Recent studies indicate that mammalian chromosomes contain discretecis‐acting loci that control replication timing, mitotic condensation, and stability of entire chromosomes. Disruption of the large non‐coding RNA gene ASAR6 results in late replication, an under‐condensed appearance during mitosis, and structural instability of human chromosome 6. Similarly, disruption of the mouse Xist gene in adult somatic cells results in a late replication and instability phenotype on the X chromosome. ASAR6 shares many characteristics with Xist, including random mono‐allelic expression and asynchronous replication timing. (...) Additional “chromosome engineering” studies indicate that certain chromosome rearrangements affecting many different chromosomes display this abnormal replication and instability phenotype. These observations suggest that all mammalian chromosomes contain “inactivation/stability centers” that control proper replication, condensation, and stability of individual chromosomes. Therefore, mammalian chromosomes contain four types ofcis‐acting elements, origins, telomeres, centromeres, and “inactivation/stability centers”, all functioning to ensure proper replication, condensation, segregation, and stability of individual chromosomes. (shrink)

Dynamic intra-individual variability (IIV) in cardiac vagal control across multiple situations is believed to contribute to adaptive cognition under stress; however, a dearth of research has empirically tested this notion. To this end, we examined 25 U.S. Army Soldiers (all male, Mean Age= 30.73, SD = 7.71) whose high-frequency heart rate variability (HF-HRV) was measured during a resting baseline and during three conditions of a shooting task (training, low stress, high stress). Response inhibition was measured as the correct rejection of (...) friendly targets during the low and high stress conditions. We tested the association between the standard deviation of HF-HRV across all four task conditions (IIV in vagal control) and changes in response inhibition between low and high stress. Greater differences in vagal control between conditions (larger IIV) were associated with higher tonic vagal control during rest, and stronger stress-related decreases in response inhibition. These results suggest that flexibility in vagal control is supported by tonic vagal control, but this flexibility also uniquely relates to adaptive cognition under stress. Findings are consistent with neurobehavioral and dynamical systems theories of vagal function. (shrink)

This book brings together some of the best minds in neurology and philosophy to discuss the concept of personal identity and the moral dimensions of treating ...

In real-time, Twitter strongly imprints world events, popular culture, and the day-to-day; Twitter records an ever growing compendium of language use and change; and Twitter has been shown to enable certain kinds of prediction. Vitally, and absent from many standard corpora such as books and news archives, Twitter also encodes popularity and spreading through retweets. Here, we describe Storywrangler, an ongoing, day-scale curation of over 100 billion tweets containing around 1 trillion 1-grams from 2008 to 2020. For each day, we (...) break tweets into 1-, 2-, and 3-grams across 150+ languages, record usage frequencies, and generate Zipf distributions. We make the data set available through an interactive time series viewer, and as downloadable time series and daily distributions. We showcase a few examples of the many possible avenues of study we aim to enable including how social amplification can be visualized through ‘contagiograms’. (shrink)

The prospect of using genome technologies to modify the human germline has raised profound moral disagreement but also emphasizes the need for wide-ranging discussion and a well-informed policy response. The Hinxton Group brought together scientists, ethicists, policymakers, and journal editors for an international, interdisciplinary meeting on this subject. This consensus statement formulated by the group calls for support of genome editing research and the development of a scientific roadmap for safety and efficacy; recognizes the ethical challenges involved in clinical reproductive (...) applications of genome editing but, importantly, rejects the idea that human reproductive germline modification is necessarily morally unacceptable; and highlights the importance of meaningful engagement in discussions of genome editing and the development of regulation and oversight mechanisms to govern future uses of such technologies. (shrink)

While the bioethics literature demonstrates that the field has spent substantial time and thought over the last four decades on the goals, methods, and desired outcomes for service and training in bioethics, there has been less progress defining the nature and goals of bioethics research and scholarship. This gap makes it difficult both to describe the breadth and depth of these areas of bioethics and, importantly, to gauge their success. However, the gap also presents us with an opportunity to define (...) this scope of work for ourselves and to help shape the broader conversation about the impact of academic research. Because of growing constraints on academic funding, researchers and scholars in many fields are being asked to demonstrate and also forecast the value and impact of their work. To do that, and also to satisfy ourselves that our work has meaningful effect, we must understand how our work can motivate change and how that change can be meaningfully measured. In a field as diverse as bioethics, the pathways to and metrics of change will likewise be diverse. It is therefore critical that any assessment of the impact of bioethics research and scholarship be informed by an understanding of the nature of the work, its goals, and how those goals can and ought to be furthered. In this paper, we propose a conceptual model that connects individual bioethics projects to the broader goals of scholarship, describing the translation of research and scholarly output into changes in thinking, practice, and policy. One of the key implications of the model is that impact in bioethics is generally the result of a collection of projects rather than of any single piece of research or scholarship. Our goal is to lay the groundwork for a thoroughgoing conversation about bioethics research and scholarship that will advance and shape the important conversation about their impact. (shrink)

