We argue that estrogen feminization of the brain is the result of a series of events initiated by differential androgen exposure. There is no need to postulate a feminizing process parallel to androgen-induced masculinization to explain the findings.

As multilevel selection theory has gained greater acceptance over the past quarter-century, scientists and scholars have shown an increased interest in the theory's historical antecedents. Despite this interest, however, the early twentieth century remains largely unexplored. It is generally assumed that biologists thought "naively" about evolutionary dynamics during this era, and that their attempts to explain biological phenomena often lacked sophistication. Now that several recent works have called attention to the complex relationship between biological individuality and the levels of selection, (...) we believe it will prove instructive to revisit these early-twentieth-century biologists and reassess their criteria for biological individuality. Doing so reveals that they constructed a multilevel explanation of evolution that anticipated modern interpretations in several important ways. Though it is certainly true that most of these early biologists failed to recognize natural selection's pervasive agency, it is no less true that one of them, termite expert Alfred Emerson, artfully united the multilevel theory of "emergent evolution" with natural selection in a way that differs but little from the theory of multilevel selection that many scientists and scholars now promote. After reviewing the historical record, we place these early-twentieth-century biologists in their proper historical context, and we compare their interpretation of evolution with modern interpretations. (shrink)

Countless conceptual metaphors related to human experience have been identified and discussed in the literature. In most conceptual metaphors, a concrete, experiential sou...

Survival after solid-organ transplantation has improved significantly, and many contemporary transplant recipients are of childbearing potential. There are limited data to guide decision-making surrounding pregnancy after transplantation, variations in clinical practice, and significant knowledge gaps, all of which raise significant ethical issues. Post-transplant pregnancy is associated with an increased risk of maternal and fetal complications. Shared decision-making is a central aspect of patient counselling but is complicated by significant knowledge gaps. Stakeholder interests can be in conflict; exploring these tensions can (...) help patients to evaluate their options and inform their deliberations. We argue that uniform, evidence-based recommendations for pregnancy after solid organ transplantation are needed. Conducting research, including patient-engaged studies, in this area should be priority for the transplant community. (shrink)

We analyzed the processing of noun-noun metaphors, which have been relatively understudied, compared to other types of figurative expressions, such as X is Y metaphors (e.g., He...

_Humanizing Education_ offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the _Harvard Educational Review_ carries readers to places where people have first imagined—and then organized—their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie (...) Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. (shrink)

In several lectures, interviews and essays from the early 1980s, Michel Foucault startlingly argues that he is engaged in a kind of critical work that is similar to that of Immanuel Kant. Given Foucault's criticisms of Kantian and Enlightenment emphases on universal truths and values, his declaration that his work is Kantian seems paradoxical. I agree with some commentators who argue that this is a way for Foucault to publicly acknowledge to his critics that he is not, as some of (...) them charge, attempting a total critique of Enlightenment beliefs and values, but is instead attempting to transform them from within. I argue further that Foucault's self-professed Kantianism can also productively be read as a means of encouraging change in his intellectual audience, a call to courage to take up the thread of Enlightenment thought that Foucault finds in Kant's essay, `What is Enlightenment?': that of directing one's philosophical efforts towards questioning and transforming one's own present in its historical specificity, for the sake of promoting the values of freedom and autonomy therein. Though much of Kant's philosophical work is focused on that which lies outside of history, Foucault locates in some of it a concern for what is happening here and now that, I argue, he encourages his audience to take up for themselves through tracing his own intellectual lineage to Kant. In so doing, he encourages contemporary philosophers to consider the value and effects of their work on the present social and political contexts in which they live. (shrink)

At several points throughout his career, Foucault suggests that publishing texts without authors’ names attached would be a useful step towards dismantling what he calls the “author-function:” a social and political role structured according to the way discourse is treated and disseminated in a particular social setting. I discuss Foucault’s criticisms of the author-function in terms of its relationship to the political role of intellectuals, and I argue that the demise of this role cannot be achieved through the means of (...) authorial anonymity, as Foucault suggests. Rather, it must be undermined from a position within this role itself. (shrink)

