Results for 'Alison Lockley'

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  1.  1
    A Community of Practice Approach to Enhancing Academic Integrity Policy Translation: A Case Study.Alison Lockley, Amanda Janssen, Penelope A. S. Wurm & Alison Kay Reedy - 2021 - International Journal for Educational Integrity 17 (1).
    IntroductionAcademic integrity policy that is inaccessible, ambiguous or confusing is likely to result in inconsistent policy enactment. Additionally, policy analysis and development are often undertaken as top down processes requiring passive acceptance by users of policy that has been developed outside the context in which it is enacted. Both these factors can result in poor policy uptake, particularly where policy users are overworked, intellectually critical and capable, not prone to passive acceptance and hold valuable grass roots intelligence about policy enactment.Case (...)
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    Alison Stone on The Cambridge Companion to Feminism in Philosophy by Miranda Fricker and Jennifer Hornsby. [REVIEW]Alison Stone - 2001 - Women’s Philosophy Review 27:87-92.
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  3.  75
    In Conversation: Ruth Macklin, Alison Reiheld, Robyn Bluhm, Sidney Callahan, and Frances Kissling Discuss the Marlise Munoz Case, Advance Directives, and Pregnant Women.Ruth Macklin, Alison Reiheld, Robyn Bluhm, Sidney Callahan & Frances Kissling - 2015 - International Journal of Feminist Approaches to Bioethics 8 (1):156-167.
    Feminist bioethicists of a variety of persuasions discuss the 2013 case of Marlise Munoz, a pregnant woman whose medical care was in dispute after she became brain dead.
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  4. Feminist Queer Crip.Alison Kafer - 2013 - Indiana University Press.
    In Feminist, Queer, Crip Alison Kafer imagines a different future for disability and disabled bodies. Challenging the ways in which ideas about the future and time have been deployed in the service of compulsory able-bodiedness and able-mindedness, Kafer rejects the idea of disability as a pre-determined limit. She juxtaposes theories, movements, and identities such as environmental justice, reproductive justice, cyborg theory, transgender politics, and disability that are typically discussed in isolation and envisions new possibilities for crip futures and feminist/queer/crip (...)
     
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  5.  27
    Philosophy From the Ground Up: An Interview with Alison Wylie.Alison Wylie - 2000 - Assemblages 5.
    Alison Wylie is one of the few full-time academic philosophers of the social and historical sciences on the planet today. And fortunately for us, she happens to specialise in archaeology! After emerging onto the archaeological theory scene in the mid-1980s with her work on analogy, she has continued to work on philosophical questions raised by archaeological practice. In particular, she explores the status of evidence and ideals of objectivity in contemporary archaeology: how do we think we know about the (...)
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  6. Archaeology and Critical Feminism of Science: Interview with Alison Wylie.Alison Wylie, Kelly Koide, Marisol Marini & Marian Toledo - 2014 - Scientiae Studia 12 (3):549-590.
    In this wide-ranging interview with three members of the Department of Philosophy at the University of Sao Paolo (Brazil) Wylie explains how she came to work on philosophical issues raised in and by archaeology, describes the contextualist challenges to ‘received view’ models of confirmation and explanation in archaeology that inform her work on the status of evidence and contextual ideals of objectivity, and discusses the role of non-cognitive values in science. She also is pressed to explain what’s feminist about feminist (...)
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  7. Love and Knowledge: Emotion in Feminist Epistemology.Alison M. Jaggar - 1989 - Inquiry: An Interdisciplinary Journal of Philosophy 32 (2):151 – 176.
    This paper argues that, by construing emotion as epistemologically subversive, the Western tradition has tended to obscure the vital role of emotion in the construction of knowledge. The paper begins with an account of emotion that stresses its active, voluntary, and socially constructed aspects, and indicates how emotion is involved in evaluation and observation. It then moves on to show how the myth of dispassionate investigation has functioned historically to undermine the epistemic authority of women as well as other social (...)
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  8. Understanding Why.Alison Hills - 2015 - Noûs 49 (2):661-688.
    I argue that understanding why p involves a kind of intellectual know how and differsfrom both knowledge that p and knowledge why p (as they are standardly understood).I argue that understanding, in this sense, is valuable.
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  9. Book Review: Out in Public: Configurations of Women's Bodies in Nineteenth-Century America. By Alison Piepmeier. Chapel Hill: University of North Carolina Press, 2004, 272 Pp., $55.00 (Cloth), $21.95. [REVIEW]M. Alison Kibler - 2009 - Gender and Society 23 (2):281-283.
