Motivated by a desire to narrate and contextualize the deluge of "French theory," After the Deluege showcases recent work by today's brightest scholars of French intellectual history that historicizes key debates, figures, and turning points in the postwar era of French thought.

David Berry and Michael Dieter: Introduction -- Florian Cramer: What is post-digital? -- Malcolm Levy and Christine Paul: Genealogies of the new aesthetic -- David Berry: The post-digital constellation -- Lukacs Mirocha: Communication models, aesthetics and ontology of the computational age revealed -- Katja Kwastek: How to be theorized: a f*** academic essay on the new aesthetic -- Daniel Pinkas: A hyperbolic new aesthetic -- Stamatia Portanova: The genius and the algorithm: reflections on the new aesthetic as (...) a computer's vision -- Lev Manovich and Alise Tifentale: Selfiecity: exploring photography and self-fashioning in social media -- David Golumbia: Judging like a machine -- Caroline bassett: Not now? : feminism, technology, postdigital -- Geoff Cox: Postscript on the problem of temporality in the post-digital -- Michael Dieterdark: Patterns: interface design, augmentation and crisis -- Sean Cubitt: Data visualisation and the subject of political aesthetics -- Mercedes Bunz: School will never end: on infantilization in digital environments: amplifying empowerment or propagating stupidity? -- Jussi Parikkathe : City and the city: London 2012 visual (un)commons -- Shintaro Miyazaki: Going beyond the visible: new aesthetic as an aesthetic of blindness? -- Thomas Apperley: Glitch sorting: minecraft, curation and the postdigital -- Marc Tuters: Through glass darkly: Google's gnostic governance -- Vito Campanelli: New aesthetic in the perspective of social photography -- Søren Bro Pold and Christian Ulrik Andersen: Aesthetics of the banal: "new aesthetics" in an era of diverted digital revolutions -- Wendy Chunnet: Works now: belated too early. (shrink)

(No abstract is available for this citation).

Introduction No consent for health and medical research is appropriate when the criteria for a waiver of consent are met, yet some ethics committees and data custodians still require informed consent. Methods A single-blind parallel-group randomised controlled trial: 1129 families of children born at a South Australian hospital were sent information explaining data linkage of childhood immunisation and hospital records for vaccine safety surveillance with 4 weeks to opt in or opt out by reply form, telephone or email. A subsequent (...) telephone interview gauged the intent of 1026 parents (91%) in relation to their actions and the sociodemographic differences between participants and non-participants in each arm. Results The participation rate was 21% (n=120/564) in the opt-in arm and 96% (n=540/565) in the opt-out arm (χ2 (1 df) = 567.7, p<0.001). Participants in the opt-in arm were more likely than non-participants to be older, married/de facto, university educated and of higher socioeconomic status. Participants in the opt-out arm were similar to non-participants, except men were more likely to opt out. Substantial proportions did not receive, understand or properly consider study invitations, and opting in or opting out behaviour was often at odds with parents' stated underlying intentions. Conclusions The opt-in approach resulted in low participation and a biased sample that would render any subsequent data linkage unfeasible, while the opt-out approach achieved high participation and a representative sample. The waiver of consent afforded under current privacy regulations for data linkage studies meeting all appropriate criteria should be granted by ethics committees, and supported by data custodians. Trial registration number Australian New Zealand Clinical Trials Registry ACTRN12610000332022. (shrink)

Harm, this paper proposes, is a viable teaching objective. Presenting an andragogy of post secondary liberal arts education, this paper explores the relationship between critical thinking and subjective harm, arguing that subjective harm is an inevitable outcome of critical thinking practice. The author situates this teaching methodology within the discourse theory of psychoanalyst Jacques Lacan, positioning this critical thinking andragogy specifically within the Discourse of the Hysteric, which interrogates the institutionalized epistemology present in universities. Defining critical thinking as a subjective (...) cognitive technique adjoined to reflexivity and reflective practice, this paper examines and refutes the university principle of primum non nocere (do no harm), arguing that it represents a logical incoherence in university principles. Semantically and conceptually examining the terminologies involved, the author contends that, to the extent that we accept the definition of “harm” found in the Discourse of the University, any teaching practice that valorizes critical thinking inevitably will, and should, be harmful. (shrink)

