Repeatable artworks, such as novels and musical works, have often been construed as universals whose instances are particular printings or performances. In Art and Art-Attempts, Christy Mag Uidhir offers a nominalist account of repeatable artworks, eschewing talk of universals. Mag Uidhir argues that all artworks are concrete, and artworks that we regard as repeatable are simply unified by a relevant similarity relation: we use the name Beloved to refer to two concrete printed novels because they are relevantly similar to each (...) other and to certain other printings that are the product of Toni Morrison’s art-attempt. I discuss two potential difficulties for Mag Uidhir’s notion of relevant similarity: a difficulty related to appropriation, and a difficulty related to the fact that musical performances are often the product of distinct art-attempts by the composer and by the performer. I suggest that both difficulties could be addressed by enriching the notion of relevant similarity by appeal to the artist’s specification of which similarities are essential for two works to count as relevantly similar. (shrink)

The case of women radium dial painters — women who tipped their brushes while painting the dials of watches and instruments with radioactive paint — has been extensively discussed in the medical and historical literature. Their painful and abhorrent deaths have occupied the interest of physicians, lawyers, politicians, military agencies, and the public. Hardly any discussion has concerned, however, the use of those women as experimental subjects in a number of epidemiological studies that took place from 1920 to 1990. This (...) article addresses the neglected issue of human experimentation in relation to the radium dial painters. Although women’s medical examinations have been classified as simple, routine measurements of radiation burden on the body and presented as a great offer to humanity, for more than fifty years those women had been repeatedly used as experimental subjects without proper consent. I argue that through this case it becomes obvious that the issue of defining what counts as human experimentation shifts from an epistemological to a serious ethical and political question, concerning the making of scientific knowledge while issues of gender related to this process are also discussed. (shrink)

We articulate a holistic understanding of hope, going beyond the common conceptualization of hope in terms of positive affect and cognition by considering what hope means for the underprivileged. In the recognition that hope is always situated in a particular place, we explore the perspective of the privileged and the underprivileged, clarifying how spatial contexts shape their goals for the future and their agency toward attaining these goals. Where some people experience precarity due to their disability, race, gender, sexuality, and (...) social class, others enjoy enhanced agency due to their privilege. In our analysis, this loss of agency does not mean the underprivileged are hopeless; instead, it suggests that hope can incorporate negative affect and cognition. In our view, a spatial understanding acknowledges the power of hope in discouraging situations, and it points to practical measures through which hope can be cultivated by marginalized communities. (shrink)

George S. Counts was a_ _major figure in American education for almost fifty years. Republication of this early work draws special attention to Counts’s role as a social and political activist. Three particular themes make the book noteworthy because of their importance in Counts’s plan for change as well as for their continuing contem­porary importance: _ _Counts’s crit­icism of child-centered progressives; _ _the role Counts assigns to teachers in achieving educational and social re­form; and Counts’s idea for the re­form of (...) the American economy. (shrink)

The article is an attempt to make sense of the different interdisciplinary perspectives associated with people’s attachment to places with a view to construct a holistic template for understanding people-place relationships and experiences. The author took note of the theoretical contributions of Jorgensen & Stedman, Scannell & Gifford, and Seamon to construct an integrative framework for understanding emotional links to places and people’s perception and experience of places. This was done with the intention of illuminating the meaning of place and (...) the different “places” people get attached to. The paper concludes by incorporating different place frameworks with the intention of establishing a holistic model for understanding the various attributes and perceptions of people-place relationships and experiences. (shrink)

The expression of attachment to the divine in certain places among different groups has been documented by anthropologists and sociologists for decades. However, the psychological processes by which this happens are not yet fully understood. This article focuses on the concept of ‘place spirituality’ as a psychological mechanism, which allows the religious believer or non-believer to achieve an organised attachment strategy, involving the interplay of place and spiritual attachment. First, place spirituality is considered as an experience that satisfies the attachment (...) relationship criteria in that geographic places and divine entities can be perceived as ‘objects’ of attachment. Second, it is proposed that the maturational aspects of the attachment repertoire in adults make the place spirituality experience possible since adults’ cognitive abilities are much wider than those of children and can include relationships to geographical spaces and invisible divine entities. Finally, the theme of place spirituality is explored to further position the concept as a relational paradigm for understanding the relationship between place experiences and spiritual attachment. (shrink)