Neuroenhancement involves the use of neurotechnologies to improve cognitive, affective or behavioural functioning, where these are not judged to be clinically impaired. Questions about enhancement have become one of the key topics of neuroethics over the past decade. The current study draws on in-depth public engagement activities in ten European countries giving a bottom-up perspective on the ethics and desirability of enhancement. This informed the design of an online contrastive vignette experiment that was administered to representative samples of 1000 respondents (...) in the ten countries and the United States. The experiment investigated how the gender of the protagonist, his or her level of performance, the efficacy of the enhancer and the mode of enhancement affected support for neuroenhancement in both educational and employment contexts. Of these, higher efficacy and lower performance were found to increase willingness to support enhancement. A series of commonly articulated claims about the individual and societal dimensions of neuroenhancement were derived from the public engagement activities. Underlying these claims, multivariate analysis identified two social values. The Societal/protective highlights counter normative consequences and opposes the use enhancers. The Individual/proactionary highlights opportunities and supports use. For most respondents these values are not mutually exclusive. This suggests that for many neuroenhancement is viewed simultaneously as a source of both promise and concern. (shrink)

This study aims to unravel the determinants of social entrepreneurial intention (SEI). Using a moderated mediation approach, we examine the direct and indirect effects of prior experience with social problems, proactive personality, and social self-efficacy on SEI via social entrepreneurial passion for founding (SEP) as a mediator. This study is based on data collected from a survey using questionnaires completed by 283 Saudis. To analyze data and test the developed hypotheses, we used exploratory and confirmatory factor analyses followed by structural (...) equation modeling to test the direct and indirect effects of the main variables on SEI. Our findings reveal positive relationships between prior experience with social problems and proactive personality and SEP with SEI. Surprisingly, no significant relationship was found between social self-efficacy and SEI; its effect was indirect through SEP. Finally, gender moderated the relationship between SEP and SEI. Academic contributions and practical implications are then proposed. (shrink)

Just as Dewey argued during the industrial revolution, from the 1890s–1930s, and Martin argued in the 1960s–1990s with our “second wave” working revolution : today’s times are out of joint, potentially dangerous conflicts exist, and teachers have some responsibility in making things right. We are in another social revolution, as work is changing significantly again, due to advances in technology. Let’s call these current changes in work the technology revolution. Again, we need to rethink our school structures, curriculum, and pedagogy. (...) In an effort to contribute to that process, I direct our attention to the need to redefine work, and re/examine the connections between work and education in this paper. (shrink)

This study highlights a range of perspectives offered by 11 international teachers, participating in a cultural immersion experience, as they reflect on how they saw democracy manifested at their school internships. Teachers from six different countries studied and taught in a rural community in the Southern United States, where a medium-sized research university hosted the teachers as part of a federally-funded program during an academic semester. As a part of a larger qualitative research study analyzing the international teachers’ perception of (...) American schooling, data from intercultural sessions, individual interviews, and assigned reaction papers highlighted multiple contradictions between the teachers’ interpretation of democratic ideals and democratic education as they saw manifested in American schools. These narratives highlight the complex forces that shape individuals’ perceptions of democracy as played out in the everyday life of a cultural immersion experience. The researchers suggest that these transnational perspectives can serve as a mechanism allowing Western educators to listen to the “Other” as they interrogate taken-for-granted assumptions about American schooling. Narratives primarily highlight inconsistencies between the goals of citizenship education and the way in which citizenship is promoted or neglected in K-12 classrooms. (shrink)

Experiments are not models of cooperation; instead, they demonstrate the presence of the ethical and other-regarding predispositions that often motivate cooperation and the punishment of free-riders. Experimental behavior predicts subjects' cooperation in the field. Ethnographic studies in small-scale societies without formal coercive institutions demonstrate that disciplining defectors is both essential to cooperation and often costly to the punisher.

