Many animal species use tools, but human technical engagement is more complex. We argue that there is coevolution between technical engagement and advanced forms of causal cognition in the human lineage. As an analytic tool, we present a classification of different forms of causal thinking. Human causal thinking has become detached from space and time, so that instead of just reacting to perceptual input, our minds can simulate actions and forces and their causal consequences. Our main thesis is that, unlike (...) the situation for other primate species, an increasing emphasis on technical engagement made some hominins capable of reasoning about the forces involved in causal processes. This thesis is supported in three ways: We compare the casual thinking about forces of hominins with that of other primates. We analyze the causal thinking required for Stone Age hunting technologies such as throwing spears, bow hunting and the use of poisoned arrows, arguing that they may serve as examples of the expansion of casual cognition about forces. We present neurophysiological results that indicate the facilitation of advanced causal thinking. (shrink)

Osiurak and Reynaud do not explain the evolutionary emergence and development of the elephant in the room, that is, technical cognition. We first argue that there is a tight correlation between the evolution of cumulative technological culture and the evolution of reasoning about abstract forces. Second, intentional teaching plays a greater role in CTC evolution than acknowledged in the target article.

It is widely thought that causal cognition underpins technical reasoning. Here we suggest that understanding causal cognition as a thinking system that includes theory of mind (i.e., social cognition) can be a productive theoretical tool for the field of evolutionary cognitive archaeology. With this contribution, we expand on an earlier model that distinguishes seven grades of causal cognition, explicitly presenting it together with a new analysis of the theory of mind involved in the different grades. We then suggest how such (...) thinking may manifest in the archaeological or stone tool record and techno-behaviors of the last three million years or so. Our thesis is threefold: (a) theory of mind is an integral element of causal cognition; (b) generally speaking, the more advanced causal cognition is, the more it is dependent on theory of mind; and (c) the evolution of causal cognition depends more and more on mental representations of hidden variables. Ultimately, the final or seventh grade of causal cognition allows us to reason from a network of hidden variables that, amongst other things, enables the learning, manufacture, and use of complex technological systems. It also facilitates the seamless mapping of knowledge between personal (egocentric), physical, and social networks that allows for newly devised and innovative technical and social outcomes. (shrink)

It is widely thought that causal cognition underpins technical reasoning. Here we suggest that understanding causal cognition as a thinking system that includes theory of mind (i.e., social cognition) can be a productive theoretical tool for the field of evolutionary cognitive archaeology. With this contribution, we expand on an earlier model that distinguishes seven grades of causal cognition, explicitly presenting it together with a new analysis of the theory of mind involved in the different grades. We then suggest how such (...) thinking may manifest in the archaeological or stone tool record and techno-behaviors of the last three million years or so. Our thesis is threefold: (a) theory of mind is an integral element of causal cognition; (b) generally speaking, the more advanced causal cognition is, the more it is dependent on theory of mind; and (c) the evolution of causal cognition depends more and more on mental representations of hidden variables. Ultimately, the final or seventh grade of causal cognition allows us to reason from a network of hidden variables that, amongst other things, enables the learning, manufacture, and use of complex technological systems. It also facilitates the seamless mapping of knowledge between personal (egocentric), physical, and social networks that allows for newly devised and innovative technical and social outcomes. (shrink)

This work traces the development of Western educational ideas from the Greek society of Socrates, Plato and Aristotle, to the ideas and ideologies behind some of the controversial issues in education today. The authors avoid the traditional "great thinkers" approach, and instead try to relate educational ideas to the political, social and economic development of the times, covering Greece and Rome, early Christianity, the Renaissance, the religious conflicts of the 15th and 16th centuries, the Enlightenment in the 18th century, and (...) Romanticism, as well as more familiar political issues in the 19th and 20th centuries. The book concludes with a brief discussion of the problem of values and education in the 21st century. The authors reject extreme versions of postmodernist thinking, and reassert the view that values and an expression of priorities within value systems are an essential aspect of educational planning at any time. (shrink)