This is an open-access textbook designed for introduction to philosophy courses that contain a section on ethics, or for introductory courses in moral theory. In this edited work, chapter authors explore both historical and contemporary approaches to understanding and justifying moral and ethical norms. The chapters cover a wide range of topics, including moral relativism, the relationship between ethics and religion, virtue ethics in the Western and Eastern traditions, the question of self-interest and ethics, utilitarianism, Kantian deontological ethics, and recent (...) work in feminist ethics and evolutionary ethics. -/- Introduction to Philosophy: Ethics, edited by George Matthews (Plymouth State University), is one of a series of open-access textbooks for introduction to philosophy courses edited by Christina Hendricks (University of British Columbia), published with the support of The Rebus Community. (shrink)

Paper presented at a meeting of the International Association for Philosophy and Literature, Stony Brook, New York, USA, May 2000. -/- Foucault rejects the idea of intellectuals acting as "prophets": telling others what must be done and what sorts of social and political goals they should pursue. I argue that in outright rejecting such prophecy, Foucault may not be pursuing the most effective means of eventually breaking it down. I locate in Foucauldian genealogical works such as Discipline and Punish a (...) rhetorical strategy through which the intellectual acts as a prophet while also distancing him/herself from this role: the genealogist speaks as a universal intellectual while also encouraging others to question the truths thus provided, as well as the role of the intellectual as prophet itself. I argue that in so doing the genealogist engages in a kind of exile, a term I borrow from Edward Said to denote a movement of distancing without effecting a clean break. This intellectual, rather than rejecting outright the role of the prophet, works within this role while yet distancing him/herself from it -- acting as (what I call) a “prophet in exile.”. (shrink)

Presented at the 2010 Annual Meeting of the Association for Core Texts and Courses, New Brunswick, New Jersey, USA, April 2010. -/- René Descartes’ Discourse on Method is paradoxical in several respects: it was published anonymously, yet is rich in autobiographical detail; further, Descartes insists that “the power of judging well and of distinguishing the true from the false…is naturally equal in all men,” and also that “the world consists almost exclusively of … minds for whom [his method of reasoning] (...) is not at all suitable” (1, 9). The Discourse indicates both that the identity of a particular reasoning subject (such as the author of the text itself) does not matter—because all rational beings could come to the same conclusion if using their reason correctly—and yet also that who one is does indeed matter to showing that one counts as one of the select group of subjects who possess knowledge. The method and its results do not speak for themselves; rather, the author must speak for them, and legitimize his authority in the process. If it were the case that Descartes’ plan did not go beyond “trying to reform [his] own thoughts and building upon a foundation which is completely [his] own” (9), then he might rest content with his own convictions regarding the truth of his conclusions, but if he wants to be recognized by others as possessing knowledge then he must either appeal to existing standards of authority to legitimize his method and its conclusions, or argue for the validity of new ones. Either way, the Discourse demonstrates Michel Foucault’s claims that knowledge production is bound up in a social context that determines what counts as true knowledge and who has the authority to speak about it. Descartes’s text shows an author both boldly presenting revolutionary arguments and methods and revealing his awareness of the difficulties and dangers of resisting the accepted standards of knowledge. It can be used to spark discussion amongst students about whether, even if we believe anyone’s reason might produce knowledge, it is still the case today that only some count as “knowers” according to criteria that are socially determined (e.g., institutional affiliation, status within an institution, the acceptability of certain sorts of projects and methods as legitimate for knowledge). (shrink)

Many teachers appreciate discussing teaching and learning with others, and participating in a community of others who are also excited about pedagogy. Many philosophy teachers find meetings such as the biannual AAPT workshop extremely valuable for this reason. But in between face-to-face meetings such as those, we can still participate in a community of teachers and learners, and even expand its borders quite widely, by engaging in activities under the general rubric of “open education.” Open education can mean many things, (...) from sharing one’s teaching materials openly with others, to using and revising those created by others, to asking students to create open educational materials, and more. In this article I discuss the benefits and possible drawbacks of such activities, and I argue that the former outweigh the latter. (shrink)

Paper presented at the Association for Informal Logic and Critical Thinking meeting in conjunction with the Central Division of the American Philosophical Association, Chicago, April 2004.

Introduction to Language and Liberation: Feminism, Philosophy and Language, Ed. Christina Hendricks and Kelly Oliver. SUNY, 1999.

