This article explores datafication as a speculative discourse that fundamentally and instrumentally misunderstands data, not as a representational system, but as an ontology. This analysis of datafication takes a semiotic and media-archaeological approach to datafication, understanding it as an imaginary media system, and the article looks to supplementary discourses in data visualization and big data to clarify and expand an understanding of datafication as a prescriptive and speculative idea. This critique is sharpened through the exploration of a detailed study of (...) the early visualizations and unpublished fictions of W. E. B. Du Bois, whose imagined technology of the “megascope” gives a remarkable blueprint for contemporary discourses in data visualization and data science. Du Bois’s liberatory perspective is contrasted to a more paranoid example coming from the self-documented delusional system of Daniel Paul Schreber, who provides a much different vision of a totalizing media system in the form of an Aufschreibesysteme, which seems to presage another side of datafication as a surveillance system. Taken together, datafication, the megascope, and the Aufschreibesysteme work as three speculative media that imagine themselves as different instances or visions of a totalizing media system, a notion that has become especially significant in the technological, cultural, and economic systems of the twenty-first century. (shrink)

An infinite number of elastically colliding balls is considered in a classical, and then in a relativistic setting. Energy and momentum are not necessarily conserved globally, even though each collision does separately conserve them. This result holds in particular when the total mass of all the balls is finite, and even when the spatial extent and temporal duration of the process are also finite. Further, the process is shown to be indeterministic: there is an arbitrary parameter in the general solution (...) that corresponds to the injection of an arbitrary amount of energy (classically), or energy-momentum (relativistically), into the system at the point of accumulation of the locations of the balls. Specific examples are given that illustrate these counter-intuitive results, including one in which all the balls move with the same velocity after every collision has taken place. (shrink)

The aim of this virtual special issue is to bring together philosophical and historical perspectives to address long-standing issues in the interpretation, utility, and impacts of quantitative genetics methods and findings. Methodological approaches and the underlying scientific understanding of genetics and heredity have transformed since the field's inception. These advances have brought with them new philosophical issues regarding the interpretation and understanding of quantitative genetic results. The contributions in this issue demonstrate that there is still work to be done integrating (...) old and new methodological and conceptual frameworks. In some cases, new results are interpreted using assumptions based on old concepts and methodologies that need to be explicitly recognised and updated. In other cases, new philosophical tools can be employed to synthesise historical quantitative genetics work with modern methodologies and findings. This introductory article surveys three general themes that have dominated philosophical discussion of quantitative genetics throughout history: (1) how methodologies have changed and transformed our knowledge and interpretations; (2) whether or not quantitative genetics can offer explanations relating to causation and prediction; and (3) the importance of defining the phenotypes under study. We situate the contributions in this virtual special issue within a historical framework addressing these three themes. (shrink)

An actual infinity of colliding balls can be in a configuration in which the laws of mechanics lead to logical inconsistency. It is argued that one should therefore limit the domain of these laws to a finite, or only a potentially infinite number of elements. With this restriction indeterminism, energy nonconservation and creatio ex nihilo no longer occur. A numerical analysis of finite systems of colliding balls is given, and the asymptotic behaviour that corresponds to the potentially infinite system is (...) inferred. (shrink)

The so-called “disquotational theory of truth” has not previously been developed much beyond the thesis that saying, for example, that ‘Snow is white’ is true amounts only to saying that snow is white. Marian David has set out to see what further sense can be made of the disquotational theory, and to compare its merits with those of correspondence theories of truth. His prognosis is that an intelligible disquotational theory of truth can be developed but will suffer from drastic (...) shortcomings that make it all but unusable. (shrink)

Theological schools are well situated to create intentional cultures for the purpose of spiritual formation. Indeed, most schools of theology have this goal as an essential part of their mission as well as a requirement for continued accreditation. And yet, the measurement of spiritual formation over time is fraught with challenges. This article seeks to address some of these challenges by means of developing a meta-theory of positive change/growth which would eventually serve as a theoretical basis for the development of (...) a generalizable and reliable measurement tool. (shrink)

This is a “bottom-up” paper in the sense that it draws lessons in defining disciplinary categories under study from a series of empirical studies of interdisciplinarity. In particular, we are in the process of studying the interchange of research-based knowledge between Cognitive Science and Educational Research. This has posed a set of design decisions that we believe warrant consideration as others study cross-disciplinary research processes.

