This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...) is the result of a collective writing process. (shrink)

This exploratory study examines how managers and professionals regard the ethical and social responsibility reputations of 60 well-known Australian and International companies, and how this in turn influences their attitudes and behaviour towards these organisations. More than 350 MBA, other postgraduate business students, and participants in Australian Institute of Management (Western Australia) management education programmes were surveyed to evaluate how ethical and socially responsible they believed the 60 organisations to be. The survey sought to determine what these participants considered ‘ethical’ (...) and ‘socially responsible’ behaviour in organisations to be. The survey also examined how the participants’ beliefs influenced their attitudes and intended behaviours towards these organisations. The results of this survey indicate that many managers and professionals have clear views about the ethical and social responsibility reputations of companies. This affects their attitudes towards these organisations which in turn has an impact on their intended behaviour towards them. These findings support the view in other research studies that well-educated managers and professionals are, to some extent, taking into account the ethical and social responsibility reputations of companies when deciding whether to work for them, use their services or buy shares in their companies. (shrink)

This exploratory study examines how managers and professionals regard the ethical and social responsibility reputations of 60 well-known Australian and International companies, and how this in turn influences their attitudes and behaviour towards these organisations. More than 350 MBA, other postgraduate business students, and participants in Australian Institute of Management management education programmes were surveyed to evaluate how ethical and socially responsible they believed the 60 organisations to be. The survey sought to determine what these participants considered 'ethical' and 'socially (...) responsible' behaviour in organisations to be. The survey also examined how the participants' beliefs influenced their attitudes and intended behaviours towards these organisations. The results of this survey indicate that many managers and professionals have clear views about the ethical and social responsibility reputations of companies. This affects their attitudes towards these organisations which in turn has an impact on their intended behaviour towards them. These findings support the view in other research studies that well-educated managers and professionals are, to some extent, taking into account the ethical and social responsibility reputations of companies when deciding whether to work for them, use their services or buy shares in their companies. (shrink)

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

This volume is the first ever English translation of Kant's last major work, the so-called Opus Postumum, a work Kant himself described as his 'chef d'oeuvre' and as the keystone of his entire philosophical system. It occupied him for more than the last decade of his life. Begun with the intention of providing a 'transition from the metaphysical foundations of natural science to physics,' Kant's reflections take him far beyond the problem he initially set out to solve. In fact, he (...) reassesses a whole series of fundamental topics of transcendental philosophy: the thing in itself, the nature of space and time, the concept of the self and its agency, the idea of God, and the unity of theoretical and practical reason. Though never completed, the text reaches a logical albeit not fully developed, conclusion. (shrink)

