed to determine if there were overlaps between the literature and the stakeholders’ concerns and attitudes towards computing ethics. Findings The results of the focus group analysis show a mixture of overlapping concerns between the different groups, as well as some concerns that are unique to each of the specific groups. All groups stressed the importance of data as a key topic in computing ethics. This includes concerns around the accuracy, completeness and representativeness of data sets used to develop computing applications. Academics were concerned with the best ways to teach computing ethics to university students. Industry professionals believed that a lack of diversity in software teams resulted in important questions not being asked during design and development. Citizens discussed at length the negative and unexpected impacts of social media applications. These are all topics that have gained broad coverage in the literature. Social implications In recent years, the impact of ICT on society and the environment at large has grown tremendously. From this fast-paced growth, a myriad of ethical concerns have arisen. The analysis aims to shed light on what a diverse group of stakeholders consider the most important social impacts of technology and whether these concerns are reflected in the literature on computing ethics. The outcomes of this analysis will form the basis for new teaching content that will be developed in future to help illuminate and address these concerns. Originality/value The multi-stakeholder analysis provides individual and differing perspectives on the issues related to the rapidly evolving discipline of computing ethics. (shrink)

Perhaps the most feared book of the Bible, Job generates more questions than answers. Yet for all its exegetical enigmas and conflicting perspectives, the book is about the painful journey of transformation— Job's, ours, and perhaps even God's.

The intertwining careers of William Torrey Harris converge in twelve of the Annual Reports of the Board of Directors for St. Louis Public Schools. Harris formulated most of the essential features of these twelve reports as the Superintendent of Schools from 1867 to 1869. These particular reports—which have been acclaimed nationally and internationally—are said to be among the most valuable official publications in American educational literature. They are far different from the descriptive documents originally intended by their author. This (...) study demonstrates that Harris provided an authentic philosophy of education, a set of interrelated philosophical principles and their applications to educational problems. The substance of Harris's philosophy of education is focused upon a broadly based philosophical anthropology in relationship primarily to the purposes, curriculum, and teaching methods in intellectual, moral, and religious education. (shrink)

The correspondence between Samuel Clarke and Anthony Collins of 1706–8, while not well known, is a spectacularly good debate between a dualist and a materialist over the possibility of giving a materialist account of consciousness and personal identity. This article puts the Clarke Collins Correspondence in a broader context in which it can be better appreciated, noting that it is really a debate between John Locke and Anthony Collins on one hand, and Samuel Clarke and Joseph Butler (...) on the other. Anthony Collins argues on behalf of John Locke's claim that it would be as easy for God to superadd the power of thinking to matter as for him to connect a soul to a body. Locke did not believe that matter could naturally produce thought or consciousness, but it was in God's power to make matter think. To defend Locke's claim Collins must defend the claim that there are emergent properties in the world – properties of a whole that are not possessed by the parts. Collins also defends a materialist version of Locke's account of personal identity against a variety of charges. Because the topics of debate in the correspondence are of such great interest to us, it deserves to be rescued from the neglect into which it fell and from which intellectual historians and philosophers have only recently and partially removed it. (shrink)

The creation account of Gen 1:1–2:3 is only one of several accounts featured in the Old Testament/hebrew Bible. The one account that most closely matches its cosmic orientation is the poetic description of creation given in Job 38–41. Nevertheless, both accounts are worlds apart regarding how they describe creation and what they find most important about creation. Their theological and literary differences make for a lively intertextual conversation, as entertained in the interpreter’s imagination. Let the dialogue begin.

Part-time work schedules are a popular option for many women struggling to reconcile the competing demands of employment and motherhood. They are controversial among feminists because they are associated with job penalties that promote gender inequality. Previous research on this topic has focused on issues confronting women workers in professional and managerial jobs. In this article, we compare and contrast the experiences of women in professional and secondary part-time jobs, drawing on 60 in-depth interviews with mothers working in such “good” (...) and “bad” jobs. We find that mothers at the top and at the bottom of the employment hierarchy face unique disadvantages from their part-time employment to which they respond in different ways. Yet in both instances, mothers assume responsibility for their “choices,” which absolves organizations of blame for exploitation and discrimination against part-time workers. We suggest alternative possibilities for the organization of work in the conclusion. (shrink)

The problematic features of teaching philosophical ethics are inextricably linked to, and are dependent upon, the problematic features of philosophical ethics itself. This thesis is exemplified by two radically diverse approaches to searching for the good and the good life. The differences within each approach are discussed in terms of the principles of Plato and St. Augustine, on one hand, and William James and John Dewey, on the other hand. Before introducing their thoughts, attention is given to a context (...) of teaching ethics to collegiate students, that is, to a structure or framework within which to organize and to interpret the development of principles in the history of ethics. I have concluded that differing conceptions of the good require correspondingly differentiated modes of searching for the good, both of which must be considered in teaching ethics in the collegiate classroom. (shrink)

