The understanding of decision-making systems has come together in recent years to form a unified theory of decision-making in the mammalian brain as arising from multiple, interacting systems (a planning system, a habit system, and a situation-recognition system). This unified decision-making system has multiple potential access points through which it can be driven to make maladaptive choices, particularly choices that entail seeking of certain drugs or behaviors. We identify 10 key vulnerabilities in the system: (1) moving away from homeostasis, (2) (...) changing allostatic set points, (3) euphorigenic signals, (4) overvaluation in the planning system, (5) incorrect search of situation-action-outcome relationships, (6) misclassification of situations, (7) overvaluation in the habit system, (8) a mismatch in the balance of the two decision systems, (9) over-fast discounting processes, and (10) changed learning rates. These vulnerabilities provide a taxonomy of potential problems with decision-making systems. Although each vulnerability can drive an agent to return to the addictive choice, each vulnerability also implies a characteristic symptomology. Different drugs, different behaviors, and different individuals are likely to access different vulnerabilities. This has implications for an individual's susceptibility to addiction and the transition to addiction, for the potential for relapse, and for the potential for treatment. (shrink)

In our target article, we proposed that addiction could be envisioned as misperformance of a decision-making machinery described by two systems (deliberative and habit systems). Several commentators have argued that Pavlovian learning also produces actions. We agree and note that Pavlovian action-selection will provide several additional vulnerabilities. Several commentators have suggested that addiction arises from sociological parameters. We note in our response how sociological effects can change decision-making variables to provide additional vulnerabilities. Commentators generally have agreed that our theory provides (...) a framework within which to site addiction and treatment, but additional work will be needed to determine whether our taxonomy will help identify and treat subpopulations within the addicted community. (shrink)

Traditional eschatology clashes with the theory of entropy. Trying to bridge the gap, Robert John Russell assumes that theology and science are based on contradictory, yet equally valid, metaphysical assumptions, each one capable of questioning and impacting the other. The author doubts that Russell's proposal will convince empirically oriented scientists and attempts to provide a viable alternative. Historical‐critical analysis suggests that biblical future expectations were redemptive responses to changing human needs. Apocalyptic visions were occasioned by heavy suffering in postexilic times. (...) Interpreted in realistic terms, they have since proved to be untenable. The expectation of a new creation without evil, suffering, and death is not constitutive for the substantive content of the biblical message as such. Biblical future expectations must be reconceptualized in terms of best contemporary insight and in line with a dynamic reading of the biblical witness as God's vision of comprehensive optimal well‐being that operates like a shifting horizon and opens up ever new vistas, challenges, and opportunities. (shrink)

The model proposed by Redish et al. considers vulnerabilities within decision systems based on expectancy-value assumptions. Further understanding of processes leading to addiction can be gained by considering other inputs to decision-making, particularly affective associations with behaviors. This consideration suggests additional decision-making vulnerabilities that might explain addictive behaviors.

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

The state of geoscience education, in terms of numbers of teachers, students taught, and perceived importance, has been lagging behind the other science disciplines for decades. Part of the reason for this is that geology is seen as a “derivative” science as compared to its “experimental” counterparts (for instance, physics and chemistry). However, with current global issues facing the populations of the world (climate change, scarcity of clean water, increasing fossil fuel usage), being geoscience literate is a must. We will (...) show that, in fact, the geological sciences have their own philosophical structure, being both historical and hermeneutic, and it is the structure that makes the teaching of the geosciences for addressing such global issues advantageous. In addition, we will explore the use of historical controversies as a pedagogical tool for geoscience instruction. The history of geology is rife with controversy and the use of such a strategy has been shown to be effective for developing students’ interest in the content, sharpening critical thinking skills, as well as emphasizing the nature of science. This chapter consolidates the knowledge base by describing the structure of the geosciences in terms of its philosophical, theoretical, and cognitive frameworks. It highlights four geoscience controversies in terms of these frameworks, all the while reviewing the literature for the use of HPS in geoscience teaching. Finally it contains recommendations for possible future directions for geoscience education research within this context. (shrink)