Although Wilhelm Dilthey and Franz Brentano apparently were pursuing roughly the same objective—to offer a description of our mental functions and of their relations to objects—and both called their respective research programs ‘descriptive psychology’, they seem to have used the term to refer to two different methods of psychological research. In this article, I compare analyses of these differences. Against the reading of Orth but also against a possible application of recent relativist accounts of the epistemology of peer disagreement to (...) this case, I argue that their apparent shared objective is not enough to support an understanding of their views as two alternatives within a given historical or scientific context, or as a mutual peer disagreement. I show that the impression of a shared objective can be explained away as stemming from the influence of their teacher Adolf Trendelenburg, and I stress that the case of introspection strongly suggests that an account in terms of peer disagreement is not plausible. Finally, I conclude that the opposition between two traditions, Austrian philosophy and historicism, might be better suited to account for the dispute and its apparent common historical context. (shrink)

In this article, the nursing health history is revisited with a hermeneutic lens to uncover means by which this tool can better serve nursing practice. It is argued that further distanciation from the developmental and medical model is necessary to accurately uncover health and history in the nurse–client encounter. Based on the works of prominent hermeneutic philosophers, such as Heidegger, Gadamer, Merleau‐Ponty, Ricoeur, and Taylor, four orientations to health history and nursing are explored: orientation to caring, orientation to narrative, orientation (...) to time, and orientation to the body. The nursing health history is used as a vehicle for illuminating the usefulness of a hermeneutic perspective in everyday nursing practice. This article reveals views of health, history, and health history that are already known to nurses and the nursing milieu but are concealed by more dominant outlooks. The hermeneutical perspective presented in this article can help to reveal the important dimensions of everyday nursing practice and foster a richer attunement with the complex health experiences of individuals. (shrink)

In this article, we present a Critical Discourse Analysis (CDA) of the online discussion board posts of a group of elementary educators as they discussed their interpretations of four historical timelines that presented different – sometimes complementary and sometimes contradictory – information about the goals of the Lewis & Clark expedition and its effects on Native populations. This activity was one part of a virtual professional development course on anti-racist critical literacy pedagogy for K-8 teachers, which was structured around three (...) key concepts: 1) considering multiple perspectives can disrupt common understandings of texts; 2) issues of power determine what is present and absent in the stories authors tell; and 3) texts are social constructions that can be deconstructed and reconstructed. The teachers featured in this article worked in the same urban district and throughout their discussion, we found that they perpetuated discourses of Whiteness while simultaneously attempting to disrupt them. However, we also found discursive reconstructive potential in the ways one teacher responded to her assumptions being interrupted by a course facilitator, as well as the value of using CDA to examine teacher language. Our findings point to further directions for teacher educators working to foster racial and critical literacy. (shrink)

Verification and validation of numerical models of natural systems is impossible. This is because natural systems are never closed and because model results are always nonunique. Models can be confirmed by the demonstration of agreement between observation and prediction, but confirmation is inherently partial. Complete confirmation is logically precluded by the fallacy of affirming the consequent and by incomplete access to natural phenomena. Models can only be evaluated in relative terms, and their predictive value is always open to question. The (...) primary value of models is heuristic. (shrink)

The Handbook of Experimental Economic Methodology, edited by Guillaume R. Fréchette and Andrew Schotter, aims to confront and debate the issues faced by the growing field of experimental economics. For example, as experimental work attempts to test theory, it raises questions about the proper relationship between theory and experiments. As experimental results are used to inform policy, the utility of these results outside the lab is questioned, and finally, as experimental economics tries to integrate ideas from other disciplines like (...) psychology and neuroscience, the question of their proper place in the discipline of economics becomes less clear.This book contains papers written by some of the most accomplished scholars working at the intersection of experimental, behavioral, and theoretical economics talking about methodology. It is divided into four sections, each of which features a set of papers and a set of comments on those papers. The intention of the volume is to offer a place where ideas about methodology could be discussed and even argued. Some of the papers are contentious---a healthy sign of a dynamic discipline---while others lay out a vision for how the authors think experimental economics should be pursued. This exciting and illuminating collection of papers brings light to a topic at the core of experimental economics. Researchers from a broad range of fields will benefit from the exploration of these important questions. (shrink)

