Results for 'place-responsive learning'

975 found
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  1.  67
    Teaching democracy in an age of uncertainty: Place-responsive learning.Gilbert Burgh & Simone Thornton - 2021 - Abingdon, UK: Routledge.
    The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...)
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  2.  22
    Low-Resolution Place and Response Learning Capacities in Down Syndrome.Mathilde Bostelmann, Floriana Costanzo, Lorelay Martorana, Deny Menghini, Stefano Vicari, Pamela Banta Lavenex & Pierre Lavenex - 2018 - Frontiers in Psychology 9.
    Down syndrome (DS), the most common genetic cause of intellectual disability, results from the partial or complete triplication of chromosome 21. Individuals with DS are impaired at using a high-resolution, allocentric spatial representation to learn and remember discrete locations in a controlled environment. Here, we assessed the capacity of individuals with DS to perform low-resolution spatial learning, depending on two competing memory systems: (1) the place learning system, which depends on the hippocampus and creates flexible relational representations (...)
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  3.  59
    Place versus response learning in the simple T-maze.Hugh C. Blodgett & Kenneth McCutchan - 1947 - Journal of Experimental Psychology 37 (5):412.
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  4.  29
    Place and response learning in the white rat under simplified and mutually isolated conditions.Charles W. Hill & Leland E. Thune - 1952 - Journal of Experimental Psychology 43 (4):289.
  5.  41
    (1 other version)Concept acquisition and ostensive learning: A response to professor Stemmer.Ullin T. Place - 1989 - Behaviorism 17 (2):141-145.
    The alternative offered by Professor Stemmer to cognitivist theories of the process whereby general terms acquire their meaning is criticised in its turn on the grounds that it presents an oversimplified view of the complex processes involved in the acquisition of word meanings.
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  6.  46
    Studies in spatial learning. V. Response learning vs. place learning by the non-correction method.E. C. Tolman, B. F. Ritchie & D. Kalish - 1947 - Journal of Experimental Psychology 37 (4):285.
  7.  25
    The role of extramaze cues in place and response learning.Donald P. Scharlock - 1955 - Journal of Experimental Psychology 50 (4):249.
  8.  51
    Studies in spatial learning: VII. Place and response learning under different degrees of motivation.Edward C. Tolman & Henry Gleitman - 1949 - Journal of Experimental Psychology 39 (5):653.
  9. Studies in spatial learning. II. Place learning versus response learning.E. C. Tolman, B. F. Ritchie & D. Kalish - 1946 - Journal of Experimental Psychology 36 (3):221.
  10.  32
    Reactive inhibition as a factor in maze learning: II. The role of reactive inhibition in studies of place learning versus response learning.Merrell E. Thompson & Jean P. Thompson - 1949 - Journal of Experimental Psychology 39 (6):883.
  11. Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2023 - Educational Philosophy and Theory 55 (10):1096–1108.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  12.  33
    Of rescue and responsibility: Learning to live with limits.E. Haavi Morreim - 1994 - Journal of Medicine and Philosophy 19 (5):455-470.
    Universal access to health care is still a dream rather than a reality in the United States. This is partly because a rule of rescue, by impelling us to help people in need, urges us to ignore the limits of our health care policies wherever those limits would adversely affect a given individual. As the rule of rescue undermines whatever limits we set on health care entitlements, it can thwart the cost containment so essential to expanding access. Rather than accept (...)
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  13.  85
    Responsible Leaders as Agents of World Benefit: Learnings from “Project Ulysses”.Nicola Pless & Thomas Maak - 2009 - Journal of Business Ethics 85 (S1):59-71.
    There is widespread agreement in both business and society that MNCs have an enormous potential for contributing to the betterment of the world, A paper from the Tomorrow's Leaders Group of the World Business Council for Sustainable Development). In fact, a discussion has evolved around the role of "Business as an Agent of World Benefit."¹ At the same time, there is also growing willingness among business leaders to spend time, expertise, and resources to help solve some of the most pressing (...)