The purpose of this article is to analyze how the concept of African Christian diaspora religion and/or spirituality, as a missionary-based model, is currently being used and defined within African transnational research and diaspora religion. I conducted a review using a citation search strategy to retrieve peer-reviewed articles that explore the extent to which the seminal paper of Steven Vertovec on “Diaspora Religion” has informed the conceptualization and analysis of the concept of African Christian diaspora religion and/or spirituality. The search (...) generated empirical articles which met the inclusion criteria and were included for concept analysis. This concept analysis identified five emerging attributes of ACDRS as a network of support, a transnational dynamic, a platform for civic engagement and activism, the basis for developing place bonds and diaspora identity, and as an experiential religion. These defining attributes position ACDRS as a multidimensional concept encompassing noninstitutionalized religious expressions and activities, albeit with limited empirical data. I also discussed some study limitations and conceptual issues related to the attributes, antecedents, consequences, and cases of ACDRS. (shrink)

This rejoinder acknowledges the empirical gaps and theoretical/theological disharmony highlighted in the three selected commentaries on Place Spirituality, but we defend our central argument about the developmental pathways of PS. First, we provide an overview of recent studies on PS, highlighting what has been done so far in the field. Second, we draw from the commentaries to advance the understanding of PS in relation to three world religions: Islam, Christianity and Hinduism. Third, we evaluate the normative aspects of PS as (...) a transactional versus transitional phenomenon. Finally, we defend the two contested developmental pathways to PS, involving the compensation and correspondence working models of attachment, while complementing these models using the motivational systems framework. We maintain that these models are relevant for understanding the relationship between religious attachment and place attachment among religious and non-religious people. Recommendations for further studies are made in relation to the broader implications of PS. (shrink)

BackgroundChildhood adversity is linked to adverse health in adulthood. One posited mechanistic pathway is through physiological responses to acute stress. Childhood adversity has been previously related to both exaggerated and blunted physiological responses to acute stress, however, less is known about the psychological mechanisms which may contribute to patterns of physiological reactivity linked to childhood adversity.ObjectiveIn the current work, we investigated the role of challenge and threat stress appraisals in explaining relationships between childhood adversity and cortisol reactivity in response to (...) an acute stressor.MethodsUndergraduate students completed an online survey that included general demographic information and the Risky Families Questionnaire 24 h before a scheduled lab visit. In the lab, a research assistant collected a baseline salivary cortisol sample. Following the baseline period, participants were read instructions for the Trier Social Stress Test, a validated psychological lab stressor. Next, they completed a challenge vs. threat task appraisal questionnaire and completed the speech and math portion of the TSST. Twenty minutes following the start of the TSST, a second salivary sample was collected to measure changes in salivary cortisol following the TSST.ResultsLinear regression analyses adjusted for age, sex, childhood socioeconomic status, and baseline cortisol levels, showed childhood adversity associated with changes in cortisol levels [B = –0.29 t = –2.35, p = 0.02, R2=0.07]. Linear regression analyses controlling for age, sex, and childhood SES showed childhood adversity associated with both challenge [B = –0.52 t = –5.04, p < 0.001, R2=0.24] and threat [B = 0.55 t = 5.40, p < 0.001, R2=0.27] appraisals. Significant indirect effects of childhood trauma on cortisol reactivity were observed through challenge appraisals [B = –0.01 ], and threat appraisals [B = –0.01 ].ConclusionChildhood adversity may contribute to blunted cortisol reactivity, a pattern of response which is linked to obesity, addiction, and other behavior-related diseases. Our findings suggest that this relationship is in part a product of stress appraisals. (shrink)

The problem for many troubled youths seeking help within a Christian context is that their need for meaningful connections and spiritual growth is attached to relationships with their significant others. When needs of attachment are not adequately met due to the effect of an insecure attachment working model in a relationship with God, the teen may end up leaving the faith community seeking a new caregiver or regress into spiritual struggles, depression, anxiety, self-doubt and other negative emotions. This paper responds (...) to the issues associated with youth attachment behaviour towards God using a caregiving theology that draws on the 'power of two' through incarnational creativity and pneumatological ecclesiology. This proposed theology first supplements the work of the pastoral counsellor to create a transformative container through which young people, already within a redemptive Christian community, can grow spiritually and deepen their relationship with God. Secondly, pastoral juxtaposition targeting the spiritual needs of hurting youths serves to create a magnet space within the church community that models incarnational love, pastoral care and support for young people by entering their world order to reframe their personal stories of grief, abandonment and insecurity through creative means. Finally, we theologise that pastoral juxtaposition also integrates the power of the Holy Spirit, as the ultimate caregiver in times of conflict, into each youth's unique journey of faith and healing. Implications of this pastoral theology are discussed and applied to everyday life. (shrink)

