The History of Ideas is presently enjoying a certain renaissance after a long period of disrepute. Increasing quantities of digitally available historical texts and the availability of computational tools for the exploration of such masses of sources, it is suggested, can be of invaluable help to historians of ideas. The question is: how exactly? In this paper, we argue that a computational history of ideas is possible if the following two conditions are satisfied: (i) Sound Method . A computational history (...) of ideas must be built upon a sound theoretical foundation for its methodology, and the only such foundation is given by the use of models , i.e., fully explicit and revisable interpretive frameworks or networks of concepts developed by the historians of ideas themselves. (ii) Data Organisation. Interpretive models in our sense must be seen as topic-specific knowledge organisation systems (KOS) implementable (i.e. formalisable) as e.g. computer science ontologies. We thus require historians of ideas to provide explicitly structured semantic framing of domain knowledge before investigating texts computationally, and to constantly re-input findings from the interpretive point of view. In this way, a computational history of ideas maximally profits from computer methods while also keeping humanities experts in the loop. We elucidate our proposal with reference to a model of the notion of axiomatic science in 18th -19th century Europe. (shrink)

The cinematic apparatus and the transcendental subject -- Re-thinking representation : new lines of thought in feminist philosophy -- Cinematic assemblages : an ethological approach to film-viewing -- The slasher film : a Deleuzian feminist analysis -- The alien series : alien-becomings, human-becomings -- The molecular poetics of the assemblage : before night falls -- Conclusion : a feminist cinematic assemblage.

I provide a case-by-case definition of essential truths based on the notions of metaphysical necessity and ontological dependence. Relying on suggestions in the literature, I adopt a definition of the latter notion in terms of the notion of ground. The resulting account is adequate in the sense that it is not subject to Kit Fine’s famous counterexamples to the purely modal account of essence. In addition, it provides us with a novel conception of truths pertaining to the essence of objects, (...) which might help to dispel doubts on the legitimacy of the notion of essence itself. (shrink)

Drawing from extensions of existing ideas in the logic of ground, a novel account of the grounds of necessity is presented, the core of which states that necessary truths are necessary because they stand in specific grounding connections.

In Metaphysics of States of Affairs, Bo Meinertsen reviews and works out several underdeveloped points in the existing scholarly debate on states of affairs, and presents his own original account in detail. In this paper, we raise three problems for Meinertsen’s account and draw attention to an alternative view that, though not discussed in the book, is not beset by these problems.

Cet article est une contribution à la lecture de Fûdo, le milieu humain, ouvrage du philosophe japonais Watsuji Testurô qui aborde le thème du rapport de l’être humain au monde. Cette réflexion veut en éclairer certaines thèses, les comparer aux catégories de la philosophie occidentale et déterminer si Fûdo peut se comprendre comme une pensée de la finitude.

P. van Inwagen famously offered three precise versions of the so-called Consequence Argument for incompatibilism. The third of these essentially employs the notion of an agent’s having a choice with respect to a proposition. In this paper, I offer two intuitively attractive accounts of this notion in terms of the explanatory connective ‘because’ and explore the prospects of the third argument once they are in play. Under either account, the argument fails.

In the third chapter of his major work, the Controversy over the Existence of the World, Roman Ingarden discusses four varieties of dependence entities might exhibit. The aim of this essay is to explore these varieties and to put the claims Ingarden makes concerning them on a rigorous footing.

Résumé Et toi, quel est ton genre? Les Betty, intellectuelles précaires, partageant un désir militant, critiques tant vis-à-vis des groupes féministes historiques, que des pratiques politiques au sein du mouvement des mouvements, nous racontent leur création d’un espace, le "sexishock" au cœur même d’un centre social à Bologne.

While it is widely assumed that greater diversity in corporate governance will enhance a firm’s corporate social performance, this study considers an alternative thesis which relates managerial control to corporate philanthropy. The study empirically evaluates both board diversity and managerial control of the board as possible predictors of corporate philanthropy. The demonstration of a positive relationship between managerial control and corporate philanthropy contributes to our understanding that corporate social performance results from a complex set of economic and social motives. Possible (...) future research and managerial implications are discussed. (shrink)

While it is widely assumed that greater diversity in corporate governance will enhance a firm’s corporate social performance, this study considers an alternative thesis which relates managerial control to corporate philanthropy. The study empirically evaluates both board diversity and managerial control of the board as possible predictors of corporate philanthropy. The demonstration of a positive relationship between managerial control and corporate philanthropy contributes to our understanding that corporate social performance results from a complex set of economic and social motives. Possible (...) future research and managerial implications are discussed. (shrink)

European Journal of Philosophy, EarlyView.