The question of how intellectuals ought to relate to the ideological traditions of the political cultures of modern societies has been a recurrent theme of European social and political thought over the last two centuries. This chapter explores earlier traditions of European thinking, associated with the work of Karl Mannheim, Julien Benda, and Antonio Gramsci, which established the major lines of debate about the relationship of intellectuals to a sense of nationhood and the political traditions of the polities they inhabited. (...) These ideas form the backdrop to the analysis of the drift towards post-national thinking among important groups of intellectual practitioners in the UK towards the end of the twentieth century. Cosmopolitan thinking, the article suggests, has tended to obscure the ideological character of the main lines of political thinking associated with globalization, and ensured that progressive intellectuals tended to abandon the ‘national-popular’ to their counterparts on the political right, with fateful consequences. (shrink)

Complex superpositions of degenerate hydrogen wavefunctions for the n th energy level can possess zero lines (phase singularities) in the form of knots and links. A recipe is given for constructing any torus knot. The simplest cases are constructed explicitly: the elementary link, requiring n≥6, and the trefoil knot, requiring n≥7. The knots are threaded by multistranded twisted chains of zeros. Some speculations about knots in general complex quantum energy eigenfunctions are presented.

This book has its origins in the output from a conference that took place in Oxford in the Autumn of 2016. The conference represented a ground-breaking attempt to bring together interdisciplinary researchers and practitioners in order to have a meaningful dialogue about the many issues that surround science and religion in an educational setting. Topics that have been at the forefront of the study of science and religion, such as evolution and the origins of the Universe, were considered from new (...) perspectives. In particular, the notion of conflict as a necessary model for the relationship between science and religion was challenged and new approaches considered. Conflict itself was considered in new ways, recognising that it too can be creative and constructive if dealt with appropriately. The debates and questions relating to science and religion continue and will continue for quite some time. The work reported in this book, we believe, represents a step forward at all levels, not least the thorny problem of how we present these debates and questions to young people. (shrink)

Questions which bridge science and religion cross many boundaries, and this is especially the case in schools and other educational institutions. The boundaries that a curriculum puts around different types of knowledge and different ways of constructing knowledge work well in so many ways in education, but they can become barriers to asking and exploring questions that bridge science and religion if they become systematic and entrenched. At the heart of this book and this introductory chapter, there is a belief (...) that a model of the relationship between science and religion that presumes conflict to be the only way in which they can be viewed does neither science nor religion justice. (shrink)

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers (...) in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship, or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University. (shrink)

In an adaptive clinical trial , key trial characteristics may be altered during the course of the trial according to predefined rules in response to information that accumulates within the trial itself. In addition to having distinguishing scientific features, adaptive trials also may involve ethical considerations that differ from more traditional randomized trials. Better understanding of clinical trial experts’ views about the ethical aspects of adaptive designs could assist those planning ACTs. Our aim was to elucidate the opinions of clinical (...) trial experts regarding their beliefs about ethical aspects of ACTs. (shrink)

The search for a worldwide environmental ethic is linked to the increase in environmental concern since the 1960s, and the recognition that environmental problems can have a global impact. Numerous people and organizations have put forward their understanding of the necessary components of such an ethic and these have converged in a series of international statements. A small number of common elements have emerged. These can be expressed in 10 ‘premises’, which may form the basis for developing into an acceptable (...) worldwide ethic, along the lines called for in the revised World Conservation Strategy, Caring for the Earth, 1991. (shrink)

Dirty hands cases are often seen as a crucial challenge for political ethics. Michael Walzer’s analysis of dirty hands cases has been especially influential. On closer inspection, however, Walzer’s analysis contains some serious flaws. This article examines how and to what extent the political ethics of Paul Ricoeur can remedy the problems in Walzer’s approach. It is shown that Ricoeur’s approach can offer a better understanding of what is at stake in dilemmas in political action and that it can (...) provide guidance for dealing with such issues. Ricoeur’s analysis, furthermore, provides the foundation for a more critical political ethics than Walzer can offer. (shrink)