Although embalming is traditionally considered an Egyptian custom, ancient sources suggest that in imperial Rome the practice was not employed by Egyptians or Egyptianized Romans alone. The mos Romanorum in funerary ritual encompassed both cremation and inhumation, yet embalming appears in Rome as early as the first century AD and evidence points to its limited use during the first three centuries AD. Within the social structure of Rome's dead these preserved corpses certainly occupied a distinct place. Yet who were they (...) and why were they embalmed? It is argued here that various factors allowed for the occasional use of embalming by Romans: an apparent shift in attitudes towards Egypt, the manipulation of death ritual for social distinction, and the flexibility of the traditional Roman funeral, which was able to incorporate deviations in methods of body disposal. Although embalming has been largely ignored as a significant aspect of Roman funerary history, its patrons come from the classes of highest status, including even the imperial household. This fact alone makes it worthwhile to examine this small corpus of evidence. For example, the emperor Nero embalmed his wife Poppaea; such a deviation from standard disposal methods reflects imperial fashion, but also requires us to re-evaluate Nero's reign and, especially, the societal constructs of Neronian Rome. This study attempts to contextualize embalming within Roman society and offer some likely causes and effects of its use. (shrink)

BackgroundChildhood abuse increases risk for high levels of distress in response to future stressors. Interpersonal social support is protective for health, particularly during stress, and may be particularly beneficial for individuals who experienced childhood abuse.ObjectiveInvestigate whether childhood abuse predicts levels of posttraumatic stress disorder (PTSD) symptoms related to the COVID-19 pandemic, and test whether the perceived availability of social companionship preceding the pandemic moderates this relationship.MethodsDuring Phase 1, adults (N= 120; AgeM[SD] = 19.4 [0.94]) completed a retrospective measure of childhood (...) adversity along with a measure of perceived availability of opportunities for social engagement immediately preceding the pandemic. Two weeks after the COVID-19 pandemic declaration, participants completed the Impact of Event Scale-Revised (IES-R) with respect to the pandemic. Hierarchical linear regression analyses examined the interaction between childhood abuse and the perceived availability of social companionship preceding the pandemic as a predictor of PTSD symptoms.ResultsAdjusting for covariates, the interaction between childhood abuse and perceived availability of others to engage with before the onset of the pandemic was a significant predictor of IES-hyperarousal (β = −0.19,t= −2.06,p= 0.04, ΔR2= 0.032, CI: [−0.31 to −0.01]).ConclusionLevels of perceived opportunities for social companionship before the pandemic associates with levels of hyperarousal related to the pandemic, particularly for individuals who experienced high levels of childhood abuse. More research is needed to understand how to mitigate the higher levels of distress related to the pandemic for these individuals in order to reduce risk for future psychiatric disorders. (shrink)

This article discusses the relationship between stress, physical health, and well-being in cultural context, offers examples of laws, policies, and programs to promote mental health and well-being, and examines how collective impact supports mental health and well-being.

The Standards' ecumenical implications are critically assessed in view of the risks which their cross-denominational or cross-faith cooperation implications on the one hand, and, on the other hand, their secular commitments to mutual learning, non-proselytizing, professionalism, and efficiency assessment might carry for chaplains' properly spiritual orientation. The problem posed by the ambiguity of language is raised as a warning that concepts like human dignity have a profoundly different meaning in secular and Christian contexts. Invoking such concepts can be seriously misleading.

Arthur E. Lean’s irreverent and con­troversial essays represent the distillation of many ideas about education—ideas developed during most of a lifetime spent in and about schools. In the second edition of this popular work, to which he has added eight new essays, he presents his latest observations on current ele­ments and programs in education—such as the grading system, academic rank, the teaching process, assessment of edu­cational progress—concluding that many of them are not only unnecessary but actually harmful to the very (...) process which they are supposed to serve. Covering a broad spectrum of current issues in its criticism of American edu­cation at all levels, _And Merely Teach _is a book to be read by veteran educator, beginning teacher, and lay citizen alike. Though critical of the teaching profes­sion, Arthur Lean also offers constructive suggestions in the form of practical solu­tions that are urgently needed to save our ailing educational system. (shrink)