Critical thinking is often described by philosophers of education as a process of transcendence: a way to take one’s beliefs, values, and actions as objects of thought, and to reflect on them for the sake of evaluation and possible transformation. John Dewey argues, for example, that “the essence of critical thinking is suspended judgment”; it involves a pause that allows us to stand back to reflect, to “metaphori- cally climb a tree...[to get] a more commanding view of the situation.”1 This (...) process calls for a difficult balancing act between commitment and suspicion. Effective transcendence requires recognition of one’s fallibility, a degree of suspicion regarding one’s views and methods of thinking as a motivation for distancing oneself from these in order to evaluate them. Yet distancing must not be taken too far — one must trust in and remain committed to certain beliefs and methods as criteria for judgment in order to ground the evaluation made possible by stepping back to reflect. Critical thinkers must recognize their own fallibility without being paralyzed by it, and must commit to evaluative criteria without losing the suspicion that motivates reflection and revision. Teachers who work to promote critical thinking as transcendence must find a way to negotiate this balance, avoiding too much emphasis on either extreme. (shrink)

Comments for a paper by Elizabeth Brake (University of Calgary) called "Marriage and Morals," presented at the Summer Workshop on Feminist Philosophy at the University of British Columbia in Vancouver, BC, Canada June 17-18, 2005.

Gathers authors with different backgrounds and methods to advance feminist discussions of the relation between language and women's oppression, suggesting promising new directions for further research.

The phenomenon and implications of stigma have been recognized across many contexts and in relation to many discrete issues or conditions. The notion of spatial stigma has been developed within stigma literature, although the importance and relevance of spatial stigma for rural places and rural people have been largely neglected. This is the case even within fields of inquiry like public and rural health, which are expansively tasked with addressing the socio-structural drivers of health inequalities. In this paper, we argue (...) that developing a better understanding of rural place stigma is critical for addressing contemporary patterns of spatial injustice and health inequalities affecting rural communities globally. Drawing on international literature and examples from the reported experiences of rurally living Australians and news and other media, we present an analysis highlighting the power in rural place stigma. In doing so, we build a case for the relevance and importance of interrogating rural place stigma, especially in the fields of public and rural health, for changing the conditions within—and the broader positioning of—the rural in the public and political landscapes. (shrink)

This study draws on achievement goal theory and self-determination theory to examine the associations among two motivational climates (i.e. mastery and performance) and two indicators of energy at work (i.e. vigour and emotional exhaustion), as well as the mediating role of basic psychological need satisfaction (i.e. autonomy, relatedness, and competence). A two-wave longitudinal study was conducted collecting data from 1081 engineers and technologists. We applied previously validated instruments to assess the variables of interest. Structural equation modeling analyses were conducted to (...) test the hypotheses. Our findings show that mastery climate is positively and significantly related to each of the three basic needs, while a performance climate is negatively and significantly related to each of the three basic needs. Further, the results indicate that the basic needs are significantly associated with both measures of energy, negatively with emotional exhaustion and positively with vigour. This pattern of results suggests that basic psychological need satisfaction mediates the relationship between motivational climates and energy at work. (shrink)

Although language has long been regarded as a primarily arbitrary system, sound symbolism, or non-arbitrary correspondences between the sound of a word and its meaning, also exists in natural language. Previous research suggests that listeners are sensitive to sound symbolism. However, little is known about the specificity of these mappings. This study investigated whether sound symbolic properties correspond to specific meanings, or whether these properties generalize across semantic dimensions. In three experiments, native English-speaking adults heard sound symbolic foreign words for (...) dimensional adjective pairs and for each foreign word, selected a translation among English antonyms that either matched or mismatched with the correct meaning dimension. Listeners agreed more reliably on the English translation for matched relative to mismatched dimensions, though reliable cross-dimensional mappings did occur. These findings suggest that although sound symbolic properties generalize to meanings that may share overlapping semantic features, sound symbolic mappings offer semantic specificity. (shrink)

In the present study we investigated the stability and malleability of cadets’ definitions of success (mastery and performance goal orientations) contextualized within a certain motivational climate (mastery and performance climates). Based on data from three military academies, the results revealed that cadets’ goal orientations and their perceptions of the motivational climate remained relatively stable throughout the two years of study across three time-points. We also found that a mastery climate predicted individual mastery orientation, and that a performance climate predicted individual (...) performance orientation. These findings contribute to achievement goal theory by clarifying the importance of considering goal orientation contextualized within a certain motivational climate over time. Implications for future research and practice are discussed. (shrink)