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  10. Why the Child’s Theory of Mind Really Is a Theory.Alison Gopnik & Henry M. Wellman - 1992 - Mind and Language 7 (1-2):145-71.
  11.  14
    Words, Thoughts, and Theories.Alison Gopnik - 1997 - MIT Press.
    Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories.
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  12.  54
    Responsibility and Control: A Theory of Moral Responsibility.Alison Mcintyre - 2000 - Philosophical Review 109 (2):267.
    John Fischer and Mark Ravizza defend in this book a painstakingly constructed analysis of what they take to be a core condition of moral responsibility: the notion of guidance control. The volume usefully collects in one place ideas and arguments the authors have previously published in singly or jointly authored works on this and related topics, as well as various refinements to those views and some suggestive discussions that aim to show how their account of guidance control might fit into (...)
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  13. Moral Testimony and Moral Epistemology.Alison Hills - 2009 - Ethics 120 (1):94-127.
  14. How We Know Our Minds: The Illusion of First-Person Knowledge of Intentionality.Alison Gopnik - 1993 - Behavioral and Brain Sciences 16 (1):1-14.
  15. Book Review : What Freedom? The Persistent Challenge of Dietrich Bonhoeffer, by Keith W. Clements. Bristol Baptist College, 1990. Vii + 184 Pp. 7.95. [REVIEW]Harold Lockley - 1991 - Studies in Christian Ethics 4 (1):89-91.
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  16. Doing Away with Double Effect.Alison McIntyre - 2001 - Ethics 111 (2):219-255.
    I will introduce six constraints that should guide the formulation and use of DE. One goal in listing them is to engage in dialectical fair play by ruling out criticisms of the doctrine that are directed at misformulations of DE or that result from misapplications of it. Each of these constraints should be acceptable to any proponent of DE. Yet when these constraints on the application of DE are respected, it becomes clear that many of the examples provided as illustrations (...)
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  17.  46
    Marshall M. Weinberg Conference: The Future of Cognitive Science - Thursday Afternoon (Oct. 16, 2008) Session: John R. Anderson and Alison Gopnik. [REVIEW]John R. Anderson & Alison Gopnik - unknown
    Six leading experts speak about the future of cognitive science.
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  18.  95
    A Theory of Causal Learning in Children: Causal Maps and Bayes Nets.Alison Gopnik, Clark Glymour, Laura Schulz, Tamar Kushnir & David Danks - 2004 - Psychological Review 111 (1):3-32.
    We propose that children employ specialized cognitive systems that allow them to recover an accurate “causal map” of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or “Bayes nets”. Children’s causal learning and inference may involve computations similar to those for learning causal Bayes nets and for predicting with them. Experimental results suggest that 2- to 4-year-old children (...)
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  19. Words, Thoughts, and Theories.Alison Gopnik & Andrew N. Meltzoff - 1999 - Mind 108 (430):395-398.
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  20.  65
    Democratic Education.Alison M. Jaggar - 1990 - Philosophical Review 99 (3):468-472.
  21. Moral Testimony: Transmission Versus Propagation.Alison Hills - 2020 - Philosophy and Phenomenological Research 101 (2):399-414.
    Philosophy and Phenomenological Research, EarlyView.
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  22.  92
    Critical Distance : Stabilising Evidential Claims in Archaeology.Alison Wylie - 2011 - In Philip Dawid, William Twining & Mimi Vasilaki (eds.), Evidence, Inference and Enquiry. Oup/British Academy.
    The vagaries of evidential reasoning in archaeology are notorious: the material traces that comprise the archaeological record are fragmentary and profoundly enigmatic, and the inferential gap that archaeologists must cross to constitute them as evidence of the cultural past is a peren­nial source of epistemic anxiety. And yet we know a great deal about the cultural past, including vast reaches of the past for which this material record is our only source of evidence. The contents of this record stand as (...)
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  23. Doctrine of Double Effect.Alison McIntyre - 2008 - Stanford Encyclopedia of Philosophy.
    The doctrine (or principle) of double effect is often invoked to explain the permissibility of an action that causes a serious harm, such as the death of a human being, as a side effect of promoting some good end. According to the principle of double effect, sometimes it is permissible to cause a harm as a side effect (or “double effect”) of bringing about a good result even though it would not be permissible to cause such a harm as a (...)
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  24.  77
    Causal Learning: Psychology, Philosophy, and Computation.Alison Gopnik & Laura Schulz (eds.) - 2007 - Oxford University Press.
    Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts and (...)
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  25. Moral Testimony.Alison Hills - 2013 - Philosophy Compass 8 (6):552-559.
    Testimony is an important source of our knowledge about the world. But to some, there seems something odd, perhaps even wrong, about trusting testimony about specifically moral matters. In this paper, I discuss several different explanations of what might be wrong with trusting moral testimony. These include the possibility that there is no moral knowledge; that moral knowledge cannot be transmitted by moral testimony; that there are reasons not to trust moral testimony either because you should try to gain and (...)
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  26.  43
    Conceptual and Semantic Development as Theory Change: The Case of Object Permanence.Alison Gopnik - 1988 - Mind and Language 3 (3):197-216.
  27. Reasoning About Well-Being: Nussbaum's Methods of Justifying the Capabilities.Alison M. Jaggar - 2006 - Journal of Political Philosophy 14 (3):301–322.
  28. What is Wrong with Weakness of Will?Alison Mcintyre - 2006 - Journal of Philosophy 103 (6):284-311.
    Many would say that unlike other failures of practical rationality, which can be difficult to recognize, weakness of will wears its rational defect on its sleeve. Whenever we judge that it would be best not to do x, while intentionally doing x without relinquishing this judgment, we condemn quite explicitly the intention on which we act. This observation gives rise to the attractive idea that weak-willed agents indict themselves of irrationality as they fail to comply with their own practical judgments. (...)
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  29. Changing the Cartesian Mind: Leibniz on Sensation, Representation and Consciousness.Alison Simmons - 2001 - Philosophical Review 110 (1):31-75.
    What did Leibniz have to contribute to the philosophy of mind? To judge from textbooks in the philosophy of mind, and even Leibniz commentaries, the answer is: not much. That may be because Leibniz’s philosophy of mind looks roughly like a Cartesian philosophy of mind. Like Descartes and his followers, Leibniz claims that the mind is immaterial and immortal; that it is a thinking thing ; that it is a different kind of thing from body and obeys its own laws; (...)
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  30. The Beloved Self: Morality and the Challenge From Egoism.Alison Hills - 2010 - Oxford University Press.
    The Beloved Self is about the holy grail of moral philosophy, an argument against egoism that proves that we all have reasons to be moral. Part One introduces three different versions of egoism. Part Two looks at attempts to prove that egoism is false, and shows that even the more modest arguments that do not try to answer the egoist in her own terms seem to fail. But in part Three, Hills defends morality and develops a new problem for egoism, (...)
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  31. Against Creativity.Alison Hills & Alexander Bird - 2019 - Philosophy and Phenomenological Research 99 (3):694-713.
    Philosophy and Phenomenological Research, EarlyView.
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  32.  39
    Pandemic Influenza Preparedness: An Ethical Framework to Guide Decision-Making. [REVIEW]Alison Thompson, Karen Faith, Jennifer Gibson & Ross Upshur - 2006 - BMC Medical Ethics 7 (1):1-11.
    Background Planning for the next pandemic influenza outbreak is underway in hospitals across the world. The global SARS experience has taught us that ethical frameworks to guide decision-making may help to reduce collateral damage and increase trust and solidarity within and between health care organisations. Good pandemic planning requires reflection on values because science alone cannot tell us how to prepare for a public health crisis. Discussion In this paper, we present an ethical framework for pandemic influenza planning. The ethical (...)
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  33.  88
    Spinoza on Extension.Alison Peterman - 2015 - Philosophers' Imprint 15.
    This paper argues that Spinoza does not take extension in space to be a fundamental property of physical things. This means that when Spinoza calls either substance or a mode “an Extended thing”, he does not mean that it is a thing extended in three dimensions. The argument proceeds by showing, first, that Spinoza does not associate extension in space with substance, and second, that finite bodies, or physical things, are not understood through the intellect when they are conceived as (...)
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  34. Thinking From Things: Essays in the Philosophy of Archaeology.Alison Wylie - 2002 - University of California Press.
    In this long-awaited compendium of new and newly revised essays, Alison Wylie explores how archaeologists know what they know. -/- Preprints available for download. Please see entry for specific article of interest.
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  35. Explanation as Orgasm.Alison Gopnik - 1998 - Minds and Machines 8 (1):101-118.
    I argue that explanation should be thought of as the phenomenological mark of the operation of a particular kind of cognitive system, the theory-formation system. The theory-formation system operates most clearly in children and scientists but is also part of our everyday cognition. The system is devoted to uncovering the underlying causal structure of the world. Since this process often involves active intervention in the world, in the case of systematic experiment in scientists, and play in children, the cognitive system (...)