Ensuring that countries have adequate research capacities is essential for an effective and efficient response to infectious disease outbreaks. The need for ethical principles and values embodied in international research ethics guidelines to be upheld during public health emergencies is widely recognized. Public health officials, researchers and other concerned stakeholders also have to carefully balance time and resources allocated to immediate treatment and control activities, with an approach that integrates research as part of the outbreak response. Under such circumstances, research (...) “ethics preparedness” constitutes an important foundation for an effective response to infectious disease outbreaks and other health emergencies. A two-day workshop was convened in March 2018 by the World Health Organisation Global Health Ethics Team and the African coaLition for Epidemic Research, Response and Training, with representatives of National Ethics Committees, to identify practical processes and procedures related to ethics review preparedness. The workshop considered five areas where work might be undertaken to facilitate rapid and sound ethics review: preparing national ethics committees for outbreak response; pre-review of protocols; multi-country review; coordination between national ethics committees and other key stakeholders; data and benefit sharing; and export of samples to third countries. In this paper, we present the recommendations that resulted from the workshop. In particular, the participants recommended that Ethics Committees would develop a formal national standard operating procedure for emergency response ethical review; that there is a need to clarify the terminology and expectations of pre-review of generic protocols and agree upon specific terminology; that there is a need to explore mechanisms for multi-country emergency ethical consultation, and to establish procedures for communication between national ethics committees and other oversight bodies and public health authorities. In addition, it was suggested that ethics committees should request from researchers, at a minimum, a preliminary data sharing and sample sharing plan that outlines the benefit to the population from which data and samples are to be drawn. This should be followed in due time by a full plan. It is hoped that the national ethics committees, supported by the WHO, relevant collaborative research consortia and external funding agencies, will work towards bringing these recommendations into practice, for supporting the conduct of effective research during outbreaks. (shrink)

Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...

ABSTRACT:We provide a brief history of the business and human rights discourse and scholarship, and an overview of the articles included in the special issue.

ABSTRACT:We provide a brief history of the business and human rights discourse and scholarship, and an overview of the articles included in the special issue.

ABSTRACT:We provide a brief history of the business and human rights discourse and scholarship, and an overview of the articles included in the special issue.

This chapter elaborates on an intuitive criterion much discussed by ancient Greek philosophers regarding the conditions under which an object can be said to change. Heraclitus and Parmenides both denied the possibility of change. Heraclitus believed that changes are constantly occurring. Consequently, he needed to sever the connection between the idea that a thing changes and the idea that a change occurs, a connection expressed by the claim that a change occurs just in case a thing changes. Heraclitus was a (...) temporal parts theorist; therefore, to accept his view means abandoning the idea that the things that come into and go out of existence are also things that can alter. Parmenides, on the other hand, believed that nothing can become what it is not; therefore, nothing can change. (shrink)

This chapter argues that the Covid-19 pandemic has exposed the limits of the mainstream individualistic notion of resilience and, in light of these limits, it advances a new, relational notion of the concept of resilience that contributes to the individuals’ well-being and takes into consideration the role of systemic inequality. The first half of the paper argues that the individualistic notion is flawed in two ways: i) it can foster ill-being because it is cognitively taxing, and ii) it discounts systemic (...) inequality because it transfers the responsibility of any achievement and failure onto the single individual without regard for conditions of oppression. The second half of the paper reconceptualizes the concept of resilience as a relational notion that takes into account structural support as well as conditions of oppression and marginalization. According to this latter notion of resilience, the chapter argues that oppression, lack of material conditions, or lack of structural support are elements that can impact the appropriateness of calls to be resilient. A relational notion of resilience fosters well-being because it puts the collective community at the center (instead of the individual) and it takes into consideration material conditions and structural injustices. (shrink)

Les travaux du Comité public de suivi Le comité a été créé le 12 avril 2016. À cette occasion, il a annoncé le dépôt d’un rapport de suivi à l’occasion du premier anniversaire du dépôt du rapport de la Commission Charbonneau. Dans les derniers mois, le comité s’est penché sur les initiatives répondant aux recommandations de la Commission, en étudiant les informations rendues publiques sur ce sujet. Aidé d’une équipe...

This volume addresses the intriguing issue of indirect reports from an interdisciplinary perspective. The contributors include philosophers, theoretical linguists, socio-pragmaticians, and cognitive scientists. The book is divided into four sections following the provenance of the authors. Combining the voices from leading and emerging authors in the field, it offers a detailed picture of indirect reports in the world’s languages and their significance for theoretical linguistics. Building on the previous book on indirect reports in this series, this volume adds an empirical (...) and cross-linguistic approach that covers an impressive range of languages, such as Cantonese, Japanese, Hebrew, Persian, Dutch, Spanish, Catalan, Armenian, Italian, English, Hungarian, German, Rumanian, and Basque. (shrink)