Unfounded—conspiracy and health—beliefs about COVID-19 have accompanied the pandemic worldwide. Here, we examined cross-nationally the structure and correlates of these beliefs with an 8-item scale, using a multigroup confirmatory factor analysis. We obtained a two-factor model of unfounded (conspiracy and health) beliefs with good internal structure (average CFI = 0.98, RMSEA = 0.05, SRMR = 0.04), but a high correlation between the two factors (average latent factor correlation = 0.57). This model was replicable across 50 countries (total N = 13,579), (...) as evidenced by metric invariance between countries (CFI = 0.96, RMSEA = 0.06, SRMS = 0.07) as well as scalar invariance across genders (CFI = 0.98, RMSEA = 0.04, SRMS = 0.03) and educational levels (CFI = 0.98, RMSEA = 0.04, SRMS = 0.03). Also, lower levels of education, more fear of COVID-19, and more cynicism were weakly associated with stronger conspiracy and health beliefs. The study contributes to knowledge about the structure of unfounded beliefs, and reveals the potential relevance of affective (i.e., fear of COVID-19) and cognitive (i.e., cynicism) factors along with demographics, in endorsing such beliefs. In summary, we obtained cross-cultural evidence for the distinctiveness of unfounded conspiracy and health beliefs about COVID-19 in terms of their structure and correlates. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:I Didn’t Like It, but I Recommend It: An Undergraduate Reflects on Contemplation in the ClassroomLauren RodgersWhile taking Introduction to World Religions as a first-year college student, I became acutely aware that my preconceived notions about religions were often wrong, and I had been oblivious to the diversity and complexity of the traditions I began to study. During subsequent semesters, I studied Judaism, Islam, and Hinduism, and during the (...) spring semester of my junior year I was happy to add Buddhism to my schedule. In that class, I not only examined manifold Buddhist teachings and histories, but engaged in a form of Buddhist practice, too. Four days a week, my fellow students and I arranged our zafus in a straight line, bowed, and adjusted our postures to commence fifteen to twenty minutes of zazen. By the end of the semester, I concluded that although I am very ambivalent about this meditation practice, I nonetheless believe that contemplative practices can be valuable tools in the academic setting.Because we were partaking in a religious practice in an academic setting, there were possibilities for ethical conflicts. My professor raised these and we discussed them several times during the first half of the semester, before we collectively agreed to give zazen a try. The only Buddhist in the room was my professor, so I agree that it was essential for her to stress that zazen was optional, and that if anyone felt uncomfortable in any way, it was okay to opt out. My professor reiterated this several times. I am not a follower of any religious tradition, so I did not have any conflicting feelings. Several of my classmates were Christian, but, like me, most were excited to give it a try. I think there was no sense of conflict because Buddhism involves a lot of practices geared toward developing insight on the basis of experience, and zazen does not require belief in a higher power. Buddhism does acknowledge the existence of gods, but they are irrelevant to the spiritual path. Also, my professor is an ordained Zen priest, and therefore very familiar with zazen. I did not have any doubts that we were taught an authentic practice by someone qualified to teach it.Just as there was no pressure to participate, I did not feel that I was forced to like zazen or hold back any feelings of opposition; I was free to express how I felt and why. At first I did not like it because it hurt my back, and instead of sitting there in pain [End Page 119] every day, I let my professor know and she helped me make some adjustments to my posture. But I disliked meditation for other reasons, as well. I rarely, if ever, was able to stop my mind from being like a monkey on a jungle gym. As we sat, we repeatedly counted to ten and fixed our gaze on a spot in front of us. I was told that it is natural for my mind to bounce around and wander off while counting, but I did not expect it would happen before I got to four. Adding to my frustration was the fact that 70 percent of the time, my thoughts were focused on all of the work that I needed to get done before the end of the day. Even though I only sat for fifteen minutes, I got antsy and staying still was not helpful. It makes me wonder, though, whether or how my feelings would change if I did zazen in the summer when my stress levels are way down. Or what if I meditated for more than fifteen minutes? How long would it take before my mind settled down? Would it get worse?Although my restlessness was not the most pleasant experience, I did have days where I found meditation helpful personally. In addition to zazen, we also tried walking meditation, and on nice days we meditated outside near a waterfall on campus. The sound of the water was really soothing, and I noticed that my mind wandered much less. Sometimes it was a relaxing break during the day, and even if I... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Fellini's Crowds and the Remains of ReligionAndrew Mckenna (bio)The fascist parade in Federico Fellini's Amarcord enables us to take the measure of the director's analytic and inteve genius. It begins amid swirls of dust and smoke emanating from the town train station, as if attributing the successful spread of Italian fascism to a failure of perception. The party is, as the saying goes, blowing smoke in our face, producing (...) a cultural climate favorable to murky thinking. The haze connotes the inability to properly envision phenomena with any mental or moral clarity, to distinguish matters clearly, such as the difference that the film suggests in a later scene, with comic irony, between a real military victory and shooting a gramophone out of a bell tower because it is playing the communist Internationale.But we cannot get away with anything like blaming fascism only on the weather, moral or physical. Far more revealing is the next sequence of shots, in which local party officials and members, all in uniform, are shown running a little breathlessly in loose formation, while exchanging remarks that express gleeful admiration of their leader and his party. They hustle up some stairs in the same loose formation and stand facing the camera, medium close-up, in order to acclaim the party slogans booming from loudspeakers. They shout in unison before, we note, the slogans are fully pronounced, so that we are made aware that they are not really listening to what is being said, but only acting in concert. Their acclamation is comically out of sync—with reality, perceptual and, by implication, social. This image of the bersaglieri running in unison is familiar to spectators at political rallies and from newsreels at the time, and to historians since then. But Fellini has moved the camera in closer than it has ever been before, combining two or three characters in a head-shot as they trot up the street. It is a classic gesture of defamiliarization, as the Russian formalists called it when identifying art-work, that makes this phenomenon available to deeper understanding. [End Page 159]We have just viewed a penetrating analysis of group action, a symbolic discourse on crowd behavior as it concerns organized political activity. The running here is not natural to such a group; it must mean something. It isn't dictated to them as orders; it must obey the dictates of the phenomenon that Fellini is revealing to us. This brilliantly orchestrated scene prompts the question: why, when, for what reason does a crowd run? The answers, typically, are two: in fear, in panic, as from fire or flood; or in rage, in fury, as against an abhorred enemy culprit—to the Bastille, or the gallows, or the nearest tree or lamppost that can serve as such. Though it is closer to the second case, Fellini's gang of fascists fits neither of these models precisely, and we have to step back a bit and reflect upon what he is representing to us about crowd behavior and organized political activity of a certain kind, of the kind that can only succeed, perhaps, amid a hazy climate of moral perception. We need to probe further the logic of this phenomenon, to explore the meaning of what appears before our eyes, as the philosophers do when they say they are doing phenomenology. We can do this by further considering alternative models of behavior.In a military parade, we have an organized crowd of a certain specific type, in which a group is massed in rigid formation and everyone moves in lock-step order to the regular beat of the drum or to a repeated count of numbers. Fellini gives us an example of this in the fascist youth athletic exercises performed by uniformed groups of boys and girls who move their rifles and hoops to a steady eight-count beat. So we know the director of Amarcord is thinking about mass movements of all sorts. Moreover, his film also provides us with a crowd phenomenon at the opposite end of the social spectrum. At the beginning of the film, we witness the nightly passagiata, the evening town stroll still very... (shrink)