Preface Introduction Christopher J. Berry: Adam Smith: Outline of Life, Times, and Legacy Part One: Adam Smith: Heritage and Contemporaries 1: Nicholas Phillipson: Adam Smith: A Biographer's Reflections 2: Leonidas Montes: Newtonianism and Adam Smith 3: Dennis C. Rasmussen: Adam Smith and Rousseau: Enlightenment and counter-Enlightenment 4: Christopher J. Berry: Adam Smith and Early Modern Thought Part Two: Adam Smith on Language, Art and Culture 5: Catherine Labio: Adam Smith's Aesthetics 6: James Chandler: Adam Smith as Critic 7: (...) Michael C. Amrozowicz: Adam Smith: History and Poetics 8: C. Jan Swearingen: Adam Smith on Language and Rhetoric: The Ethics of Style, Character, and Propriety Part Three: Adam Smith and Moral Philosophy 9: Christel Fricke: Adam Smith: The Sympathetic Process and the Origin and Function of Conscience 10: Duncan Kelly: Adam Smith and the Limits of Sympathy 11: Ryan Patrick Hanley: Adam Smith and Virtue 12: Eugene Heath: Adam Smith and Self-Interest Part Four: Adam Smith and Economics 13: Tony Aspromourgos: Adam Smith on Labour and Capital 14: Nerio Naldi: Adam Smith on Value and Prices 15: Hugh Rockoff: Adam Smith on Money, Banking, and the Price Level 16: Maria Pia Paganelli: Commercial Relations: from Adam Smith to Field Experiments Part Five: Adam Smith on History and Politics 17: Spiros Tegos: Adam Smith: Theorist of Corruption 18: David M. Levy & Sandra J. Peart: Adam Smith and the State: Language and Reform 19: Fabrizio Simon: Adam Smith and the Law 20: Edwin van de Haar: Adam Smith on Empire and International Relations Part Six: Adam Smith on Social Relations 21: Richard Boyd: Adam Smith, Civility, and Civil Society 22: Gavin Kennedy: Adam Smith on Religion 23: Samuel Fleischacker: Adam Smith and Equality 24: Maureen Harkin: Adam Smith and Women Part Seven; Adam Smith: Legacy and Influence 25: Spencer J. Pack: Adam Smith and Marx 26: Craig Smith: Adam Smith and the New Right 27: Tom Campbell: Adam Smith: Methods, Morals and Markets 28: Amartya Sen: The Contemporary Relevance of Adam Smith. (shrink)

