In a historical moment when cross-cultural communication proves both necessary and difficult, the work of comparative philosophy is timely. Philosophical resources for building a shared future marked by vitality and collaborative meaning-making are in high demand. Taking note of the present global philosophical situation, this collection of essays critically engages the scholarship of Roger T. Ames, who for decades has had a central role in the evolution of comparative and nonwestern philosophy. With a reflective methodology that has produced creative (...) translations of key Chinese philosophical texts, Ames-in conjunction with notable collaborators such as D.C. Lau, David Hall, and Henry Rosemont Jr.-has brought China's philosophical traditions into constructive cross-cultural dialogue on numerous ethical and social issues that we face today. The volume opens with two parts that share overlapping concerns about interpretation and translation of nonwestern texts and traditions. Parts III and IV-"Process Cosmology" and "Epistemological Considerations"-mark the shift in comparative projects from the metaphilosophical and translational stage to the more traditionally philosophical stage. Parts V and VI-"Confucian Role Ethics" and "Classical Daoism"-might best be read as Chinese contributions to philosophical inquiry into living well or "ethics" broadly construed. Lastly, Part VII takes Amesian comparative philosophy in "Critical Social and Political Directions," explicitly drawing out the broader dimensions of social constitution and the ideal of harmony. The contributors-scholars working in philosophy, religious studies, and Asian studies-pursue lines of inquiry opened up by the work of Roger Ames, and their chapters both clarify his ideas and push them in new directions. They survey the field of Chinese philosophy as it is taking shape in the wake of Ames's contributions and as it carries forward a global conversation on the future of humanity. (shrink)

An international legal agreement governing the global antimicrobial commons would represent the strongest commitment mechanism for achieving collective action on antimicrobial resistance (AMR). Since AMR has important similarities to climate change—both are common pool resource challenges that require massive, long-term political commitments—the first article in this special issue draws lessons from various climate agreements that could be applicable for developing a grand bargain on AMR. We consider the similarities and differences between the Paris Climate Agreement and current governance structures for (...) AMR, and identify the merits and challenges associated with different international forums for developing a long-term international agreement on AMR. To be effective, fair, and feasible, an enduring legal agreement on AMR will require a combination of universal, differentiated, and individualized requirements, nationally determined contributions that are regularly reviewed and ratcheted up in level of ambition, a regular independent scientific stocktake to support evidence informed policymaking, and a concrete global goal to rally support. (shrink)

Antimicrobial resistance (AMR) is an urgent threat to global public health and development. Mitigating this threat requires substantial short-term action on key AMR priorities. While international legal agreements are the strongest mechanism for ensuring collaboration among countries, negotiating new international agreements can be a slow process. In the second article in this special issue, we consider whether harnessing existing international legal agreements offers an opportunity to increase collective action on AMR goals in the short-term. We highlight ten AMR priorities and (...) several strategies for achieving these goals using existing “legal hooks” that draw on elements of international environmental, trade and health laws governing related matters that could be used as they exist or revised to include AMR. We also consider the institutional mandates of international authorities to highlight areas where additional steps could be taken on AMR without constitutional changes. Overall, we identify 37 possible mechanisms to strengthen AMR governance using the International Health Regulations, the Agreement on the Application of Sanitary and Phytosanitary Measures, the Agreement on Trade-Related Aspects of Intellectual Property Rights, the Agreement on Technical Barriers to Trade, the International Convention on the Harmonized Commodity Description and Coding System, and the Basel, Rotterdam, and Stockholm conventions. Although we identify many shorter-term opportunities for addressing AMR using existing legal hooks, none of these options are capable of comprehensively addressing all global governance challenges related to AMR, such that they should be pursued simultaneously with longer-term approaches including a dedicated international legal agreement on AMR. (shrink)

This book broadens the inquiry into emotion to comprehend a comparative cultural outlook. It begins with an overview of recent work in the West, and then proceeds to the main business of scrutinizing various relevant issues from both Asian and comparative perspectives. Original essays by experts in the field. Finally, Robert Solomon comments and summarizes.

Citizen event reporting (CER) attempts to leverage the eyes and ears of a large population of citizen sensors to increase the amount of information available to decision makers. When deployed in an environment that includes hostile elements, foes can exploit the system to exert indirect control over the response infrastructure. We use an agent-based model to relate the utility of responses to population composition, citizen behavior, and decision strategy, and measure the result in terms of a force multiplier. We show (...) that CER can lead to positive force multipliers even with a majority of hostile elements in the population. When reporter identity is known, a reputation system that keeps track of trustworthy reporters can further increase the force multipliers. (shrink)

Conspicuous consumption was first identified and discussed by Thorstein Veblen in his classic text on The Theory of the Leisure Class published in 1899. Since that time, business organisations have encouraged and exploited the demand for status goods and today the supply of products which serve as social symbols is highly organised and profitable. This paper looks at the ways in which manufacturers, advertisers and retailers have combined to promote status-seeking as an acceptable form of consumer behaviour and at how (...) the market for status goods has been expanded by corporate strategies geared to securing rapid rates of social obsolescence in the conspicuous goods and services on offer. The ethical arguments for and against such business activity are then examined in detail. (shrink)

Volume 19, Issue 2, July - August 2020, Page 165-167.