PurposeWe explored two complex phenomena associated with effective education. First, teachers’ professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Second, “strong” emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. We also explored how agency and basic emotions might be related.ApproachThirteen teachers working in (...) Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. Thematic analysis was used to identify aspects of agentic behavior and basic emotions expressed.FindingsTeacher agency was expressed through adaptability, collective agency, constrained agency, and non-action. Four basic emotion percepts were identified, which we label as “CARE”, “CURIOSITY”, “COOPERATION”, and “CHALLENGE”.OriginalityWe extend the definition of agency to include volitional non-action as a response to opportunity. In contrast to prior research emphasizing emotions as an outcome of volitional behavior, we explore emotions preceding agency. We develop four theoretical propositions related to teacher emotions. Four emotion percepts substantially influence teachers’ voluntary motivated behavior. The amount and proportion of emotions experienced varies between individual teachers. The four percepts are experienced concurrently or in rapid succession in engaged teaching contexts. Professional experience and specific situational factors also influence teachers’ behavioral choices. For future consideration, we suggest that awareness of emotion percepts may encourage both teachers’ engagement and their professional agency for the benefit of their pedagogical practice and outcomes for their students. (shrink)

"This volume on a provocative set of topics presents papers from the 1997 conference on Religion and Sexuality at Roehampton Institute London. The papers do not confine themselves to contemporary discussion of the topics concerned, but range widely in their discourse and discuss this relationship in social, theological and political contexts."--Bloomsbury Publishing.

The aim of this article is to explore some of the challenges of measuring Christian spiritual development across distinct traditions of Christian spirituality. This presses into questions of what might be universal and what might be particular when it comes to Christian spirituality in how it is understood and practiced. We address the feasibility of a general, ecumenical measure by hearing from representative voices of five traditions of Christian spirituality: African American spirituality, Anglican spirituality, Benedictine spirituality, Pentecostal spirituality, and Reformed (...) spirituality. After noting some of the distinctives of these traditions, we conclude with four strategies for navigating the unity and diversity of Christian spirituality in conceptualizing and measuring Christian formation. (shrink)

The Real Food Challenge is a national student movement in the United States that aims to shift $1 billion—roughly 20%—of college and university food budgets across the country towards local, ecologically sound, fair, and humane food sources—what they call “real” food—by 2020. The University of Vermont was the fifth university in the U.S. to sign the Real Food Campus Commitment, pledging to shift at least 20% of its own food budget towards “real” food by 2020. In order to examine student (...) preference for “real” food on the UVM campus, we analyzed a survey of 904 undergraduate students that used contingent valuation to evaluate students’ willingness-to-pay for the “real” attribute. We found that a majority of students are willing to pay a positive premium for “real” food. Furthermore, we found that student characteristics and attitudes significantly influence WTP. Specifically, gender, residency, college, and attitudes about price and origin of food are significant predictors of WTP. (shrink)

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

In _Consciousness and the Existence of God_, J.P. Moreland argues that the existence of finite, irreducible consciousness provides evidence for the existence of God. Moreover, he analyzes and criticizes the top representative of rival approaches to explaining the origin of consciousness, including John Searle’s contingent correlation, Timothy O’Connor’s emergent necessitation, Colin McGinn’s mysterian ‘‘naturalism,’’ David Skrbina’s panpsychism and Philip Clayton’s pluralistic emergentist monism. Moreland concludes that these approaches should be rejected in favor of what he calls ‘‘the Argument from (...) Consciousness.’’. (shrink)

Ian Barbour sees four ways to relate science and religion: (1) conflict, (2) disjunction or independence, (3) dialogue, and (4) synthesis or integration. David Burrell posits three ways to construe religious language, as (a) univocal, (b) equivocal, or (c) analogous. The paper contends that Barbour’s (1) and (4) presuppose Burrell’s (a), Barbour's (2) presupposes Burrell’s (b), and Barbour’s (3) presupposes Burrell’s (c), and it explores some of the implications for each alternative.

The question of truth is perhaps a perennial question of philosophy. Is truth “merely” epistemological, a function of contingent human practices and conventions, or should we adopt a stonger, metaphysical conception of truth along realist lines, understood as correspondence with objectively existing reality? In this paper I examine a famous debate in the analytic philosophy of language that hinges on the status of truth – specifically, the challenge to traditional or metaphysical realism posed by Hilary Putnam’s model-theoretic argument and the (...) “paradox” that David Lewis derived from it. In the end, I will argue that metaphysical realism is a theoretically excessive position with regards to truth, and that a pragmatic or epistemological understanding of realism is, in Putnam’s words, “all the realism we want or need.”. (shrink)

ChapterI THE NATURALISTIC FALLACY AZ THE NATURE OF THE FALLACY The criticism which has since been labelled the naturalistic fallacy was first described by the eighteenth-century empircist David Hume, in a small but celebrated ...

This work on the theory of education was first published in 1839. The five writers had been chosen as the winners in a competition for an essay on the 'Expediency and Means of Elevating the Profession of the Educator in Society', organised by the Central Society of Education, founded in 1837 to promote state funding of education, at a time when the 'monitor' system, whereby older children taught younger ones, was seen as an effective method. The journalist John Lalor won (...) first prize with a wide-ranging consideration of all the aspects of education, comparing the status of teachers through history and across several countries, and championing their 'sacred mission'. The runners-up were the writer John A. Heraud, the Unitarian minister Edward Higginson, the lawyer and author James Simpson, and Mrs Sarah Porter, prolific writer on education and sister of the political economist David Ricardo. (shrink)