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  14.  9
    Indigenous futures and learnings taking place.Ligia López López & Gioconda Coello (eds.) - 2021 - New York: Routledge.
    Singularizing progressive time bounds pasts, presents, and futures to cause-effect chains overdetermining existence in education and social life more broadly. Indigenous Futures and Learnings Taking Place disrupts the common sense of "futures" in education or "knowledge for the future" by examining the multiplicity of possible destinies in coexistent experiences of living and learning. Taking place is the intention this book has to embody and word multiplicity across the landscapes that sustain life. The book contends that Indigenous perspectives (...)
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  15. Aesthetic Response to the Unfinished: Empathy, Imagination and Imitation Learning.Fabio Tononi - 2020 - Aisthesis. Pratiche, Linguaggi E Saperi Dell’Estetico 13 (1):135-153.
    This contribution proposes how beholders may internally process unfinished works of art. It does so by considering five of Michelangelo Buonarroti’s interrupted sculptures and pointing out their empathic and imaginative potential. The beholder focused on the surface, I propose, is inclined to mentally simulate the artist’s gesture that drafted the sculptures through the visible graphic signs of the chisels. This inner simulation takes place within the activation of various brain networks, located in the brain’s motor system. Renaissance authors associated (...)
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  16.  32
    Associative learning: Stimulus arrangement and response consistency.Dieter Vaitl - 1995 - Behavioral and Brain Sciences 18 (2):314-315.
    Studies on associative learning in normals and patients need appropriate dependent measures which are sensitive enough to reflect stimulus-specific responses and also consider the context in which the conditioning takes place. Patient's fear responses, once acquired, seem to be maintained by specific cognitive biases such as individual belief systems and a tendency to stay consistent with their previous judgments.
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  17. Learning from Examples of Civic Responsibility: What Community-Based Art Centers Teach Us about Arts Education.Jessica Hoffmann Davis - 2010 - Journal of Aesthetic Education 44 (3):82.
    In lieu of an abstract, here is a brief excerpt of the content:Learning from Examples of Civic Responsibility:What Community-Based Art Centers Teach Us about Arts EducationJessica Hoffmann Davis (bio)Introduction/QuestionThroughout the United States, beyond school walls, there struggles and soars a sprawling field of community art centers dedicated to education.1 Most frequently clustered on either coast in bustling urban communities, these centers provide arts training that enriches or exceeds what is offered in schools. They serve artists who need space for (...)
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  18. Response to Eva Alerby and Cecilia Ferm, "Learning Music: Embodied Experience in the Life-World".C. Victor Fung - 2005 - Philosophy of Music Education Review 13 (2):206-207.
    In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”C. Victor FungThe authors' choice of using phenomenology as a foundation of their inquiry is appropriate and appealing. They have, to a great extent, achieved their goal to explain music learning from a life-world approach. Descriptions of absolute musicality and relativistic musicality in the opening paragraphs remind me of the good old "nature versus (...)
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  19.  95
    A place pedagogy for 'global contemporaneity'.Margaret J. Somerville - 2010 - Educational Philosophy and Theory 42 (3):326-344.
    Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). (...)
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  20. Place, empire, environmental education and the community of inquiry.Simone Thornton, Gilbert Burgh & Mary Graham - 2024 - Journal of Philosophy in Schools 11 (1):83–103.
    Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum (...)
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  21.  59
    What about place? Education, identity and ecological justice.Mary Graham, Simone Thornton & Gilbert Burgh - 2022 - Educators Learning Through Communities of Philosophical Enquiry [Special Issue]. BERA Blog (21 September).
    Special issue of the BERA Blog: 'Educators learning through communities of philosophical enquiry', edited by Joanna Haynes. In this blog post, we focus on the need for converting classrooms into place-responsive communities of inquiry that are essential to developing eco-citizen identities – identities that break with socially and environmentally harmful knowledge and habits.
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  22.  8
    Indigenous futures and learnings taking place.Ligia Lo?pez Lo?pez & Gioconda Coello (eds.) - 2021 - New York: Routledge, Taylor & Francis Group.