Behavioral paternalism raises deep concerns that do not arise in traditional welfare economics. These concerns stem from behavioral paternalism’s acceptance of the defining axioms of neoclassical rationality for normative purposes, despite having rejected them as positive descriptions of reality. We argue that behavioral paternalists have indeed accepted neoclassical rationality axioms as a welfare standard; that economists historically adopted these axioms not for their normative plausibility, but for their usefulness in formal and theoretical modeling; that broadly rational individuals might fail to (...) satisfy the axioms for various reasons, making them unpersuasive as normative criteria; and that even if their violation did constitute irrationality, that would not justify paternalists’ choosing among inconsistent preferences to define an individual’s “true” preferences. (shrink)

The common discourse on intellectual property rights rests mainly on utilitarian ground, with implications on the question of justice as well as moral significance. It runs like this: Intellectual property rights are to reward the originators for his/her intellectual labour mainly in monetary terms, thereby providing incentives for originators to engage in future innovative labouring. Without such incentives, few, if not none, will engage in creative activities and the whole human community will, thereby, suffer because of reduced inventions. However, such (...) utilitarian argument on piracy as de-motivation may not be necessarily justified. In fact, intellectual property arrangement is one among different institutions concerning how the society may handle new ideas and creative works. In reality, private ownership over one's intellectual product is merely a modern western concept that is being ' advertised' as being normative, which, by itself, is highly debatable. Alarming still, such normative argument assumes both justness and moral dimensions. This article will analyse whether such argument is philosophically sound. (shrink)

Many philosophers have shown sympathy to the thought that reality is fundamentally positive. Julio De Rizzo formulates this idea precisely by means of the notion of grounding, and examines how the resulting thesis fares with respect to three much discussed classes of negative truths, namely that of negative predications, that of negative causal reports, and that of negative existential truths. By shedding light on the issues advocates of the thesis have to deal with, this work shows the positivist account (...) to be a tenable position in metaphysics. (shrink)

An argument that the major metaphysical theories of facts give us no good reason to accept facts in our catalog of the world. -/- In this book Arianna Betti argues that we have no good reason to accept facts in our catalog of the world, at least as they are described by the two major metaphysical theories of facts. She claims that neither of these theories is tenable—neither the theory according to which facts are special structured building blocks of reality (...) nor the theory according to which facts are whatever is named by certain expressions of the form “the fact that such and such.” There is reality, and there are entities in reality that we are able to name, but, Betti contends, among these entities there are no facts. -/- Drawing on metaphysics, the philosophy of language, and linguistics, Betti examines the main arguments in favor of and against facts of the two major sorts, which she distinguishes as compositional and propositional, giving special attention to methodological presuppositions. She criticizes compositional facts (facts as special structured building blocks of reality) and the central argument for them, Armstrong's truthmaker argument. She then criticizes propositional facts (facts as whatever is named in “the fact that” statements) and what she calls the argument from nominal reference, which draws on Quine's criterion of ontological commitment. Betti argues that metaphysicians should stop worrying about facts, and philosophers in general should stop arguing for or against entities on the basis of how we use language. (shrink)

This paper is a response to McKenzie (2017). I argue that the case she presents is not a genuine counterexample to the thesis she labels Brute Fundamentalism. My response consists of two main points. First, that the support she presents for considering her case a metaphysical explanation is misguided. Second, that there are principled reasons for doubting that partial explanations in Hempel’s sense, of which her case is an instance, are genuinely explanatory in the first place. Thus McKenzie’s attack on (...) Brute Fundamentalism fails. (shrink)

This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

This book returns the reader to an agenda for addressing equity in schools, emphasizing the need to reexamine past reform efforts and the work ahead for educational leaders in reshaping schools and schooling.

This book examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity.

Collectively, institutions own an increasing proportion of outstanding corporate equities. As an emergent force in shaping corporate America, the linkages between institutional ownership and corporate social performance (CSP) require empirical examination. Not only do corporate policy makers need to know those areas where social performance may lure or inhibit capital infusions, lawmakers also need a better understanding of the social forces guiding corporate policy. As anticipated, this study found a positive relationship between the amount of institutional ownership of corporate stock (...) and a company's social responsiveness as measured by the representation of women on its board of directors; however, no statistically significant relationship with social responsibility as measured by charitable giving was found. The exemplar of social issues management — compliance with the Sullivan principles — showed an unexpected, negative relationship with the level of institutional ownership. (shrink)

Is the macro grounded in the micro? That is, is every truth about a macroscopic object fully grounded in a truth wholly about its microscopic parts? In a recent interesting paper, Martin Glazier argued for a negative answer. Following him, call the position that the macro is grounded in the micro ‘priority micro pluralism’ (‘pluralism’ for short). In this discussion note, I propose a way out for the pluralist. In brief, it consists in the recognition that some metaphysical positions, including (...) pluralism, are best expressed by fundamentally de dicto grounding claims. In that these claims have a distinctive modal force, this recognition has far-reaching consequences that go beyond a defence of pluralism. (shrink)