On April 5, 2012, the North American Nietzsche Society held a session, chaired by myself, at the American Philosophical Association Pacific Division Meeting in Seattle on reading Nietzsche as a figure within the history of philosophy. Paul Loeb commented on papers by Michael Green and Gary Shapiro. Professor Green’s contribution, published in this issue, argues for the importance of Afrikan Spir’s work for understanding the “falsification thesis” about empirical judgments that he attributes to Nietzsche; here, he responds to Nadeem (...) Hussain’s work on Nietzsche and Spir and brings us a closer look at the arguments of Spir’s.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Paradox of Kandinsky's Abstract RepresentationKenneth BerryThere is a paradox in the relationship between Kandinsky's use of the terms, "abstract" and "concrete," which is presented in the expression, "Kandinsky's abstract representation." Thisexpression, while being apparently contradictory, may point to a feature underpinning Kandinsky's art, which is pivotal to a proper experience of his work, just as, in Christopher Middleton's view, a poetic language may be pivotal to the formation (...) of cultures.1 Art and cultural artifacts are vital to aesthetic experience and aesthetic education, and both the language of art and other languages are instrumental to this end. However, how may Kandinsky's mature abstraction, being in essence objectless, have any claim to representation, and consequently the higher cultural goals of aesthetic expression and the aesthetic enrichment of society?According to Thomas M. Messer, the position of centrality that Kandinsky has assumed in our understanding of modern art is largely due to his having brought to bear on his art, an instinctive awareness of what constituted the central aesthetic issues of his era.2 Kandinsky's writings in Concerning the Spiritual in Art elaborate on his aesthetic theories, and, in particular, [End Page 99] present the view that paintings should be looked at as a graphic representation of a mood rather than as a representation of objects. Messer observes that, for Kandinsky, abstraction, defined as a mode of painting extending beyond the depiction of recognizable objects, having gradually stripped itself of mimetic vestiges, thus becomes paramount. Michael Carter has similarly pointed out that with the pure forms of absolute abstraction, the non-objective colors and shapes of Kandinsky's paintings were regarded as distillations of the aesthetic properties of the artistic sign3 — separable from any referential aspect of art.4 This aesthetic aspect of Kandinsky's work, which became known as nonfigurative, nonobjective, or nonrepresentational,goes along with the cultural — and, as sculptor Anish Kapoor has remarked, "in the deepest, deepest depths of human history the cultural has always been a motivator of people," and has the power to transform society through finding visual equivalents for an emotional language.5Much has been written about Kandinsky's use of color, but perhaps the primary innovation that he made, as in the case of Barnett Newman, was in the field of drawing. Kandinsky was influenced by Gauguin's idea that drawing was an abstraction from memory after nature, just as Gauguin had been affected by the simplified contours and flattened forms of Puvis de Chavannes. Drawing did not come so easily to Kandinsky as color — he had to work harder at drawing, but in his early improvisations, forms and their outlines as graphic symbols came welling up from the unconscious, and eidetic motifs only had to be copied — almost as the art of calligraphy. Kandinsky's "organic" drawing developed as an urge to nonnaturalistic impulses, and during the period of Point and Line to Plane became almost a grammar of form, saved from mere pedantry by the living forces or visual tensions that made various kinds of line operate not just as contours but as dynamic or restful elements within themselves. In 1913, Kandinsky wrote in his "Reminiscences" that, "painting is a thundering collision of different worlds, intended to create a new world in, and from, their struggles with one another, a new world which is the work of art."6 It is clear from this that the Modernist work of art was intended to be a "new world" operating according to its own universal aesthetic laws.Kandinsky is not just a painter; he is also a visual poet. Poetry, according to Tony Curtis, involves the expression of the intensification of experience — the elevation of banal facts of life into something beyond the merely prosaic — something unique and perceptively heightened.7 It involves both imagination and poetic license to explore both ambiguity and paradox. As Scottish poet Norman MacCaig observed, poetry renders the ordinary extraordinary, seeing the unfamiliar in the familiar.8 Creative analogical thinking such as evinced in Kandinsky's art, often involves breaking free of a clichéd representation.Malcolm Budd has remarked that, in its most exclusive sense, a work... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Two Poems MICHAEL TROCCHIA SEE FOR YOURSELF The gods, in effect, have given Euenius the gift of inner vision…because he has lost his outer vision. —Michael Attyah Flower, The Seer in Ancient Greece Come to a field of stones baking in the late sun. Drop your knee to the groundup earth and feel the warmth climb your thigh. Run your finger across a palm-sized stone, as if (...) inspecting the liver of the shegoat, the white one who follows you everywhere, always. Follow that old vision of yourself, its light dying in your eye as you look and look for one last rock one last time, its edge weathered into a fine and deadly thing. Hold the stone high—a red sun sinking behind you— and count down to the day’s complete darkness and in that completion between you and what will be arion 28.1 spring/summer 2020 64 two poems a darker endlessness, carve out the gift of sight, hearing only shivers of your own body, hooves running off. YOUNG CALCHAS SLEEPS And down he sat again as Calchas rose among them, Thestor’s son, the clearest by far of all the seers. —Homer, The Iliad Calchas, you dream of children dreaming of the sparrow’s head, of the bird’s eye deadened into view, of flutter and firelight, of the nest shredded at your feet and then spring again, berry, and leaf-meal and petalwind and whole glossaries of bone and egg bloodied in the hollow of your hand. But never a sure sign, no second sight clear and bright within the first order of things. No opening widening out of wing or song. Just the nearness of living, a feather suspended by a string, the halfmeaning of seeing the whole world suffer and sway— youth divined and past and forecast into the fray and saying this ruin and sacrifice again, this blueness sailing back in with the breeze. The world circles outside our window and light gives way to more light and you sleep soundly in a bed of down. Rise, Calchas, rise and walk out of the god’s mouth and see image after image fall away. See this life lifting out of one dream and into no other. Michael Trocchia 65... (shrink)