This book shows readers how philosophy of education relates to and influences classroom practice.The book presents the authors' own philosophy of education and places it in the context of a broad range of other classic and contemporary perspectives. Within each chapter the theory is related to schools and classrooms as they really exist including issues and problems that teachers, parents, students, and administrators face daily. The book is easily accessible in approach, cutting-edge in its multicultural and feminist focus, and rich (...) in its development of philosophical issues. (shrink)

Democracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.

This article explores the centralpragmatist and feminist philosophical assumption thatknowers can not be separated from what is known, thatthere is a dialectical relationship between socialbeings and ideas that is dynamic, flexible, andreciprocal. The author seeks a closer examination ofconstructive thinking in relation to the practice ofthinking constructively within social communities. She discusses social communities that constructknowledge as radical democratic communitiesalways-in-the-making, and the skills of communicatingand relating which help knowers be able to activelyparticipate in the construction of knowledge. Giventhe fallibility of (...) the pluralistic subjects, she showsthe importance of addressing cultural influences andpolitical power in theories about thinking. Sheargues for the value of embracing pluralistic anddemocratic commitments on epistemological grounds aswell as moral grounds. (shrink)

Relational Ontologies uses the metaphor of a fishing net to represent the epistemological and ontological beliefs that we weave together for our children, to give meaning to their experiences and to help sustain them in their lives. The book describes the epistemological threads we use to help determine what we catch up in our net as the warp threads, and our ontological threads as the weft threads. It asks: what kind of fishing nets are we weaving for our children to (...) help them make sense of their experiences? What weft threads are we including and working to strengthen, and what threads are we removing or leaving out? It is important to carefully re/examine these most basic ways of catching up what sustains us in our ocean of infinite experiences, as the threads we weave for our children will determine what they catch up in their nets, until they are old enough to re/weave their own. Relational Ontologies reweaves America's epistemological and ontological fishing net on a larger scale, turning to indigenous cultures and diverse spiritual beliefs for assistance in reforming American schools. (shrink)

Dissecting Bioethics, edited by Tuija Takala and Matti Hayry, welcomes contributions on the conceptual and theoretical dimensions of bioethics. The department is dedicated to the idea that words defined by bioethicists and others should not be allowed to imprison people’s actual concerns, emotions, and thoughts. Papers that expose the many meanings of a concept, describe the different readings of a moral doctrine, or provide an alternative angle to seemingly self-evident issues are particularly appreciated. To submit a paper or to discuss (...) a suitable topic, contact Tuija Takala [email protected].:This article examines some of the assumptions and implications associated with the Belmont era context in which the concept of therapeutic misconception was forged. We argue that the justification of therapeutic misconception should be reconsidered based on less paternalistic and more participatory models of research. Finally, we identify conceptual and practical approaches that might better reflect contemporary research practice. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With essays on (...) subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With essays on (...) subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

Georg Simmel developed a "form" method for the newly revived field of sociology, drawing on the subjectivity/objectivity dialectic. While his book's organization differs from that of contemporary texts, his method remains implicit in the field to this day.

In A Pluralistic Universe, James argues that the world we experience is more than we can describe. Our theories are incomplete, open, and imperfect. Concepts function to try to shape, organize, and describe this open, flowing universe, while the universe continually escapes beyond our artificial boundaries. For James and myself, the universe is unfinished, a “primal stuff” or “pure experience.” However, James starts with parts and moves to wholes, and I want to start from wholes and move to parts and (...) back to wholes again. This is an issue between us I further consider, for while he describes himself as a radical empiricist, emphasizing the parts, my descriptions are in terms of w/holism. I use this opportunity to explore James’s contributions to my metaphor of “pure experience” as being like an infinite Ocean and the fishing nets we create represent our ontologies and epistemologies that help us catch up our experiences and give them meaning. I also make the case for why a better understanding of ontology matters for us as educators, using Maria Montessori’s curriculum and instruction design, Dinè Primary School, and Cajete’s theology of place and culturally based science as examples of relational fishing nets we could be using to teach our children. (shrink)

Given dramatic increases in recent decades in the pace of scientific discovery and understanding of the functional organization of the brain, it is increasingly clear that engagement with the neuroscientific literature and research is central to making progress on philosophical questions regarding the nature and scope of human freedom and responsibility. While patterns of brain activity cannot provide the whole story, developing a deeper and more precise understanding of how brain activity is related to human choice and conduct is crucial (...) to the development of realistic, just, and intellectually rigorous models of human agency and moral responsibility. In this special issue, we acknowledge that “free will” and “moral responsibility” are not concepts with which neuroscience can directly engage, and instead focus on self-governance, and the capacities that contribute to self-governance, which are more tractable for scientific investigation and are prerequisites for the presence of moral responsibility. (shrink)