Growth factor receptor tyrosine kinases (RTKs), such as the fibroblast growth factor receptor (FGFR), play a major role in how cells communicate with their environment. FGFR signaling is crucial for normal development, and its misregulation in humans has been linked to developmental abnormalities and cancer. The precise molecular mechanisms by which FGFRs transduce extracellular signals to effect specific biologic responses is an area of intense research. Genetic analyses in model organisms have played a central role in our evolving understanding of (...) these signal transduction cascades. Genetic studies in the nematode C. elegans have contributed to our knowledge of FGFR signaling by identifying genes involved in FGFR signal transduction and linking their gene products together into signaling modules. This review will describe FGFR-mediated signal transduction in C. elegans and focus on how these studies have contributed to our understanding of how FGFRs orchestrate the assembly of intracellular signaling pathways. BioEssays 23:1120–1130, 2001. © 2001 John Wiley & Sons, Inc. (shrink)

Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they (...) believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions. (shrink)

The COVID-19 pandemic threatened our physical health, alongside our mental and social wellbeing. Social distancing requirements, which are necessary to mitigate the spread of COVID-19, increased social isolation by limiting social interactions that are an essential part of human wellbeing. In this study, we examined the stress caused by COVID-19 early on in the pandemic through the lens of sociability among a large sample of preservice educators. We found that individuals who have higher sociability experienced greater COVID-19 stress. This study (...) also contributed to prior literature which has sought to relate pandemic-related stress to demographic group differences. We found no significant relationship between demographic membership and COVID-19 stress. This study is among the first, however, to demonstrate that vulnerability to pandemic stress varies as a function of sociability. Implications of these findings and ways people can better cope with pandemic isolation are discussed. (shrink)

This paper shares findings of a qualitative project exploring teacher candidates’ reflections on their own social studies inquiry teaching using video capture and annotation technology (VCAT). Teacher candidates’ annotated video and written reflections were collected and analyzed. Findings include important understandings of teacher candidates’ scholarship-aligned recognitions of strengths and areas for growth as well as areas where they had underdeveloped or novice negotiated conceptions of inquiry-centered instruction.

The current study assessed the extent to which the use of referential prosody varies with communicative demand. Speaker–listener dyads completed a referential communication task during which speakers attempted to indicate one of two color swatches (one bright, one dark) to listeners. Speakers' bright sentences were reliably higher pitched than dark sentences for ambiguous (e.g., bright red versus dark red) but not unambiguous (e.g., bright red versus dark purple) trials, suggesting that speakers produced meaningful acoustic cues to brightness when the accompanying (...) linguistic content was underspecified (e.g., “Can you get the red one?”). Listening partners reliably chose the correct corresponding swatch for ambiguous trials when lexical information was insufficient to identify the target, suggesting that listeners recruited prosody to resolve lexical ambiguity. Prosody can thus be conceptualized as a type of vocal gesture that can be recruited to resolve referential ambiguity when there is communicative demand to do so. (shrink)

Adolescence is an important developmental period marked by a transition from primarily parental-controlled eating to self-directed and peer-influenced eating. During this period, adolescents gain autonomy over their individual food choices and eating behavior in general. While parent-feeding practices have been shown to influence eating behaviors in children, little is known about how these relationships track across adolescent development as autonomy expands. The purpose of this qualitative study was to identify factors that impact food decisions and eating autonomy among adolescents. Using (...) the food choice process model as a guide, four focus groups were conducted with 34 adolescents. Focus group discussion was semi-structured, asking teens about influences on their food choices across different food environments, their involvement with food purchasing and preparation, and perceived control over food their choices. Focus group transcripts were analyzed using deductive and inductive code creation and thematic analysis. This study found six leading influences on adolescents' food choices and identified additional factors with prominence within specific environmental contexts. This study distinguished a broader spectrum of factors influencing adolescent food choice that extend beyond “convenience” and “taste” which have previously been identified as significant contributors. The degree of control that teens reported differed by eating location, occasion, and social context. Finally, adolescents demonstrated various levels of engagement in behaviors related to their eating autonomy. Identifying the emergent themes related to adolescent autonomy was the first step toward the goal of developing a scale to evaluate adolescent eating autonomy. (shrink)