Cet article d'histoire éditoriale fait le point sur les neuf éditions de l'anthologie titrée Cantiques de Maisonfleur, de 1580 à 1613, son expansion et ses recompositions, et sur son éclatement dans d'autres recueils de 1591 à 1621. La coprésence de poèmes dus à des auteurs de cour connus comme catholiques et à des poèmes de spiritualité réformée ou écrits par des poètes réformés (pasteurs) fait l'objet d'un examen sous l'angle de la construction éditoriale. Selon notre hypothèse, le recueil essaie moins (...) d'unir les deux confessions qu'il ne tente de concilier le statut de sujet du roi de France, attaché à la monarchie des Valois, et de fidèle réformé. Poètes présents dans l'anthologie : Jérôme de Maisonfleur, Valagre, T. de Sautemont, Marin Le Saulx, Yves Rouspeau, A. de La Roche-Chandieu, Belleau, Du Bellay, Ronsard, Desportes, Malherbe, Bertaud, Du Perron, Pibrac, A. Favre, et autres. (shrink)

Open Access: This paper will connect literature on epistemic injustice with literature on victims and perpetrators, to argue that in addition to considering the credibility deficit suffered by many victims, we should also consider the credibility excess accorded to many perpetrators. Epistemic injustice, as discussed by Miranda Fricker, considers ways in which someone might be wronged in their capacity as a knower. Testimonial injustice occurs when there is a credibility deficit as a result of identity-prejudicial stereotypes. However, criticisms of Fricker (...) have pointed out that credibility is part of a more complex system that includes both deficits and excesses. I will use these points to argue that we should look closer at sources of credibility excess in cases of sexual assault. This means that in addition to considering sources of victim blaming by looking at ways in which “ideal” victims are constructed, we also need to consider ways in which “ideal” perpetrators are constructed. (shrink)

Criticism can sometimes provoke defensive reactions, particularly when it implicates identities people hold dear. For instance, feminists told they are upholding rape culture might become angry or upset, since the criticism conflicts with an identity that is important to them. These kinds of defensive reactions are a primary focus of this paper. What is it to be defensive in this way, and why do some kinds of criticism, or implied criticism, tend to provoke this kind of response? What are the (...) connections between defensiveness, identity, and active ignorance? What are the social, political, and epistemic consequences of the tendency to defensiveness? Are there ways to improve the situation? (shrink)

At the beginning of the pandemic, many music ensembles had to stop their activities due to the confinement. While some found creative ways to start making music again with the help of technologies, the transition from “real” rehearsals to “online” rehearsals was challenging, especially among older amateur musicians. The aim of this case study was to examine the effects of this transition on three community band conductors and three older amateur musicians. Specific objectives were to explore intergenerational relationships to support (...) online group music-making; digital literacy and access in later life; and online music-making in a COVID-19 context. Semi-structured interviews were conducted and theoretical thematic analysis was undertaken. Results were analyzed from the conductors’ and older musicians’ perspectives, and common trends were combined to facilitate interpretation. The first theme showed that being part of an intergenerational ensemble contributed positively to the learning experience online. The second theme demonstrated that because both conductors and musicians were new to the online rehearsals, it contributed to attenuate the age-related digital divide that may have been observed in other studies. Regarding access in later-life, older musicians reported benefits associated with rehearsing online, specifically in terms of distance/commute, time, energy, and cost. However, for those who did not already have internet and electronic devices, the cost of acquiring all the necessary equipment to make music online could have been too high. Finally, the third theme revealed that musicians appreciated the opportunity to make music online and indicated that it was definitely better than having nothing, especially for its social aspects. In conclusion, while participants noted several challenges associated with online music-making, they were also appreciative of the opportunity to continue making music at a time when in-person rehearsals were not possible. Pedagogical implications are discussed, specifically the importance of the support network, of meeting people where they are, of learning to adapt, and of collaborative teaching. (shrink)