Collection of important essays by feminist scholars from cultural studies, philosophy of education, curriculum theory, and women’s studies. Education Feminism is a revised and updated version of Lynda Stone’s out-of-print anthology, The Education Feminism Reader. The text is intended as a course text and provides students a foundational base in feminist theories in education. The classics section is comprised of the readings that students have most responded to in classes. The contemporary readings section demonstrates how the third-wave feminist criticism of (...) the 1990s has an impact on today’s feminist work. Both of these sections address critical multicultural educational issues and have an inclusive, diverse selection of feminist scholars who bring race, class, sexual orientation, religious practices, and colonial/postcolonial perspectives to bear on their work. The individual essays are concise and well written and arranged in such a way that it is easy for instructors to assign them around themes of their own choosing. “The incredible value of this fine collection is that it demonstrates what it means to critically consider, interrogate, and challenge historic and contemporary ideas regarding educational equity while using these very ideas to imagine new possibilities. It will serve as an indispensable resource in graduate classrooms where students can use the text to ground and forward explorations of the necessarily complex considerations of equity in education today.” — Adela C. Licona, coeditor of Feminist Pedagogy: Looking Back to Move Forward. (shrink)

My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a tension between homogeneity and diversity, play in encouraging citizens (...) to contribute to their school and their larger communities in a democracy-always-in-the-making. I argue that there is much we can learn from Japanese educational practices. (shrink)

This essay offers a critical analysis of Locke's and Rousseau's basic assumptions upon which classical liberalism is built: rationalism, universalism, and individualism. I then describe an alternative starting place for democracy with a transactional view of individuals-in-relation-to-others. I then offer specific educational examples to help me sketch two themes that illustrate problems with classical liberalism and how a transactional democracy-always-in-the-making can help to solve these problems.

I explore democractic communities using the classroom community as a metaphor. I suggest that democracies do justice to individuals as well as groups, because of the democratic focus on the interconnected, interdependent, interactive relationship that exists between selves and communities. However, the concept of ‘community’ has problems and contradictions as well. Through the examples of Summerhill and Montessori schools it is easier to see a necessary quality of democratic communities that needs highlighting. That quality is caring. Making the connection between (...) democracy and caring is what this article uniquely offers to the lively discussion on communities and selves. (shrink)

Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so (...) she brings Montessori into conversation with Rancière to further explore the idea of equality between teachers and students, as well as between citizens in a democracy. There are problems with both Rancière's perspective and Montessori's that feminist theory, in the form of a relational ontology and epistemology, can help us solve by finding our way out of the paradoxes of democracy and on to trusting our students, our future democratic citizens. (shrink)

Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.

Amy Gutmann is a political philosopher who brings a critical, feminist, and multicultural read to John Dewey’s concept of democratic education. I begin by turning to Gutmann’s Democratic Education to see how she amends and extends Dewey’s concept of democracy in relation to education. I then explore her further development of deliberative democracy as a political theory in Democracy and Deliberation. We learn about her basic principles for democratic education, nonrepression and nondiscrimination, developed in her earlier work and the addition (...) of a third principle, deliberation, in Democracy and Disagreement, as she continues to aim to find ways for basic democratic values of liberty, opportunity, and mutual respect to thrive and for acceptable terms for social cooperation to further develop in a world where people disagree in significant ways. We find that Gutmann relies on a separation between moral ideals and political ideals to maintain the case for the value of deliberative democracy as a political ideal. There are problems such a separation creates from a transactional perspective of democracy-always-in-the-making. We consider if Gutmann’s theory will help us improve conditions for democracy someday, or not. (shrink)

This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...) myself a little. I am a “military brat” who grew up on USA military bases around the world during the Cold War, the 1960s civil rights movement, the 2nd wave of the feminist movement, and the Viet Nam War, all of which greatly affected me. I am a former Montessori elementary teacher, mother of four very talented adult children and grandmother of two adorable granddaughters.I am a full professor, who worked in undergraduate teacher education for .. (shrink)

: My project aims to develop a relational, pluralistic political theory that moves us beyond liberal democracy, and to consider how such a theory translates into our public school settings. In this essay I argue that Dewey offers us possibilities for moving beyond one key assumption of classical liberalism, individualism, with his theory of social transaction. I focus my discussion for this paper on Dewey's renascent liberal democracy. I move from a discussion of Dewey's liberal democratic theory to what a (...) relational, pluralistic democratic theory might look like, with Dewey's help. (shrink)