This collection of vivid and eloquent testimonies by environmentalists, eco-theologians, and native peoples illustrates a variety of responses to the same universal question: Where are we as a species heading on this planet? Contributors include Rick Bass, Wendell Berry, Annie Dillard. Gretel Ehrlich, Barry Lopez, Peter Mattheisen, Thomas Moore, Terry Tempest Williams, and others.

The impact of Nietzsche's engagement with the Greek skeptics has never before been systematically explored in a book-length work - an inattention that belies the interpretive weight scholars otherwise attribute to his early career as a professor of classical philology and to the fascination with Greek literature and culture that persisted throughout his productive academic life. Jessica N. Berry fills this gap in the literature on Nietzsche by demonstrating how an understanding of the Pyrrhonian skeptical tradition illuminates Nietzsche's own (...) reflections on truth, knowledge, and ultimately, the nature and value of philosophic inquiry. This entirely new reading of Nietzsche's epistemological and ethical views promises to make clear and render coherent his provocative but often opaque remarks on the topics of truth and knowledge and to grant us further insight into his ethics-since the Greek skeptics, like Nietzsche, take up the position they do as a means of promoting well-being and psychological health. In addition, it allows us to recover a portrait of Nietzsche as a philologist and philosophical psychologist that has been too often obscured by commentaries on his thought. "The book addresses a number of central issues in Nietzsche's philosophy, including perspectivism and his conception of truth. The idea that his views in these areas owe much to the ancient Pyrrhonists casts them in an important new light, and is well supported by the texts. A lot of people from a lot of different areas in philosophy will have good reason to take notice." - Richard Bett, Johns Hopkins University. (shrink)

This book is a critical introduction to code and software that develops an understanding of its social and philosophical implications in the digital age. Written specifically for people interested in the subject from a non-technical background, the book provides a lively and interesting analysis of these new media forms.

It’s sometimes suggested that we can (in a sense) settle the truth-value of some statements in the language of number theory by stipulation, adopting either φ or ¬φ as an additional axiom. For example, in Clarke-Doane (2020b) and a series of recent APA presentations, Clarke-Doane suggests that any Σ01 sound expansion of our current arithmetical practice would express a truth. In this paper, I’ll argue that (given a certain popular assumption about the model-theoretic representability of languages like ours) we can’t (...) know ourselves to have any such freedom. (shrink)

In many ways set theory lies at the heart of modern mathematics, and it does powerful work both philosophical and mathematical – as a foundation for the subject. However, certain philosophical problems raise serious doubts about our acceptance of the axioms of set theory. In a detailed and original reassessment of these axioms, Sharon Berry uses a potentialist approach to develop a unified determinate conception of set-theoretic truth that vindicates many of our intuitive expectations regarding set theory. Berry (...) further defends her approach against a number of possible objections, and she shows how a notion of logical possibility that is useful in formulating Potentialist set theory connects in important ways with philosophy of language, metametaphysics and philosophy of science. Her book will appeal to readers with interests in the philosophy of set theory, modal logic, and the role of mathematics in the sciences. (shrink)

Engage students as true partners in learning Instead of disruptions, avoidance, and withdrawal, your learners could be participating, investing, and driving their learning experience. It's time to reimagine student engagement! Focused around three essential goals, Reimagining Student Engagement develops a new vocabulary for real classrooms, proposes an engagement model positioning students as active partners in the learning process, and embeds the concept of engagement into the teaching and learning process. Inside you'll find: Reflection prompts that connect ideas to experiences Vignettes (...) illustrating common conceptions of engagement as well as challenges Case studies showcasing real teachers using engagement strategies with learners Practical classroom strategies and tips for application When you reimagine student engagement, you'll see your students as true agents of their own learning and provide them with the motivational resources that fuel collaboration and school success. (shrink)