Despite repeated attempts to understand the cogito, its character still remains the subject of much dispute. I believe this state of affairs exists because commentators have not proceeded properly in their investigations. Descartes tells us that it is clear and distinct perception which “assures” him of his existence as a thinking thing. Yet when one turns to the literature, what one finds is that the two issues are not discussed in conjunction, but rather independently. I believe this is a (...) mistake, and that it counts heavily against existing interpretations of the cogito; they are unable to explain how clear and distinct perception “assures” Descartes of the truth of “I am a thinking thing.” In what follows I intend to provide such an explanation and, in the process, develop a new interpretation of the cogito. (shrink)

"This volume offers a new translation of the Neoplatonist philosopher Simplicius' commentary on the chapters concerning place and time in Aristotle's Physics, Book Four. Written after the closing of the Athenian Neoplatonist school in A.D. 529, the commentary clarifies the structure and meaning of Aristotle's arguments and provides a rich account of 800 years of interpretation." "Surprisingly, in the first five chapters of Book Four Aristotle shows place as two-dimensional: one's place is the two-dimensional inner surface of one's surroundings. He (...) also suggests that the upward motion of air and fire and the downward motion of earth and water are partly explained by the natural places to which they tend. Place thus has power (dunamis) of its own. In his last five chapters, Aristotle argues that if time did not entail change its passage would be undetectable, and that time, by definition countable, requires the existence of conscious beings to do the counting. Among the many relevant views that Simplicius records are those of Galen, who attacks this claim, and of Eudemus, who rebuts the Pythagorean theory that history will repeat itself exactly. J. O. Urmson's translation serves as a companion to his earlier translation of the Corollaries on Place and Time, in which Simplicius sets forth his own views as distinct from those of Aristotle." "A major sourcebook for the interpretation of Aristotle, this volume will be welcomed by scholars and students in the fields of classics, ancient philosophy, ancient history, and medieval studies."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