Hume’s History of England has received a good deal of attention over the years, but no one has ever systematically studied his sources.1 Instead, scholars have worried about Hume’s biases, his portraits of figures like Charles I, and his alleged scorn for mere antiquarianism, which resulted in a readable but superficial history. The most exciting monograph dealing with his History of England in recent years sees it as a step in the process which led to nineteenth-century historicism. Others have seen (...) him in the context of narrativity but have paid little attention to the sources of the facts worked into that... (shrink)

Recent years have witnessed a renewed scholarly interest in David Hume’s History of England (1754–1762), and this essay adds to that interest by analyzing the sources that Hume used in the History. Unfortunately, Hume did not provide a bibliography or guide to those sources, and no scholar has produced one since. We have been preparing a bibliography for publication and the following essay is a preliminary view of some of what it will show. It demonstrates that Hume consulted and used (...) more varied sources, and used them in more skillful ways, than commonly has been assumed. (shrink)

A collection of scholarly essays, __Complexity Theory and the Philosophy of Education__ provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for educational change Demonstrates (...) how social scientists and social and education policy makers are drawing on complexity theory to answer questions such as: why is it that education decision-makers are so resistant to change; how does change in education happen; and what does it take to make these changes sustainable? Considers changes in use of complexity theory; developed principally in the fields of physics, biology, chemistry, and economics, and now being applied more broadly to the social sciences and to the study of education. (shrink)

We report on our experiences in a participatory design project to develop ICTs in a hospital ward working with deliberate self-harm patients. This project involves the creation and constant re-creation of socio-technical ensembles that satisfy the various, changing and often contradictory and conflicting needs in this context. Such systems are shaped in locally meaningful ways but nevertheless reach beyond their immediate context to gain wider importance and to be integrated with the larger environment.

This volume provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change.

By introducing current debates in the field of critical thinking and posing new questions from contributing scholars, _Critical Thinking and Learning_ examines the received wisdom in the field of critical thinking and learning. Examines the different perspectives in the field of critical thinking and learning Provides insights into critical thinking by posing new questions from contributing authors Introduces cross-cultural viewpoints into the dominant 'western'-based educational viewpoint Highlights differences among a variety of thinkers in the field.

This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment , new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of (...) lock‐in, path dependence, and inertial momentum, suggest that it is in the dynamic interactions and adaptive orientation of a system that new phenomena, new properties and behaviours, emerge. The focus thus shifts from a concern with decontextualised and universalised essence to contextualised and contingent complex wholes. This is where complexity theory seeks the levers of history. The paper posits the notion of inertial momentum as the conceptual link between the principle of emergent phenomena as developed principally in the natural sciences and the notion of socio‐historical change in human society. It is argued that educational and institutional change is less a consequence of effecting change in one particular factor or variable, and more a case of generating momentum in a new direction by attention to as many factors as possible. Complexity theory suggests, in other words, that what it might take to change a school's inertial momentum from an ethos of failure is massive and sustained intervention at every possible level until the phenomenon of learning excellence emerges from this new set of interactions among these new factors, and sustains itself autocatalytically. The paper concludes with a summary consideration of the conditions that contribute to the emergence of new properties and behaviours in a system. (shrink)

This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...) Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington, and Kwak, respond to these questions. (shrink)

I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics to educators (...) who seek to enable their students to develop a deeply-founded sense of moral comportment and an authentic identity in the face of the moral complexity of late modernity's globalised and plural society. (shrink)

I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics to educators (...) who seek to enable their students to develop a deeply-founded sense of moral comportment and an authentic identity in the face of the moral complexity of late modernity's globalised and plural society. (shrink)

This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...) Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington, and Kwak, respond to these questions. (shrink)

This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment (or ‘dynamical system’), new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with (...) notions of lock‐in, path dependence, and inertial momentum, suggest that it is in the dynamic interactions and adaptive orientation of a system that new phenomena, new properties and behaviours, emerge. The focus thus shifts from a concern with decontextualised and universalised essence to contextualised and contingent complex wholes. This is where complexity theory seeks the levers of history. The paper posits the notion of inertial momentum as the conceptual link between the principle of emergent phenomena as developed principally in the natural sciences and the notion of socio‐historical change in human society. It is argued that educational and institutional change is less a consequence of effecting change in one particular factor or variable, and more a case of generating momentum in a new direction by attention to as many factors as possible. Complexity theory suggests, in other words, that what it might take to change a school's inertial momentum from an ethos of failure is massive and sustained intervention at every possible level until the phenomenon of learning excellence emerges from this new set of interactions among these new factors, and sustains itself autocatalytically. The paper concludes with a summary consideration of the conditions that contribute to the emergence of new properties and behaviours in a system. (shrink)