When I was pondering what I should write about Lakatos in this article, I ran into what seemed an insuperable difficulty. On one hand I thought that part of my job should be to give a portrait of Lakatos' personal manner. This would be informative from the point of view of history of thought, as it would help people read his works with greater understanding. And it would be interesting, if I succeeded at all: everyone who knew Lakatos would agree (...) that he was one of the most remarkable people they had met. On the other hand memorial essays tend to give portraits whic are all sweetness and light. But such a portrait of Lakatos would not b a portrait of Lakatos. Everyone has his dark and his light side; sometimes we see one, occasionalley the other. But in Lakatos both were simultaneously and brilliantly displayed at every instant. (shrink)

The use of multiple means of determination to “triangulate” on the existence and character of a common phenomenon, object, or result has had a long tradition in science but has seldom been a matter of primary focus. As with many traditions, it is traceable to Aristotle, who valued having multiple explanations of a phenomenon, and it may also be involved in his distinction between special objects of sense and common sensibles. It is implicit though not emphasized in the distinction between (...) primary and secondary qualities from Galileo onward. It is arguably one of several conceptions involved in Whewell’s method of the “consilience of inductions” (Laudan 1971) and is to be found in several places in Peirce. (From M. Brewer and B. Collins, eds., (1981); Scientific Inquiry in the Social Sciences (a festschrift for Donald T. Campbell), San Francisco: Jossey-Bass, pp. 123–162.). (shrink)

An important work in the debate between materialists and dualists, the public correspondence between Anthony Collins and Samuel Clarke provided the framework for arguments over consciousness and personal identity in eighteenth-century Britain. In Clarke’s view, mind and consciousness are so unified that they cannot be compounded into wholes or divided into parts, so mind and consciousness must be distinct from matter. Collins, by contrast, was a perceptive advocate of a materialist account of mind, who defended the possibility that (...) thinking and consciousness are emergent properties of the brain. Appendices include philosophical writings that influenced, and responded to, the correspondence. (shrink)

The question I want to pursue here is one that I have lifted from Harry Frankfurt’s recent surprising best-selling book, On Bullshit, in which he asks why there is so much bullshit today in Western cultures like the U. S. The scope of Frankfurt’s charge was deliberately broad. It’s not just that people bullshit about how much money they make or how important their jobs are, but that public discourse about just any topic of consequence in American culture is filled (...) with, one is even tempted to say consists of, such unseemly speech. Such is the case, I want to claim here, about public discourse about sport in the print and visual media, in everyday life, and even, as I will shortly comment upon, in so-called academic and civic forums. So I don’t think it is a stretch at all, nor do I believe Frankfurtwould regard it as such, to include sport among the topics about which bullshit abounds. He might, however, quibble with my claim that the preponderance of bullshit in and outside of sport circles has mainly to do with the incursion of the market into most of the social practices that people hold dear in our culture. This despite the fact that Frankfurt does recognize that one primary reason why bullshit dominates so much of our contemporary discourse is that people are frequently called upon to speak about things that exceed their grasp, their knowledge of the subject. What he seems not to appreciate in this regard, however, is that one especially important reason why people’s grasp of what they say and do leaves much to be desired is because more often than not it is market actors that are doing all the talking here, whether the topic be sports, or politics, or even science. And the reason they are doing all the talking is the same reason they are mostly responsible for what actually goes on in these disparate spheres, namely, they hold and control the purse strings. So I’m persuaded, more than Frankfurt apparently is, that it is because the money-changers dominate sports, as I have insinuated they dominate most everything else, that what gets said in and about sports is mostly bullshit. Convincing you that I’m right about this will be my aim today, and that’s no bullshit, I think. (shrink)

The three intertwining careers of William Torrey Harris [1835-1909] in philosophy, philosophy of education, and educational administration converge in twelve of the Annual Reports of the board of directors of the St. Louis public schools, most of the essential features of which he formulated as the superintendent of schools from 1867-79. These twelve reports, comprising philosophical and educational principles, have been acclaimed nationally and internationally to be among the most valuable official publications in American educational literature. The major purpose (...) of this paper is to clarify the nature and scope of the philosophical principles of Harris expressed in his Annual Reports. The areas of philosophy represented are metaphysics, anthropology, epistemology, ethics, and philosophy of religion. While the motivation and context of these philosophical principles are pedagogical in orientation, it is evident that Harris produced here a philosophical synthesis worthy of consideration in a formal survey of the history of American philosophy. (shrink)

This article examines the sexist work experiences of a sample of women lawyers in a mediumsized midwestern city. Specifically, it focuses on reports of discrimination, gender disparagement, and sexual harassment as components of gendered systems that maintain and reinforce inequalities between men and women on the job. The relationships between these experiences, professional role orientation and structural work characteristics are explored. Respondents report lower levels of discrimination at the more visible and legally protected “front door” than on the job. For (...) the most part, private sector employees and those in token positions report higher levels of sexist behavior. Contrary to expectations, those with careerist orientations report more sexual harassment. The interrelations and implications of these findings for women's careers in the law are discussed. (shrink)