Widowhood is common in old age, can be accompanied by serious health consequences and is often linked to substantial changes in social network. Little is known about the impact of social isolation on the development of depressive symptoms over time taking widowhood into account. We provide results from the follow-up 5 to follow-up 9 from the longitudinal study AgeCoDe and its follow-up study AgeQualiDe. Depression was measured with GDS-15 and social isolation was assessed using the Lubben Social Network Scale (LSNS-6). (...) The group was aligned of married and widowed people in old age and education through entropy balancing. Linear mixed models were used to examine the frequency of occurrence of depressive symptoms for widowed and married elderly people depending on the risk of social isolation. Our study shows that widowhood alone does not lead to an increased occurrence of depressive symptoms. However, "widowed oldest old", who are also at risk of social isolation, have significantly more depressive symptoms than those without risk. In the group of "married oldest old", women have significantly more depressive symptoms than men, but isolated and non-isolated do not differ. Especially for people who have lost a spouse, the social network changes significantly and increases the risk for social isolation. This represents a risk factor for the occurrence of depressive symptoms. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reading BiographyMichael Benton (bio)Biographer, Biography, and the ReaderBiography is a hybrid. It is history crossed with narrative. The biographer has to present the available facts of the life yet shape their arbitrariness, untidiness, and incompleteness into an engaging whole. The readerly appeal lies in the prospect both of gaining documentary information, scrupulously researched and plausibly interpreted, and of experiencing the aesthetic pleasure of reading a well-made work of art (...) with a continuous life story and a satisfying closure. "In the family of literature," one of its most respected practitioners asserts, "biography seems to be the product of a strange coupling between old-fashioned history and the traditional novel."1 The invitation of biography is thus a dualistic one; the aesthetic experience it offers stems from the twofoldness of its nature and from the stance that this imposes upon the reader. Literary biographies of poets and novelists offer a particularly fruitful area of study since their subjects have a special concern for aesthetic experience and the biographers' main interest lies in the relationship between the life and the works. Though much of what follows has a wider application, the focus of this article is on biographies of writers. By triangulating the roles of the biographer, the biographee within the biographical text, and the reader we can conceptualize the elements that make up the invitation of the genre.First, the biographer. Richard Holmes characterizes the process he experiences with two keywords: it is a "pursuit" and it is a "haunting." They are two sides of the same phenomenon. The pursuit is a "tracking of the physical trail of someone's path through the past, a following of footsteps," an effort "to write about the pursuit of that fleeting figure in such a way as to bring it alive in the present."2 The haunting occurs when this revivification succeeds and the biographee is brought imaginatively alive. Then the biographer turns from pursuer to pursued. While the subject does not take [End Page 77] him over, as it might in some Gothic fantasy, it does exercise the power of the past upon the present and haunt the biographer's imagination. Holmes goes on to explain the two main elements as "closely entwined strands":The first is the gathering of factual materials, the assembling in chronological order of a man's "journey" through the world—the actions, the words, the recorded thoughts, the places and faces through which he moved: the "life and letters." The second is the creation of a fictional or imaginary relationship between the biographer and his subject; not merely a "point of view" or an "interpretation," but a continuous living dialogue between the two... It is fictional, imaginary, because of course the subject cannot really, literally, talk back; but the biographer must come to act and think of his subject as if he can.3Not every biographer would necessarily subscribe to this particular description, but there is ample evidence in the recent spate of books about the genre4 that the biographer's capacity for imaginative empathy is continuously interacting with the verifiable historical data. The present operates upon the past in other ways, too. Earlier biographers who are more or less contemporary with their subjects (for example, Boswell, Forster, Mrs. Gaskell)5 stand in different relationships with them and the available data about them compared with present-day biographers who may inherit a whole bibliography of "lives" laid down in stratified layers on top of the life they are trying to recover. The modern reader, like the modern biographer, has to be a literary archaeologist. Dickens's "lives," for example, are constructed on a bedrock of his friend Forster's biography and on the novelist's own writings, neither of which subsequent biographers can afford to ignore. Later "lives" also have to be sifted through: our inherited Dickens is compounded from a series of accounts from, among a host of others, the Victorian memoirs of his daughter6 and his reading manager,7 via Edwardian enthusiasts8 and 1930s revelations about Dickens's private life,9 to those of modern academics and writers in our own time.10 In such cases, bringing the subject... (shrink)

Christoph Meiners (1747—1810) was one of 18th-century Europe's most important readers of global travel literature, and he has been credited as a founder of the disciplines of ethnology and anthropology. This article examines a part of his final work, Untersuchungen über die Verschiedenheiten der Menschennaturen [Inquiries on the differences of human natures], published posthumously in the 1810s. Here Meiners developed an elaborate argument, based on empirical evidence, that the different races of men emerged indigenously at different times and in different (...) places in natural history. Specifically this article shows how a sedentary scholar who never left Europe constructed a narrative of human origins and migrations on the basis of (1) French theory from the 1750s (Charles de Brosses and Simon Pelloutier) and (2) data gathered by explorers as reported in travel literature (J. R. Forster, Pérouse, Cook, Marsden). (shrink)