BackgroundThis study explored the proportion of variance in depressive symptoms explained by processes targeted by BA, and processes targeted by cognitive control training.MethodsFive hundred and twenty adults were recruited. They completed a spatial cueing task as a measure of attentional biases and a cognitive task as a measure of cognitive control and completed self-report measures of activation, behavioral avoidance, anticipatory pleasure, brooding, and depressive symptoms. With path analysis models, we explored the relationships between these predictors and depressive symptoms.ResultsBA processes were (...) significant predictors of depressive symptoms, and activation partially predicted anticipatory pleasure, which in turn predicted depressive symptoms. However, cognitive control and attentional biases predicted neither brooding nor depressive symptoms. A comprehensive model including all processes fit the data but did not explain more of the variance in brooding or depressive symptoms than a model including only BA processes.LimitationsThe spatial cueing task was associated with low reliability and the use of a non-clinical sample limited the generalizability of the conclusions.ConclusionActivation, behavioral avoidance, brooding, and anticipatory pleasure are relevant processes to target in order to reduce depressive symptoms, while cognitive control and attentional biases are not. (shrink)

In 2000, the publication of ten texts marked the completion of a two-year project entitled Le Devoir de mémoire, which had brought together ten writers from across Africa to write in response to the Rwandan genocide. This article looks at how the project was posited from the outset as a specifically African response, setting this in the context of older problems of voice, selfrepresentation and the renegotiation of miswritten histories in the postcolonial context. This aspect of the project is made (...) all the more urgent by the actuality of the genocide, and the period of residence the writers spent in Rwanda in 1998. This article argues that the project succeeded in creating a space in which Africa as a whole is made part of the genocide, and vice versa, by raising complex questions of responsibility and by drawing on familiar themes in modern African writing, namely history, memory and identity; exile and dislocation. (shrink)

Erratum to: Int J Semiot Law DOI 10.1007/s11196-014-9376-7Dans la publication originale de cet article, l’auteur n’a pas cité le titre correct de la thèse de philosophie de Stefan Goltzberg.A la dernière phrase du premier paragraphe, il ne faut pas lire «il a écrit une thèse de philosophie intitulé Théorie et histoire de la philosophie du droit, philosophie du droit de Chaïm Perelman, de Theodor Viehweg, de Roscoe Pound» mais bien «il a écrit une thèse de philosophie intitulée Théorie bidimensionnelle de (...) l’argumentation. Définition, Présomption, Argument A fortiori». (shrink)

This paper argues that Rwanda’s decision to abolish the death penalty should be viewed in a wider context rather than as a mere result of top–down pressure from the International Criminal Tribunal for Rwanda (ICTR). Part I traces the creation of the ICTR and the breakdown of negotiations as a result of the exclusion of the death penalty from the ICTR’s jurisdiction. It then outlines Rwanda’s efforts to prosecute the hundreds of thousands of individuals accused of committing genocide-related crimes and (...) notes the limited and steadily decreasing role the death penalty actually played within Rwanda. Part II discusses Rwanda’s legislation abolishing the death penalty and argues that both international pressure and local historical and political forces influenced the decision. Part III situates Rwanda’s story within a growing paradox of excluding the death penalty from international criminal tribunals for the most serious crimes while national jurisdictions maintain it. It concludes that as in Rwanda, any perceived or potential impact of international criminal law in national jurisdictions must be measured in light of local circumstances. (shrink)

Nous proposons quelques remarques concernant la philosophie et son enseignement, en nous appuyant sur une conférence prononcée en 1975 par le philosophe tchèque Jan Patočka intitulée « L’homme spirituel et l’intellectuel », et dans laquelle Patočka décrit le genre de vie propre au philosophe par opposition à celui qu’il nomme « l’intellectuel » reprenant par là, et lui donnant toutefois un souffle nouveau, l’opposition platonicienne entre le philosophe et le sophiste. Nous approfondissons cette lecture par l’analyse d’un essai antérieur datant (...) de 1934, extrait du volume Liberté et sacrifice et intitulé « Remarques sur la position de la philosophie dans et en dehors du monde ». Nous souhaiterions montrer que dans ces deux textes, Patočka expose, partant de la figure de Socrate, le genre de vie du philosophe, faisant ainsi apparaître une figure de l’enseignement moins grecque que johannique. (shrink)