In evolutionary models of indirect reciprocity, reputation mechanisms can stabilize cooperation even in severe cooperation problems like the prisoner’s dilemma. Under certain circumstances, conditionally cooperative strategies, which cooperate iff their partner has a good reputation, cannot be invaded by any other strategy that conditions behavior only on own and partner reputation. The first point of this paper is to show that an evolutionary version of backward induction can lead to a breakdown of this kind of indirectly reciprocal cooperation. Backward induction, (...) however, requires strategies that count and then cease to cooperate in the last, last but one, last but two, … game they play. These strategies are unlikely to exist in natural settings. We then present two new findings. (1) Surprisingly, the same kind of breakdown is also possible without counting. Strategies using rare golden opportunities for defection can invade conditional cooperators. This can create further golden opportunities, inviting the next wave of opportunists, and so on, until cooperation breaks down completely. (2) Cooperation can be stabilized against these opportunists, by letting an individual’s initial reputation be inherited from that individual’s parent. This ‘inclusive reputation’ mechanism can cope with any observably opportunistic strategy. Offspring of opportunists who successfully exploited a conditional cooperator cannot repeat their parents’ success because they inherit a bad reputation, which forewarns conditional cooperators in later generations. (shrink)

Allow me to rehearse a familiar scenario. We all know that which ends you have has something to do with what you ought to do. If Ronnie is keen on dancing but Bradley can’t stand it, then the fact that there will be dancing at the party tonight affects what Ronnie and Bradley ought to do in different ways. In short, (HI) you ought, if you have the end, to take the means. But now trouble looms: what if you have (...) dreadful, murderous ends? Ought you to take the means to them? Seemingly not. But fortunately, an assumption made by deontic logics1 comes to the rescue. Since ‘‘ought’’, according to this assumption, is a sentential operator, HI must really be ambiguous. It could be read either as (Narrow) You have the end ! O(you take the means) or as (Wide) O(you have the end ! you take the means). Now if Narrow is true, then you really ought to take the means to your murderous ends. But this doesn’t follow from Wide. All that follows from Wide is that you ought to either take the means to these ends or else give them up. Conclusions: (1) Since HI is on some reading true, but Narrow isn’t, Wide is true. (2) Wide accounts for the relationship between your ends and what you ought to do. This elegant scenario repeats itself in many other domains in which it seems like something can have a bearing on what some particular agent ought to do. Does what you know affect what you ought to do? Do your beliefs about what you ought to do affect what you ought to do? Do your promises affect what you ought to do? Do your beliefs affect what you ought to believe? On each of these counts, the intuitive answer is ‘‘yes’’. And so each of these questions leaves something for the moral philosopher or the epistemologist to investigate. On each count, it seems that what we all know, is that (Account) you ought, if p, to do A. But on each count, the Narrow-scope reading of the ‘‘ought’’ in this claim yields unintuitive consequences. So since Account is true, it must be true on the Wide-scope reading.. (shrink)

This essay develops the relation, implicit in Essay 11, of intentional action to behaviour described in purely physical terms; Davidson repeats from Essay 3 that an action counts as intentional if the agent caused it, and asks to which degree a study of action thus conceived permits being scientific. Davidson stresses the central importance of a normative concept of rationality in attributing reasons to agents ; because this concept has no echo in physical theory, any explanatory schema governed by the (...) concept is irreducible to physical theory. Davidson adduces several facts that prevent us from giving strict laws connecting reasons and action: first, we cannot give conditions that are not only necessary but also sufficient for an action to be intentional, using only the concepts of belief, desire, and cause----for we cannot specify the ”right way’ in which beliefs and desires cause actions ; second, a certain holism of the mental pervades explanations of human behaviour: we cannot assign beliefs and desires independently of and prior to the actions they cause, a point Davidson takes Ramsey’s work on subjective probability to have shown. Davidson appends a set of replies to critics, which clarify his attitude to psychology as a science, his analysis of statements of law, the principle of causal interaction, and the relation between mutually irreducible explanatory schema. (shrink)

Book synopsis: Vagueness is currently the subject of vigorous debate in the philosophy of logic and language. Vague terms-such as "tall", "red", "bald", and "tadpole"—have borderline cases ; and they lack well-defined extensions. The phenomenon of vagueness poses a fundamental challenge to classical logic and semantics, which assumes that propositions are either true or false and that extensions are determinate. Another striking problem to which vagueness gives rise is the sorites paradox. If you remove one grain from a heap of (...) sand, surely you must be left with a heap. Yet apply this principle repeatedly as you remove grains one by one, and you end up, absurdly, with a solitary grain that counts as a heap. This anthology collects papers in the field. After an introduction that surveys the field, the essays form four groups, starting with some historically notable pieces. The 1970s saw an explosion of interest in vagueness, and the second group of essays reprints classic papers from this period. The following group of papers represent current work on the logic and semantics of vagueness. The essays in the final group are contributions to the continuing debate about vague objects and vague identity. (shrink)