    Singularizing progressive time bounds pasts, presents, and futures to cause-effect chains overdetermining existence in education and social life more broadly. Indigenous Futures and Learnings Taking Place disrupts the common sense of "futures" in education or "knowledge for the future" by examining the multiplicity of possible destinies in coexistent experiences of living and learning. Taking place is the intention this book has to embody and word multiplicity across the landscapes that sustain life. The book contends that Indigenous perspectives (...)
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  23.  32
    The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME International Survey.Debbie Haski-Leventhal, Mehrdokht Pournader & Andrew McKinnon - 2017 - Journal of Business Ethics 146 (1):219-239.
    As demand grows from various stakeholders for responsible management education in business schools, it is essential to understand how corporate social responsibility and RME are perceived by various subgroups of business students. Following the principles of theories on moral orientation and moral development, we examined the role of gender and age in determining four indicators of business students’ moral approach in the context of business schools committed to RME and CSR. Based on nearly 1300 responses to a survey, conducted with (...)
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  24.  16
    Learning accountable governance: Challenges and perspectives for data-intensive health research networks.Ghislaine Jmw van Thiel, Thomas Schillemans, Johannes Jm van Delden, Menno Mostert & Sam Ha Muller - 2022 - Big Data and Society 9 (2).
    Current challenges to sustaining public support for health data research have directed attention to the governance of data-intensive health research networks. Accountability is hailed as an important element of trustworthy governance frameworks for data-intensive health research networks. Yet the extent to which adequate accountability regimes in data-intensive health research networks are currently realized is questionable. Current governance of data-intensive health research networks is dominated by the limitations of a drawing board approach. As a way forward, we propose a stronger focus (...)
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  25.  62
    Learning to neighbor? Service-learning in context.Mary-Ellen Boyle - 2007 - Journal of Academic Ethics 5 (1):85-104.
    Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment (“context”) in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that students learn (...)
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  26.  16
    Adventurous Learning: A Pedagogy for a Changing World.Simon Beames & Mike Brown - 2016 - Routledge.
    _Adv_e_nturous Learning _interrogates the word ‘adventure’ and explores how elements of authenticity, agency, uncertainty and mastery can be incorporated into educational practices. It outlines key elements for a pedagogy of adventurous learning and provides guidelines grounded in accessible theory. Teachers of all kinds can adapt these guidelines for indoor and outdoor teaching in their own culturally specific, place-responsive contexts, without any requirement to learn a new program or buy an educational gimmick. As forces of standardization and (...)
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  27.  25
    Response to the Commentaries.Guy Widdershoven - 1999 - Philosophy, Psychiatry, and Psychology 6 (4):267-270.
    In lieu of an abstract, here is a brief excerpt of the content:Response to the CommentariesGuy A. M. Widdershoven (bio)Keywordscognitive psychology, Bolton and Hill, hermeneutics, Gadamer, theoretical and practical holism, trauma, PTSDIt is not easy to engender a dialogue between two theoretical traditions. At least three conditions have to be fulfilled before such a dialogue can get started. In the first place, there has to be a common interest. Secondly, there has to be a divergence of perspectives. Thirdly, both (...)
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  28.  63
    Response to Louise Pascale, "Dispelling the Myth of the Non-Singer: Embracing Two Aesthetics for Singing".Vicki R. Lind - 2005 - Philosophy of Music Education Review 13 (2):200-202.
    In lieu of an abstract, here is a brief excerpt of the content:Response to Louise Pascale, “Dispelling the Myth of the Non-Singer: Embracing Two Aesthetics for Singing”Vicki R. LindIn "Dispelling the Myth of the Non-Singer: Embracing Two Aesthetics for Singing," Louise Pascale explores classroom teachers' beliefs about singing. Specifically, she looks at possible reasons why many classroom teachers who have been raised in the Western traditions of music-making do not feel comfortable singing. As a vocal music education professor and an (...)