Comparing alternative scientific theories obviously is relevant to theory assessment, but are comparativists (like Laudan) correct when they also make it necessary? This paper argues that they are not. Defining rationality solely in terms of theories' comparative problem-solving strengths, comparativist philosophers of science like Laudan subscribe to what I call the irrelevance claim (IC) and the necessity claim (NC). According to IC, a scientific theory's being well or poorly confirmed is "irrelevant" to its acceptance; NC is the claim that "all (...) evaluations of research traditions and theories must be made within a comparative context," how any theory "compares with its competitors" (Laudan 1977, 21, 120). Using current competing theories (T1 and T2) of population viability assessment (PVA) for the Florida panther, the paper investigates IC/NC. In part because dominant T2 panther biologists accept IC/NC (which T1 theorists reject), the paper argues that they appear both to have accepted flawed T2 and to have contributed to flawed panther science and policy. Correcting Laudan's Comparativist Philosophy of Science (LCPS), underlying the T1-versus-T2 debate, thus may hold promise for helping resolve both the scientific and policy controversy over panther PVA. (shrink)

Scientists are divided on the status of hypothesis H that low doses of ionizing radiation (under 20 rads) cause hormetic (or non-harmful) effects. Military and industrial scientist s tend to accept H, while medical and environmental scientists tend to reject it. Proponents of the strong programme claim this debate shows that uncertain science can be clari ed only by greater attention to the social values in uencing it. While they are in part correct, this paper argues that methodological analyses (not (...) merely attention to social values) also can help clarify uncertain science. The paper analyzes ve measurement uncertainties , as well as seven methodological value judgments, relevant to H. Using criteria of internal and external consistency, as well as predictive power, it argues that metascience also helps resolve this debate. And if so, then value-laden, policy-relevan t science may need, not only more attention to social values in order to resolve and to clarify disputes, but also more conceptual and methodological analyses of science. (This paper suggests what such methodological analyses might be like and uses the case of low-dose risks from radiation to illustrate its points, while a companion paper (“Chemical Hormesis, Conceptual Clari cation, and the Warrant for Policy-Driven Science”) in this same issue of POS suggests what such conceptual analyses might be like and uses the case of low-dose risks from chemicals to illustrate its points.) If this paper’s thesis holds in the very politicize d “hard case” of radiation hormesis, then it suggests that the metascientist s may be right about what is also often necessary to clarify scienti c disputes. (shrink)

Feminist epistemologies consider ways in which gender influences knowledge. In this article, I want to consider a particular kind of feminist empiricism that has been called feminist radical empiricism. I am particularly interested in this view's treatment of values as empirical, and consequently up for revision on the basis of empirical evidence. Proponents of this view cite the fact that it allows us to talk about certain things such as racial and gender equality as objective facts: not just whether we (...) have achieved said equality in our society, but whether we are, in fact, all equal. I will raise the concern that the way in which they model the role of values in epistemology may be a problematic idealization of the open-mindedness of human agents. In some cases, resistance to value-change cannot be diagnosed as a failure to respond adequately to evidence. If so, the strategy of empirically testing our values that some feminist radical empiricists suggest may not be as useful a tool for social change as they think. (shrink)

An ad hominem fallacy is committed when an individual employs an irrelevant personal attack against an opponent instead of addressing that opponent’s argument. Many discussions of such fallacies discuss judgments of relevance about such personal attacks, and consider how we might distinguish those that are relevant from those that are not. This paper will argue that the literature on bias and testimony can helpfully contribute to that analysis. This will highlight ways in which biases, particularly unconscious biases, can make ad (...) hominem fallacies seem effective, even when the irrelevance is recognized. (shrink)

The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood care and education. In this fully updated and revised new edition, rewritten to include the new Early Years Foundation Stage, students will find that this text now meets the needs of students on Foundation degrees, Early Childhood Degrees and the new Early Years Professional qualification. Topics covered in this essential textbook include: an overview of (...) the principles of effective practice discussions on equal opportunities and children's rights an update of the latest development theories relating to brain development and how children learn and the difficulties children may face in their learning investigations into what working with parents really means consideration of the different early years systems in operation summaries of key management issues and useful information on how to address them comparison with European perspectives on early years care and education the importance of play in children's early learning. Readers of this second edition will also find the expansion of existing chapters in order to include topics such as inclusion, transitions, child protection in relation to the internet and partnerships with parents. The book covers the whole age range from birth to eight years with a special section on the birth to three years age group. Each chapter is fully referenced and has case studies or reflective practice boxes within the text. Informative and engaging, the book challenges the reader to think about how underlying theory may be reflected in practice. It will be essential reading for all students who are studying for early childhood qualifications at levels four, five and six. (shrink)