Amongst the multiple key philosophers who have addressed critical issues pertaining to music education since the mid-1900s, Bennett Reimer was one voice that began a systematic examination of the nature and value of music and music education as a foundation for a philosophy of music education. With the musical experience at the center of his philosophy, Reimer sought to explain how music articulates feeling, a core of who we are as human beings. Over the sixty years of writing, Reimer’s thinking (...) continued to be influenced by other disciplines including the literature on creative thinking and cognitive neuroscience. The impact of his writing on the field is multifarious, including philosophy, advocacy, curriculum, and the role of music in school-based programs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Art of Teaching MusicBetty Anne YounkerEstelle R. Jorgensen, The Art of Teaching Music(Bloomington, IN: Indiana University Press, 2008)I have had the pleasure of reading the book manuscript, The Art of Teaching Music, by Estelle Jorgensen. The content explores a variety of ideas that are covered in the myriad of courses experienced by undergraduate students and introduces new ones that are critical to the development of musicians and (...) prospective teachers. Some of these ideas might be alluded to or briefly discussed in methods classes, but not at the level of thoughtful detail as they are entertained and examined in the book. This level of depth would require students and teachers to discuss, dialogue, debate, and reflect over time within and across semesters and courses. I dare to suggest that some of the ideas might not be brought to students’ attention at all throughout the undergraduate experience, which is of a concern and suggests an even greater need for such a book.My overall impression of the book is that the content and the depth of writing would serve the undergraduate students throughout their undergraduate experience and the graduate population for similar and yet different reasons. In terms of the undergraduates, there are parts of the book that would be relevant during their first year in a foundations class, second year in technique classes, third year in methods (for lack of a better word) classes, and student teaching [End Page 109] seminar experiences as they prepare to enter the profession. Utilizing a book across an undergraduate’s experience could generate interesting conversation amongst faculty members as discussions about why, how, what, and when parts of the book would be relevant would need to evolve. Some chapters could be revisited while others visited for the first time at differing places and spaces across the four years. I cannot think of another book that could be utilized in this way and thus serve the undergraduate student throughout her four-year experience and this prospect I find exciting.The book is organized around fourteen chapters, all of which are followed by an afterward. The flow of the chapters invites the reader to examine aspects of becoming and being a music educator at various levels of growth and understanding.The first chapter is titled “Teacher” and requires the reader to think at broader and deeper levels when discussing the notions of role and identity, self-awareness, motivation to enter the profession, and reflective practice. While reading the text, I imagined conversations that would include a comparative analysis of students’ experiences, which could in turn provide larger contexts for the topics. Such a discussion is necessary when examining aspects of being and becoming a teacher in various contexts. The notion of situatedness is highlighted when individual cases are heard and examined and compared across other cases, carefully noting what might or might not be comparable and taking that bit of analysis into consideration. Having such discussions across the four years of undergraduate life allows students to re-visit what was and is, and to speculate about what is to come. Such reflection can be just as fruitful at the graduate level. Students enter graduate school with a variety of teaching experiences and time is needed to reflect on the transition from being a teacher to being a student again. Realization of the continuum on which they travel between learner and teacher becomes apparent in that the place on the continuum shifts regardless of their present position; that is, as a student or teacher. For doctoral students, this reflection is rich as they begin to engage with undergraduate students and forge a new path as budding teachers of teachers and researchers and continue to be musicians.Chapter Two took me to the writings of Dewey1 particularly as I read about a student-centered focus and the experience-based approach. So much of our profession has been driven by content and theories that the student has been removed from the center of the focus and thought of as peripheral. I welcome the idea of placing the students at the center of our thinking and conversations. These ideas have been articulated in... (shrink)

This study asked managers with different educational backgrounds and experience from a variety of industries of a variety of sizes representing both genders and various predominant managerial functions at different levels to “describe the skills they think are necessary to perform their jobs effectively”. In particular, they were asked to rank 178 behavioral skills presented under 22 different categories that described different aspects of management. Data were then examined first to determine the importance of ethics or integrity overall in the (...) group of managerial activities and then to explore how specific ethical activities of managers differ across various managerial and organizational characteristics. Findings indicate that ethics is still considered one of the least important skills necessary in managers’ daily work. However, once specific ethical activities are analyzed separately, significant differences are found across characteristics of managers, as well as those of the organizations at which they work. (shrink)

A traditional account of coincidences has it that two facts are coincidental whenever they are not related as cause and effect and do not have a common cause. A recent contribution by Lando : 132–151, 2017) showed that this account is mistaken. In this paper, I argue against two alternative accounts of coincidences, one suggested by Lando, and another by Bhogal : 677–694, 2020), and defend a third one in their place. In short, I propose that how explanatory links relate (...) to non-coincidental facts in explanation is what drives a wedge between coincidences and non-coincidences. This proposal is not susceptible to the worries I raise, and is more general, since it is not restricted to coincidences and non-coincidences involving physical facts. (shrink)

This volume represents the first collection of work to address, empirically and conceptually, the topic of individual differences in theory of mind.