On August 30, 2013, the American Political Science Association sponsored a roundtable on political epistemology as part of its annual meetings. Co-chairing the roundtable were Jeffrey Friedman, Department of Government, University of Texas at Austin; and Hélène Landemore, Department of Political Science, Yale University. The other participants were Scott Althaus, Department of Political Science, University of Illinois at Urbana-Champaign; Mark Bevir, Department of Political Science, University of California at Berkeley; Rogers Smith, Department of Political Science, University of Pennsylvania; and (...) Susan Stokes, Department of Political Science, Yale University. We thank the participants for permission to republish their remarks, which they subsequently edited for clarity. (shrink)

The implementation of education programmes in different cultures invites the question whether we are justified in doing so in cultures that may reject the programmes’ underlying principles. Are there indeed ethical principles and educational ideals that can be justified as applicable to all cultures? After a consideration of Zygmunt Bauman's postmodern rejection of the possibility of universal ethics, Ι cite and extend Harvey Siegel's defence of multiculturalism as a transcultural ethical ideal. I conclude the paper with a justification of the (...) transcultural normative reach of moral principles that I have elsewhere defended as the ethics of integrity. The paper's significance lies in its justification of educational interventions founded in these principles across different cultures. (shrink)

This paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed (...) from debates in epistemology about knowledge and truth. The role of teachers as socio-cultural critics, analogous to the role of art critics, is developed from debates around knowledge, values and the politics of curriculum design. These two roles are synthesised into teachers as critical mediators of knowledge. (shrink)

In the post-Apartheid era South Africa’s universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country’s leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized (...) in enhanced student learning outcomes. Drawing substantially on the power of compounding (which is itself redolent of the claim made by complexity theory that relations and emergence are crucial concepts), complexity theory offers unique insights into how and why things change – and also into how and why things remain largely the same or inexorably grind towards failure. The networked initiatives undertaken by the University of Cape Town constitute a case of learning refurbishment that is also well explained and understood in terms of complexity theory. This paper draws on concepts from complexity theory both to understand how learning might be enhanced in higher education institutions in severely straitened circumstances and to offer insights for education leaders and policy-makers in this domain. (shrink)

This chapter contains sections titled: What is Critical Thinking? Critical Thinking and Learning Note References.

This chapter contains sections titled: Complexity Theory and the Philosophy of Education Complexity Theory and Educational Research Complexity Theory and the Curriculum Concluding, and Simultaneously Introductory, Remarks References.

This paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed (...) from debates in epistemology about knowledge and truth. The role of teachers as socio-cultural critics, analogous to the role of art critics, is developed from debates around knowledge, values and the politics of curriculum design. These two roles are synthesised into teachers as critical mediators of knowledge. (shrink)

This chapter contains sections titled: Introduction Complexity Theory Complexity Theory and Educational Change Conclusion: The ‘Conditions of Emergence’ References.

We distinguish between literal and metaphorical applications of Bayesian models. When intended literally, an isomorphism exists between the elements of representation assumed by the rational analysis and the mechanism that implements the computation. Thus, observation of the implementation can externally validate assumptions underlying the rational analysis. In other applications, no such isomorphism exists, so it is not clear how the assumptions that allow a Bayesian model to fit data can be independently validated.

Psychiatry is rapidly adopting digital phenotyping and artificial intelligence/machine learning tools to study mental illness based on tracking participants’ locations, online activity, phone and text message usage, heart rate, sleep, physical activity, and more. Existing ethical frameworks for return of individual research results (IRRs) are inadequate to guide researchers for when, if, and how to return this unprecedented number of potentially sensitive results about each participant’s real-world behavior. To address this gap, we convened an interdisciplinary expert working group, supported by (...) a National Institute of Mental Health grant. Building on established guidelines and the emerging norm of returning results in participant-centered research, we present a novel framework specific to the ethical, legal, and social implications of returning IRRs in digital phenotyping research. Our framework offers researchers, clinicians, and Institutional Review Boards (IRBs) urgently needed guidance, and the principles developed here in the context of psychiatry will be readily adaptable to other therapeutic areas. (shrink)

This is a precious companion for all those who want to achieve a deeper understanding of the complex dynamics of innovation."--Roberto Verganti, author of "Design-Driven Innovation".