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  29.  63
    The Learning to Be Project: An Intervention for Spanish Students in Primary Education.Davinia M. Resurrección, Óliver Jiménez, Esther Menor & Desireé Ruiz-Aranda - 2021 - Frontiers in Psychology 12.
    Despite the emphasis placed by most curricula in the development of social and emotional competencies in education, there seems to be a general lack of knowledge of methods that integrate strategies for assessing these competencies into existing educational practices. Previous research has shown that the development of social and emotional competencies in children has multiple benefits, as they seem to contribute to better physical and mental health, an increase in academic motivation, and the well-being and healthy social progress of children. (...)
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  30. Responsibility: philosophy of education in practice.Barbara Senkowski Stengel - 2024 - New York, NY, USA: Bloomsbury Academic.
    Students, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention (...)
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  31.  48
    Characterizing perceptual learning with external noise.Jason M. Gold, Allison B. Sekuler & Partrick J. Bennett - 2004 - Cognitive Science 28 (2):167-207.
    Performance in perceptual tasks often improves with practice. This effect is known as ‘perceptual learning,’ and it has been the source of a great deal of interest and debate over the course of the last century. Here, we consider the effects of perceptual learning within the context of signal detection theory. According to signal detection theory, the improvements that take place with perceptual learning can be due to increases in internal signal strength or decreases in internal (...)
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  32.  25
    Perceptual and Associative Learning.Geoffrey Hall - 1991 - Oxford University Press UK.
    Traditional theories of associative learning have found no place for the possibility that the way in which events are perceived might change as a result of experience. Evidence for the reality of perceptual learning has come from those studied by learning theorists. The work reviewed in this book shows that learned changes in perceptual organization can in fact be demonstrated, even in experiments using procedures of the type on which associative theories have been based. These results (...)
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  33.  56
    Responsibility for control; ethics of patient preparation for self-management of chronic disease.Barbara K. Redman - 2007 - Bioethics 21 (5):243–250.
    ABSTRACT Patient self‐management (SM) of chronic disease is an evolving movement, with some forms documented as yielding important outcomes. Potential benefits from proper preparation and maintenance of patient SM skills include quality care tailored to the patient's preferences and life goals, and increase in skills in problem solving, confidence and success, generalizable to other parts of the patient's life. Four central ethical issues can be identified: 1) insufficient patient/family access to preparation that will optimize their competence to SM without harm (...)
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  34. Implicit Learning, Bilingualism, and Dyslexia: Insights From a Study Assessing AGL With a Modified Simon Task.Maria Vender, Diego Gabriel Krivochen, Beth Phillips, Douglas Saddy & Denis Delfitto - 2019 - Frontiers in Psychology 10.
    This paper presents an experimental study investigating artificial grammar learning (AGL) in monolingual and bilingual children, with and without dyslexia, using an original methodology. We administered a serial reaction time (SRT) task, in the form of a modified Simon task, in which the sequence of the stimuli was manipulated according to the rules of a simple Lindenmayer grammar (more specifically, a Fibonacci grammar). By ensuring that the subjects focused on the correct response execution at the motor stage in presence (...)
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  35. Learning to Act.Jan Bransen - 2016 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 3 (1):11-35.
    In this paper I argue that to understand minded agency – the capacity we typically find instantiated in instances of human behaviour that could sensibly be questioned by asking “What did you do?” – one needs to understand childhood, i.e. the trajectory of learning to act. I discuss two different types of trajectory, both of which seem to take place during childhood and both of which might be considered crucial to learning to act: a growth of bodily (...)
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  36.  35
    Responsible Management in Private Sector Nano Enterprises: Conversations with Lead Technologists and Managers. [REVIEW]Vivian Weil - 2013 - NanoEthics 7 (3):217-229.
    The aim was to learn about responsible management in private sector nano enterprises by telephone conversations with lead technologists and managers in companies in the US Midwest. The conversations took place between January and March of 2011. The marked increase starting in 2008 of prescriptive documents such as guidelines, codes of responsibility, and best practices in NanoEthicsBank offered an entry point for initiating the conversations. Had respondents noticed these documents and did they find them useful? Follow-up questions asked about (...)