This Special Issue has presented a series of conversational interviews with editors of leading journals in the field of philosophy of education. This concluding article synthesises the interviews and reflects on what this project offers to early career researchers including the interviewer-authors in this issue. The contributing writers are interested in their own prospects, as well as those of the field of philosophy of education, and indeed education, and society more generally, in the context of the turbulent changes currently remodelling (...) academic lives and institutions. This has been an inspiring project to work on, producing these six interviews, on which this conclusion and special issue is based: ; _Shaping the agenda of the global civil society: an interview with Michael Peters_, by Richard Heraud and Marek Tesar. ; _Publishing and intergenerational learning in philosophy of education: an interview with Paul Smeyers, _ by Daniella J. Forster. ; _Insights from an editor’s journey: an interview with Gert Biesta, _ by Christoph Teschers. ; _Writing in the margins: an interview with Bob Davis, _ by Kirsten Locke. ; _Emerging perspectives on editorial ethics: an interview with Chris Higgins, _ by Liz Jackson. ; _The long arc of knowledge: an interview with Nicholas Burbules, _ by Georgina Stewart. Most of the Editors commented on the large amount of work involved in editing a journal: a demanding, time-consuming, but very rewarding and satisfying job. Paul Smeyers spoke of taking on the role after being approached by the publisher, when he realised there were few alternative candidates. Gert Biesta spoke of being curious to find out about the process of publishing from the inside, as well as regarding it as an honour to be asked, and being motivated by a wish to help the field. Michael Peters said his editing philosophy includes helping academics to realise that editing and publishing are related to having control over one’s own ideas: more political and philosophical than simply the technical tasks of proofreading and editing. All the Editors are motivated by a wish to improve the field, and ultimately society. An editor clearly needs to read a great deal: some of the Editors spoke about reading everything submitted, and everything published in the journal; or of having read thousands of papers in their time as editor; and the daunting commitment of time involved—about half a day per paper, or more. Several Editors spoke about the impact of the job on their own research output: one view being that the sheer time involved in editing a journal is detrimental to being an active researcher. Conversely, reading the work of so many other scholars can provide an editor with more motivation to write, while having limited writing time available encourages more decisiveness, and less perfectionism. Journals and editors need to understand their consumers: who reads what, how and when. In recent decades, reading practices have undergone a major change from paper-based to screen-based, and some of the Editors speculated that paper-based journals will soon disappear entirely. The change to reading digitally is the latest in a series of historical iterations of how the disciplines of reading interact with the mediating technologies, with each change integrating new forms while retaining what is best in their heritage. Reading, and hence also writing, played an important part in the eighteenth-century European development of human rights and the concept of equality, through widespread readership of seminal texts. The contemporary situation, in which everything can be freely read, redefines the relationship of the reader to the author, whereby reading and writing constitute a form of creative labour on the self, involving self-transformation, self-recognition, and the kinds of links that are possible between people in a digital world. (shrink)

Using recent work by Forster and Sober, I identify circumstances in which appeals to symmetries in physical laws are rational with respect to the aim of predictive accuracy. I then consider a Bayesian account of symmetry, and argue that such an account faces serious problems explaining when and why appeals to symmetry would be rational.

Despite overwhelming evidence that climate change is real and represents a serious challenge for human flourishing, many still hold that climate change is not a credible threat—including a surprising number of broadcast meteorologists. In this article, we look at the logic that underwrites such an attitude, which typically appeals to a distrust of climate models, natural variability, or the presence of a conspiracy. Using a model selection framework, championed by Elliott Sober and Malcolm Forster, we will show that appeals to (...) such lines of reasoning do not provide sufficient warrant to dismiss the predictions of climate models. (shrink)

The discovery and engineering of novel fluorescent proteins (FPs) from diverse organisms is yielding fluorophores with exceptional characteristics for live‐cell imaging. In particular, the development of FPs for fluorescence (or Förster) resonance energy transfer (FRET) microscopy is providing important tools for monitoring dynamic protein interactions inside living cells. The increased interest in FRET microscopy has driven the development of many different methods to measure FRET. However, the interpretation of FRET measurements is complicated by several factors including the high fluorescence background, (...) the potential for photoconversion artifacts and the relatively low dynamic range afforded by this technique. Here, we describe the advantages and disadvantages of four methods commonly used in FRET microscopy. We then discuss the selection of FPs for the different FRET methods, identifying the most useful FP candidates for FRET microscopy. The recent success in expanding the FP color palette offers the opportunity to explore new FRET pairs. (shrink)