Objects partially resemble when they are alike in some way but not entirely alike. Partial resemblance, then, involves similarity in a respect. It has been observed that talk of “respects” appears to be thinly‐veiled talk of properties. So some theorists take similarity in a respect to require property realism. I will go a step further and argue that similarity in intrinsic respects (partial intrinsic resemblance) requires properties to be immanent in objects. For a property to be immanent in an object (...) is roughly for it to be wholly present in that object. (So understood, immanence does not imply repeatability, and thus tropes count as immanent.) If two objects are intrinsically similar in one way but not another, there must be a difference between the two ways. And if the similarity is between the objects as they are in themselves, then this difference, too, must be within the objects. Partial intrinsic resemblance thus requires internal structure. Without it, there can be no distinctions between ways in which things are intrinsically alike and ways in which they aren't. I will argue, further, that distinctions between properties that transcend objects fail to account for the possibility of partial intrinsic resemblance. (shrink)

Book synopsis: David-Hillel Ruben's new book pursues some novel and unusual standpoints in the philosophy of action. He rejects, for example, the most widely held view about how to count actions, and argues for what he calls a 'prolific theory' of act individuation. He also describes and argues against the two leading theories of the nature of action, the causal theory and the agent causal theory. The causal theory cannot account for skilled activity, nor for mental action. The agent causalist (...) theory unnecessarily reifies causings. He identifies an assumption that they share, and that most action theorists have assumed to be unproblematic and uncontroversial, that an action is, or entails the existence of, an event. Several different meanings to that claim are disentangled and in the most interesting sense of that claim, Ruben denies that it is true. His own alternative is simple and unpretentious: nothing informative can be said about the nature of action that explicates action in any other terms. Ruben sketches a theory of causal explanation of action that eschews the requirement for laws or generalisations, and this effectively quashes one argument for the oft-repeated view that no explanations of action can be causal, on the grounds that there are no convincing cases of laws of human action. He addresses a number of questions about the knowledge an agent has of his own actions, looking particularly at examples of pathological cases of action in which, for one reason or another, the agent does not know what he is doing. Inspiring and enlightening in its challenge to received wisdom, and in its convincing defence of some unfashionable positions, Action and its Explanation will be required reading for anyone working in this field. (shrink)

Extract: -/- Maria Baghramian and Annalisa Coliva (henceforth, B&C) have written a superb, compendious book on various kinds of relativism (2019). While they give nuanced and sympathetic reconstructions of these views, it is illuminating to see them show, repeatedly and in detail, how each of these views succumbs to a familiar dilemma: a relativistic view requires that it be possible for two judgers to genuinely disagree with one another, even while their views count as ‘equally valid’. However, it is not (...) possible to make sense of this combination: in each and every case, the view either fails to specify a genuine disagreement, or it fails to make sense of equal validity. -/- Since I completely agree with this type of critique of relativistic views (see Boghossian 2006, 2008), I found it hard to find something to write a critical notice about. However, there is one argument I was not convinced by and that is B&C’s argument against Gilbert Harman’s influential version of moral relativism. Since their discussion of Harman is original and interesting and leads to a number of fundamental philosophical issues, I will devote this notice to a detailed critique of it. (shrink)

Substance dualism is the view that there are two fundamentally different kinds of substances: physical and mental. By contrast, according to property dualism there is only one kind of substance (physical) but two fundamentally different kinds of properties: physical and mental. Property nominalism is the view that there are neither repeatable nor non-repeatable fundamentally predicable entities (i.e. neither universals nor tropes) and that things being a certain way or being related in a certain way must ultimately be accounted for in (...) terms of concrete particulars. In this paper, we consider a number of different kinds of property nominalism and argue that none of them sits well with property dualism. We pay special attention to the question of what it could mean for a property to count as mental given different nominalistic accounts of properties. Our conclusion is that property nominalism and property dualism are not a stable match. This is surprising, since property dualism has usually been understood as a thesis that is neutral about the nature of fundamental ontological categories and the relation between them. (shrink)