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  37. Sharing Moral Responsibility with Robots: A Pragmatic Approach.Gordana Dodig Crnkovic & Daniel Persson - 2008 - In Holst, Per Kreuger & Peter Funk, Frontiers in Artificial Intelligence and Applications Volume 173. IOS Press Books.
    Roboethics is a recently developed field of applied ethics which deals with the ethical aspects of technologies such as robots, ambient intelligence, direct neural interfaces and invasive nano-devices and intelligent soft bots. In this article we look specifically at the issue of (moral) responsibility in artificial intelligent systems. We argue for a pragmatic approach, where responsibility is seen as a social regulatory mechanism. We claim that having a system which takes care of certain tasks intelligently, learning from experience and (...)
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  38.  29
    State Responsibilities to Protect us from Loneliness During Lockdown.Bouke Https://Orcidorg de Vries - 2021 - Kennedy Institute of Ethics Journal 31 (1):1-15.
    One consequence of the lockdowns that many countries have introduced in response to the COVID-19 pandemic is that people have become more vulnerable to loneliness. In this contribution, I argue that even if this does not render lockdowns unjustified, it is morally incumbent upon states to make reasonable efforts to protect their residents from loneliness for as long as their social confinement measures remain in place. Without attempting to provide an exhaustive list of ways in which this might be (...)
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  39.  27
    Response to Leonard Tan and Mengchen Lu, “‘I Wish to Be Wordless’: Philosophizing through the Chinese Guqin.”.Chiao-Wei Liu - 2018 - Philosophy of Music Education Review 26 (2):199.
    In lieu of an abstract, here is a brief excerpt of the content:Response to Leonard Tan and Mengchen Lu, “‘I Wish to Be Wordless’: Philosophizing Through the Chinese Guqin.”Chiao-Wei Liu“I wish to be wordless” connects Chinese philosophical thinking to music education at large. Through discussions of values associated with the Chinese instrument guqin, Leonard Tan and Mengchen Lu exemplified “how music serves as ‘Truth tool’ in the Chinese philosophical tradition.” Specifically, the authors explored four ideas: “Search for Truth” (求真), “Search (...)
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  40.  66
    “English is not easy, but I like it!”: an exploratory study of English learning attitudes amongst elementary school students in Taiwan.I.‐Fang Chung & Yi‐Cheng Huang - 2010 - Educational Studies 36 (4):441-445.
    In response to the growing needs of proficient English speakers, the Taiwan Ministry of Education officially included English in standard elementary school curriculum since 2001. English courses at elementary level were extended from the fifth grade to the third grade since the fall of 2005. It is significant to examine whether the educational reform has positively affected students? learning attitudes. Through focus group interviews and questionnaire survey at six elementary schools, this study explores students? attitudes towards learning English (...)
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  41. Can Humanity Learn to become Civilized? The Crisis of Science without Civilization.Nicholas Maxwell - 2000 - Journal of Applied Philosophy 17 (1):29-44.
    Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as a (...)
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  42.  24
    The Deception of Certainty: how Non-Interpretable Machine Learning Outcomes Challenge the Epistemic Authority of Physicians. A deliberative-relational Approach.Florian Funer - 2022 - Medicine, Health Care and Philosophy 25 (2):167-178.
    Developments in Machine Learning (ML) have attracted attention in a wide range of healthcare fields to improve medical practice and the benefit of patients. Particularly, this should be achieved by providing more or less automated decision recommendations to the treating physician. However, some hopes placed in ML for healthcare seem to be disappointed, at least in part, by a lack of transparency or traceability. Skepticism exists primarily in the fact that the physician, as the person responsible for diagnosis, therapy, (...)
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  43.  95
    Teaching & learning guide for: What is at stake in the cartesian debates on the eternal truths?Patricia Easton - 2009 - Philosophy Compass 4 (5):880-884.
    Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 + 2 = 4' (...)