‘British Empiricism’ is a name traditionally used to pick out a group of eighteenth-century thinkers who prioritised knowledge via the senses over reason or the intellect and who denied the existence of innate ideas. The name includes most notably John Locke, George Berkeley, and David Hume. The counterpart to British Empiricism is traditionally considered to be Continental Rationalism that was advocated by Descartes, Spinoza, and Leibniz, all of whom lived in Continental Europe beyond the British Isles and all embraced innate (...) ideas. This article characterizes empiricists more broadly as those thinkers who accept Locke’s Axiom that there is no idea in the mind that cannot be traced back to some particular experience. It includes British-Irish Philosophy from the seventeenth, eighteenth, and nineteenth century. As well as exploring the traditional connections among empiricism and metaphysics and epistemology, it examines how British empiricists dealt with issues in moral philosophy and the existence and nature of God. The article identifies some challenges to the standard understanding of British Empiricism by including early modern thinkers from typically marginalised groups, especially women. Finally, in showing that there is nothing uniquely British about being an empiricist, it examines a particular case study of the eighteenth-century philosopher Anton Wilhelm Amo, the first African to receive a doctorate in Europe. (shrink)

BackgroundPast research shows that physicians experience high ill-being but also high well-being.ObjectiveTo shed light on how medical faculty’s experiences of their job demands and job resources might differentially affect their ill-being and their well-being with special attention to the role that the work-life interface plays in these processes.MethodsQualitative thematic analysis was used to analyze interviews from 30 medical faculty at a top research hospital in Canada.FindingsMedical faculty’s experiences of work-life conflict were severe. Faculty’s job demands had coalescing effects on their (...) stress, work-life conflict, and exhaustion. Although supportive job resources helped to mitigate the negative effects of job demands, stimulating job resources contributed to greater work-life conflict, stress, and exhaustion. Thus, for these medical faculty job resources play a dual-role for work-life conflict. Moreover, although faculty experienced high emotional exhaustion, they did not experience the other components of burnout. Some faculty engaged in cognitive reappraisal strategies to mitigate their experiences of work-life conflict and its harmful consequences.ConclusionThis study suggests that the precise nature and effects of job demands and job resources may be more complex than current research suggests. Hospital leadership should work to lessen unnecessary job demands, increase supportive job resources, recognize all aspects of job performance, and, given faculty’s high levels of work engagement, encourage a climate that fosters work-life balance. (shrink)

The current study examined the effects of cardiorespiratory fitness, identified with a continuous graded cycle ergometry, and aerobic exercise on cognitive functioning and entropy of the electroencephalogram (EEG) in 30 adolescents between the ages of 13 and 14 years. Higher and lower fit participants performed an executive function task after a bout of acute exercise and after rest while watching a film. EEG entropy, using the sample entropy measure, was repeatedly measured during the 1500ms post-stimulus interval to evaluate changes in (...) entropy over time. Analysis of the behavioural data for lower and higher fit groups revealed an interaction between fitness levels and acute physical exercise. Notably, lower fit, but not higher fit, participants had higher error rates for NoGo relative to Go trials in the rest condition, whereas in the acute exercise condition there were no differences in error rates between groups; higher fit participants also had significantly faster reaction times in the exercise condition in comparison with the rest condition. Analysis of EEG data revealed that higher fit participants demonstrated lower entropy post-stimulus than lower fit participants in the left frontal hemisphere, possibly indicating increased efficiency of early stage stimulus processing and more efficient allocation of cognitive resources to the task demands. The results suggest that EEG entropy is sensitive to stimulus processing demands and varies as a function of physical fitness levels, but not acute exercise. Physical fitness, in turn, may enhance cognition in adolescence by facilitating higher functionality of the attentional system in the context of lower levels of frontal EEG entropy. (shrink)

Though Heidegger’s Being and Time is often cited as one of the most important philosophical works of the last hundred years, its Division Two has received relatively little attention. This outstanding collection corrects that, examining some of the central themes of Division Two and their wide-ranging and challenging implications. An international team of leading philosophers explore the crucial notions that articulate Heidegger’s concept of authenticity, including death, anxiety, conscience, guilt, resolution and temporality. In doing so, they clarify the bearing of (...) Division Two’s reflections on our understanding of intentionality, normativity, responsibility, autonomy and selfhood. These discussions raise important questions about how we may need to rethink the morals of Division One of Being and Time , the broader project to which that book was devoted, the shaping influence of figures such as Aristotle and Kierkegaard, as well as Heidegger’s relationship with his contemporaries and successors. Essential reading for students and scholars of Heidegger’s thought, and anyone interested in key debates in phenomenology, ethics, metaphilosophy and philosophy of mind. Contributors: William Blattner, Clare Carlisle, Taylor Carman, Steven Galt Crowell, Daniel O. Dahlstrom, Sophia Dandelet, Hubert Dreyfus, Charles Guignon, Jeffrey Haynes, Stephan Käufer, Denis McManus, Stephen Mulhall, George Pattison, Peter Poellner, Katherine Withy, Mark A. Wrathall. (shrink)