On some accounts of vagueness, predicates like “is a heap” are tolerant. That is, their correct application tolerates sufficiently small changes in the objects to which they are applied. Of course, such views face the sorites paradox, and various solutions have been proposed. One proposed solution involves banning repeated appeals to tolerance, while affirming tolerance in any individual case. In effect, this solution rejects the reasoning of the sorites argument. This paper discusses a thorny problem afflicting this approach to (...) vagueness. In particular, it is shown that, on the foregoing view, whether an object is a heap will sometimes depend on factors extrinsic to that object, such as whether its components came from other heaps. More generally, the paper raises the issue of how to count heaps in a tolerance-friendly framework. (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of the (...) study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

The desirable gambles framework offers the most comprehensive foundations for the theory of lower pre- visions, which in turn affords the most general ac- count of imprecise probabilities. Nevertheless, for all its generality, the theory of lower previsions rests on the notion of linear utility. This commitment to linearity is clearest in the coherence axioms for sets of desirable gambles. This paper considers two routes to relaxing this commitment. The first preserves the additive structure of the desirable gambles framework and (...) the machinery for coherent inference but detaches the interpretation of desirability from the multiplicative scale invariance axiom. The second strays from the additive combination axiom to accommodate repeated gambles that return rewards by a non-stationary processes that is not necessarily additive. Unlike the first approach, which is a conservative amendment to the desirable gambles framework, the second is a rad- ical departure. Yet, common to both is a method for describing rewards called discounted utility. (shrink)

I describe how our understanding of some of the central principles long held dear by most criminal theorists may have to be interpreted in light of the need to devise lenient responses for low-level offenders. Several of the most plausible suggestions for how to deal with minor infractions force us to take seriously some ideas that many legal philosophers have tended to resist elsewhere. I briefly touch upon four topics: whether informal can substitute for or count against the appropriate state (...) sanction; the significance of repeat offending for sentencing; whether punishment for culpable public wrongdoing has intrinsic value; and the scope of police powers in a liberal democratic state. The context for this discussion is R. A. Duff’s insightful examination of whether and under what conditions we should criminalize a public wrong or respond to it in some other manner. (shrink)

This paper outlines a new method for identifying folk intuitions to complement armchair intuiting and experimental philosophy, and thereby enrich the philosopher’s toolkit. This new approach—trope analysis—depends not on what people report their intuitions to be but rather on what they have made and engaged with; I propose that tropes in fiction reveal which theories, concepts and ideas we find intuitive, repeatedly and en masse. Imagination plays a dual role in both existing methods and this new approach: it enables us (...) to create the scenarios that elicit our intuitions, and also to mentally represent them. The method I propose allows us to leverage the imagination of the many rather than the few on both counts—scenarios are both created and consumed by the folk themselves. (shrink)

We discuss how analysis of contemporary artworks has shaped philosophical theories about the concept of art, the ontology of art, and artistic media. The rapid expansion, during the contemporary period, of the kinds of things that can count as artworks has prompted a shift toward procedural definitions, which focus on how artworks are selected, and away from definitions that focus exclusively on artworks’ features or effects. Some contemporary artworks challenge the traditional art–ontological dichotomy between physical particulars and repeatable entities whose (...) occurrences are physical particulars. And nontraditional techniques and materials employed in contemporary art violate the boundaries of conventional media, prompting a rethinking of what artistic medium might be. (shrink)

When a young boy playing in a wooded area, I tripped over exposed roots extending from the trunk of a tree. I threw my arms out in front of me to break my fall and disturbed a nest of bees. As I lay on the ground, I was repeatedly stung by bees until I could regain my feet and run away. Frightened and in a great deal of pain - that is what I remember most vividly - I walked home. (...) My mother took me to the doctor, who undoubtedly gave me some sort of treatment and medication, but this has been lost to memory. The part of the visit to the doctor's office that I remember is his removing any stingers remaining in me; this too I remember for its pain. The doctor counted more than seventy stings. Although the exact number escapes memory, I believe it was seventy-one. In brief, the descriptive details of the day's experiences elude memory, but the affective dimension - the pain and fear - does not. (shrink)

Lucretius wrote: “Look back at the eternity that passed before we were born, and mark how utterly it counts to us as nothing. This is a mirror that Nature holds up to us, in which we may see the time that shall be after we are dead. Is there anything terrifying in the sight – anything depressing – anything that is not more restful than the soundest sleep?”1 The argument is repeated, a couple of millennia later, by Vladimir Nabokov, (...) who opens his memoir with the observation that “our existence is but a brief crack of light between two eternities of darkness. Although the two are identical twins, man, as a rule, views the prenatal abyss with more calm than the one he is heading for (at some forty-five hundred heartbeats an hour).”. (shrink)