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  44.  24
    Response to Lauren Kapalka Richerme, “The Diversity Bargain and the Discourse Dance of Equitable and Best,” Philosophy of Music Education Review 27, No. 2 (Fall, 2019). [REVIEW]Nasim Niknafs - 2019 - Philosophy of Music Education Review 27 (2):215.
    In lieu of an abstract, here is a brief excerpt of the content:Response to Lauren Kapalka Richerme, "The Diversity Bargain and the Discourse Dance of Equitable and Best," Philosophy of Music Education Review 27, no. 2 (Fall, 2019)Nasim NiknafsI was asked to write a response to Lauren Richerme's convincing research on why and how one should distinguish between "equitable educational practices"1 and what she calls following Ellen Berry the "diversity bargain" where equity as the second-best option has always taken a (...)
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  45.  94
    Freedom and responsibility in the myth of er.Berzins Mccoy Marina - 2012 - Ideas Y Valores 61 (149):125-141.
    Plato uses the myth of Er in the Republic in order to carve out space for political freedom and responsibility for human freedom in the ordinary polis. While much of the Republic concentrates on the development of an ideal city in speech, that city is fundamentally a mythos presented in order for Socrates and his friends to learn something about political and individual virtue. The city in which Socrates and his friends exist is an imperfect city and myth of Er (...)
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  46.  90
    Learning to Live with a Circle: Reflective Equilibrium and the Received View of the Scientific Realism Debate.Kosmas Brousalis & Stathis Psillos - 2023 - Global Philosophy 33 (5):1-21.
    The Scientific Realism Debate (SRD) has been accused of going around in circles without reaching a consensus, so that several scholars have advocated its dissolution in favor of reformed projects that are eliminativist towards the distinctively philosophical aims and methods. In this paper, after outlining the project that SRD-participants have been involved in for some time now—which we call the Received View—we discuss two dissolution-proposals: sociological externalism and localism. We argue that these projects are incomplete and that, even when judged (...)
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  47.  26
    Between Rocks and Hard Places: Good Governance in Ethically Divided Communities.Roger Brownsword - 2022 - The New Bioethics 29 (3):247-264.
    This article, prompted by Heidi Crowter’s campaign to eliminate the discriminatory aspects of current abortion law, outlines the challenges to good governance in a context of bioethical plurality. First, the nature of the plurality is sketched. Secondly, some reflections are presented on how those who have governance responsibilities might ease the tensions engendered by the plurality; and, at the same time, how the discontented governed might reasonably press their views. Thirdly, a model of good governance (demanding integrity by those who (...)
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  48. Teaching & learning guide for: The aesthetics of nature.Glenn Parsons - 2008 - Philosophy Compass 3 (5):1106-1112.
    Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty of animals, (...)
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  49.  19
    Intergovernmental Organizations and the Possibility of Institutional Learning: Self-Reflection and Internal Reform in the Wake of Moral Failure.Toni Erskine - 2020 - Ethics and International Affairs 34 (4):503-520.
    One type of change that has lurked at the edges of scholarly discussions of international politics—often assumed, invoked, and alluded to, but rarely interrogated—is learning. Learning entails a very particular type of change. It is deliberate, internal, transformative, and peaceful. In this contribution to the roundtable “International Institutions and Peaceful Change,” I ask whether intergovernmental organizations can learn in a way that is comparable to the paradigmatic learning of individual human beings. In addressing this question, I take (...)
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  50.  29
    Adaptive learning in human–android interactions: an anthropological analysis of play and ritual.Keren Mazuz & Ryuji Yamazaki - forthcoming - AI and Society:1-11.
    Using anthropological theory, this paper examines human–android interactions (HAI) as an emerging aspect of android science. These interactions are described in terms of adaptive learning (which is largely subconscious). This article is based on the observations reported and supplementary data from two studies that took place in Japan with a teleoperated android robot called Telenoid in the socialization of school children and older adults. We argue that interacting with androids brings about a special context, an interval, and a (...)
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