Though Heidegger’s _Being and Time_ is often cited as one of the most important philosophical works of the last hundred years, its Division Two has received relatively little attention. This outstanding collection corrects that, examining some of the central themes of Division Two and their wide-ranging and challenging implications. An international team of leading philosophers explore the crucial notions that articulate Heidegger’s concept of authenticity, including death, anxiety, conscience, guilt, resolution and temporality. In doing so, they clarify the bearing of (...) Division Two’s reflections on our understanding of intentionality, normativity, responsibility, autonomy and selfhood. These discussions raise important questions about how we may need to rethink the morals of Division One of _Being and Time_, the broader project to which that book was devoted, the shaping influence of figures such as Aristotle and Kierkegaard, as well as Heidegger’s relationship with his contemporaries and successors. Essential reading for students and scholars of Heidegger’s thought, and anyone interested in key debates in phenomenology, ethics, metaphilosophy and philosophy of mind. _Contributors:_ William Blattner, Clare Carlisle, Taylor Carman, Steven Galt Crowell, Daniel O. Dahlstrom, Sophia Dandelet, Hubert Dreyfus, Charles Guignon, Jeffrey Haynes, Stephan Käufer, Denis McManus, Stephen Mulhall, George Pattison, Peter Poellner, Katherine Withy, Mark A. Wrathall. (shrink)

Acting Now to End World Poverty Peter Singer. were our own, and we cannot deny that the suffering and death are bad. The second premise is also very difficult to reject, because it leaves us some wiggle room when it comes to situations in.

Stewart Cohen has recently presented solutions to two forms of what he calls "The Problem of Easy Knowledge" ("Basic Knowledge and the Problem of Easy Knowledge," Philosophy and Phenomenological Research, LXV, 2, September 2002, pp. 309-329). I offer alternative solutions. Like Cohen's, my solutions allow for basic knowledge. Unlike his, they do not require that we distinguish between animal and reflective knowledge, restrict the applicability of closure under known entailments, or deny the ability of basic knowledge to combine with self-knowledge (...) to provide inductive evidential support. My solution to the closure version of the problem covers a variation on the problem that is immune to Cohen's approach. My response to the bootstrapping version presents reasons to question whether the problem case, as Cohen presents it, is even possible, and, assuming it is, my solution avoids a false implication of Cohen's own. The key to my solutions for both versions is the distinction between an inference's transferring epistemic support, on the one hand, and its not begging the question against skeptics, on the other. (shrink)

Stewart Cohen has recently presented solutions to two forms of what he calls “The Problem of Easy Knowledge” (“Basic Knowledge and the Problem of Easy Knowledge,” Philosophy and Phenomenological Research, LXV, 2, September 2002, pp. 309‐329). I offer alternative solutions. Like Cohen's, my solutions allow for basic knowledge. Unlike his, they do not require that we distinguish between animal and reflective knowledge, restrict the applicability of closure under known entailments, or deny the ability of basic knowledge to combine with self‐knowledge (...) to provide inductive evidential support. My solution to the closure version of the problem covers a variation on the problem that is immune to Cohen's approach. My response to the bootstrapping version presents reasons to question whether the problem case, as Cohen presents it, is even possible, and, assuming it is, my solution avoids a false implication of Cohen's own. The key to my solutions for both versions is the distinction between an inference's transferring epistemic support, on the one hand, and its not begging the question against skeptics, on the other. (shrink)

Adam Ries wrote the most popular German textbook on arithmetics in Early Modern History, Rechenung auf der linihen vnd federn. This contribution takes a systematic look at the didactic benefits of Ries' book by comparing it with the contemporary textbook by Johannes Widmann. The analysis covers three levels: the mathematical content of both textbooks, the design of their main text units—explanations and exercises—as well as the specific utilization of grammar, vocabulary, and notational schemes by Ries and Widmann. In contrast to (...) Widmann, Ries tailored his book to the needs of his audience. He selected and structured the mathematical content according to the practical needs of merchants and craftsmen without denying traditions like the abacus-style calculating. His explanations and exercises followed the usual rules of arithmetic textbooks but showed great flexibility in adapting to the learning process of the reader. This was supported by a stereotypical linguistic style that helped the reader to get through the text quickly. (shrink)