Kant's theoretical philosophy is often read as a response to skeptical challenges raised by his predecessors. Yet Kant himself explicitly discusses skepticism in relatively few places in his published work, so Michael Forster's focused examination of Kant's relation to skepticism is a useful addition to the literature. Forster sets out to distinguish different types of skepticism to which Kant might be responding, determine what responses Kant offers, and evaluate the strength of those responses.Perhaps the most valuable part of the (...) book is the opening chapters, where Forster distinguishes three kinds of skepticism about metaphysics , and argues that it is a mistake to see Cartesian, veil of perception skepticism as a central target of Kant's. Though this point has been made before , insufficient attention to it has continued to result in misplaced criticisms of Kant's project, and Forster's forceful reminder is certainly welcome.The other two types of skepticism, Forster argues, did play crucial roles in the development of Kant's metaphysical views, with each at some point rousing Kant from a self-described "dogmatic slumber." Forster claims that the 1766. (shrink)

A long critical notice of Michael Forster's recent book, "Kant and Skepticism." We argue that Forster's characterization of Kant's response to skepticism is both textually dubious and philosophically flawed. -/- .

Russian thought has long been a hybrid of native and imported forms—or more accurately, native values were first conceptualized and systematized according to Western European categories. This essay considers select entries in the Handbook (primarily those discussing Hegel, Solovyov, Tolstoy, and twentieth-century prose writers) not from the perspective of “pure” or abstract philosophy, arguably a Western achievement, but in the context of three traditional Russian virtues: tselostnost’ [wholeness], lichnost’ [personhood], and organichnost’ [organicity]. Each of these virtues, or values, is paradoxical, (...) easily misconstrued, and easily abused. The essay ends speculatively on two studies: the personalist implications of Paul Contino’s exploration of “incarnational realism” in Dostoevsky, and Iain McGilchrist’s work on left- and right-hemispheres of the brain as contexts for the place of Russian thought in the larger world. (shrink)

Scientific discovery is often regarded as romantic and creative - and hence unanalyzable - whereas the everyday process of verifying discoveries is sober and more suited to analysis. Yet this fascinating exploration of how scientific work proceeds argues that however sudden the moment of discovery may seem, the discovery process can be described and modeled. Using the methods and concepts of contemporary information-processing psychology (or cognitive science) the authors develop a series of artificial-intelligence programs that can simulate the human thought (...) processes used to discover scientific laws. The programs - BACON, DALTON, GLAUBER, and STAHL - are all largely data-driven, that is, when presented with series of chemical or physical measurements they search for uniformities and linking elements, generating and checking hypotheses and creating new concepts as they go along. "Scientific Discovery examines the nature of scientific research and reviews the arguments for and against a normative theory of discovery; describes the evolution of the BACON programs, which discover quantitative empirical laws and invent new concepts; presents programs that discover laws in qualitative and quantitative data; and ties the results together, suggesting how a combined and extended program might find research problems, invent new instruments, and invent appropriate problem representations. Numerous prominent historical examples of discoveries from physics and chemistry are used as tests for the programs and anchor the discussion concretely in the history of science. Pat Langley is an Associate Professor in the Department of Information and Computer Science at the University of California, Irvine.Herbert Simon is a Professor in the Departments of Psychology, Computer Science, and Philosophy at Carnegie-Mellon University. Gary L. Bradshaw is an Assistant Professor in the Department of Psychology and Institute of Cognitive Science at the University of Colorado, Boulder. Jan M. Zytkow is an Associate Professor in the Computer Science Department at Wichita State University. (shrink)