This article argues that to call Hume a conservative is a shorthand label that is at least insecure and at most a distortion. It is not claimed that the label is fanciful or without justification but the argument does serve to raise questions as to its accuracy once it is subject to further inspection and, consequently, to doubt its aptness or utility in capturing what is a key characteristic of Hume’s sociopolitical thought. This argument is constituted as follows. After some (...) preliminary refinement of the topic, part I, in order to establish that the paper is not attacking a ‘straw-man’, identifies, by using Oakeshott as a benchmark, those aspects of Hume’s thought that most securely underwrite attributing the conservative label. Part II constructs an argument to render the conservative label insecure, by drawing attention to the case for Hume as a liberal. Part III outlines the grounds for the further claim that when Hume’s commitment to ‘science’ and his polemics against superstition, and other ‘chimerical’ practices and principles, are taken on board then the stronger case that the label is a distortion can be judged to have substance. (shrink)

Mathematical knowledge and moral knowledge (or normative knowledge more generally) can seem intuitively puzzling in similar ways. For example, taking apparent human knowledge of either domain at face value can seem to require accepting that we benefited from some massive and mysterious coincidence. In the mathematical case, a pluralist partial response to access worries has been widely popular. In this paper, I will develop and address a worry, suggested by some works in the recent literature like (Clarke-Doane, 2020), that connections (...) between ought facts and action prevent us from giving a similarly pluralist response to moral access worries. (shrink)

In management research, theory testing confronts a paradox described by Meehl in which designing studies with greater methodological rigor puts theories at less risk of falsification. This paradox exists because most management theories make predictions that are merely directional, such as stating that two variables will be positively or negatively related. As methodological rigor increases, the probability that an estimated effect will differ from zero likewise increases, and the likelihood of finding support for a directional prediction boils down to a (...) coin toss. This paradox can be resolved by developing theories with greater precision, such that their propositions predict something more meaningful than deviations from zero. This article evaluates the precision of theories in management research, offers guidelines for making theories more precise, and discusses ways to overcome barriers to the pursuit of theoretical precision. (shrink)

This open access book draws from 10 years of research into how epistemic insight can transform compartmentalized structures of learning. It presents a range of strategies and approaches for how educators, including schoolteachers, teacher educators, lecturers and education policy-makers, can facilitate epistemically insightful educational experiences. This book provides a distinctive contribution to the field of inter/multi/transdisciplinary education and will be of interested to anyone exploring the power and potential of these approaches.

This book defends a form of ethical intuitionism, according to which (i) there are objective moral truths; (ii) we know some of these truths through a kind of immediate, intellectual awareness, or "intuition"; and (iii) our knowledge of moral truths gives us reasons for action independent of our desires. The author rebuts all the major objections to this theory and shows that the alternative theories about the nature of ethics all face grave difficulties.

Advocates of “Mendelism” early on stressed the usefulness of Mendelian principles for breeders. Ever since, that usefulness—and the favourable opinion of Mendelism it supposedly engendered among breeders—has featured in explanations of the rapid rise of Mendelian genetics. An important counter-tradition of commentary, however, has emphasized the ways in which early Mendelian theory in fact fell short of breeders’ needs. Attention to intellectual property, narrowly and broadly construed, makes possible an approach that takes both the tradition and the counter-tradition seriously, by (...) enabling a more complete description of the theory-reality shortfall and a better understanding of how changing practices, on and off the Mendelians’ experimental farms, functioned to render that shortfall unproblematic. In the case of plant breeding in Britain, a perennial source of lost profits and disputes over ownership was the appearance of individual plants departing from their varietal types—so-called “rogues.” Mendelian plant varieties acquired a reputation for being rogue-free, and so for demonstrating the correctness of Mendelian principles , at a time when Mendelians were gradually taking control of the means for distributing their varieties. Mendelian breeders protected their products physically from rogue-inducing contamination in such a way that when rogues did appear, the default explanation—that contamination had somehow occurred—ensured that there was no threat to Mendelian principles. (shrink)