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  36.  69
    Human Papilloma Virus, Vaccination and Social Justice: An Analysis of a Canadian School-Based Vaccine Program.Alison Thompson - 2013 - Public Health Ethics 6 (1):11-20.
    Social justice has strong historical roots in public health. This does not mean that we always understand what it entails when conducting an ethical analysis of a particular public health program. This article shows that Powers and Faden’s theory of social justice can provide important insights and nuance to such an analysis. The Ontario human papilloma virus vaccination program that is underway in Canada provides an important and timely case where we can surface ethical issues pertaining to social justice that (...)
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  37. Time Travel and Counterfactual Asymmetry.Alison Fernandes - 2021 - Synthese 198 (3):1983-2001.
    We standardly evaluate counterfactuals and abilities in temporally asymmetric terms—by keeping the past fixed and holding the future open. Only future events depend counterfactually on what happens now. Past events do not. Conversely, past events are relevant to what abilities one has now in a way that future events are not. Lewis, Sider and others continue to evaluate counterfactuals and abilities in temporally asymmetric terms, even in cases of backwards time travel. I’ll argue that we need more temporally neutral methods. (...)
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  38. The Scientist as Child.Alison Gopnik - 1996 - Philosophy of Science 63 (4):485-514.
    This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both (...)
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  39.  7
    Big Data From the Bottom Up.Alison Powell & Nick Couldry - 2014 - Big Data and Society 1 (2).
    This short article argues that an adequate response to the implications for governance raised by ‘Big Data’ requires much more attention to agency and reflexivity than theories of ‘algorithmic power’ have so far allowed. It develops this through two contrasting examples: the sociological study of social actors used of analytics to meet their own social ends and the study of actors’ attempts to build an economy of information more open to civic intervention than the existing one. The article concludes with (...)
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  40.  34
    Explanation in Mathematical Conversations: An Empirical Investigation.Alison Pease, Andrew Aberdein & Ursula Martin - 2019 - Philosophical Transactions of the Royal Society A 377.
    Analysis of online mathematics forums can help reveal how explanation is used by mathematicians; we contend that this use of explanation may help to provide an informal conceptualization of simplicity. We extracted six conjectures from recent philosophical work on the occurrence and characteristics of explanation in mathematics. We then tested these conjectures against a corpus derived from online mathematical discussions. To this end, we employed two techniques, one based on indicator terms, the other on a random sample of comments lacking (...)
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  41.  49
    Developing the Idea of Intentionality: Children’s Theories of Mind.Alison Gopnik - 1990 - Canadian Journal of Philosophy 20 (1):89-114.
    At least since Augustine, philosophers have constructed developmental just-so stories about the origins of certain concepts. In these just-so stories, philosophers tell us how children must develop these concepts. However, philosophers have by and large neglected the empirical data about how children actually do develop their ideas about the world. At best they have used information about children in an anecdotal and unsystematic, though often illuminating, way.
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  42.  32
    Events and Their Names.Alison McIntyre - 1992 - Philosophical Review 101 (2):416.
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  43. "On Anger, Silence and Epistemic Injustice".Alison Bailey - 2018 - Royal Institute of Philosophy Supplement 84:93-115.
    Abstract: If anger is the emotion of injustice, and if most injustices have prominent epistemic dimensions, then where is the anger in epistemic injustice? Despite the question my task is not to account for the lack of attention to anger in epistemic injustice discussions. Instead, I argue that a particular texture of transformative anger – a knowing resistant anger – offers marginalized knowers a powerful resource for countering epistemic injustice. I begin by making visible the anger that saturates the silences (...)
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  44. Are Cartesian Sensations Representational?Alison Simmons - 1999 - Noûs 33 (3):347-369.
  45. Mechanisms of Theory Formation in Young Children.Alison Gopnik - 2004 - Trends in Cognitive Sciences 8 (8):371-377.
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  46. Intentions, Foreseen Consequences and the Doctrine of Double Effect.Alison Hills - 2007 - Philosophical Studies 133 (2):257 - 283.
    The difficulty of distinguishing between the intended and the merely foreseen consequences of actions seems to many to be the most serious problem for the doctrine of double effect. It has led some to reject the doctrine altogether, and has left some of its defenders recasting it in entirely different terms. I argue that these responses are unnecessary. Using Bratman’s conception of intention, I distinguish the intended consequences of an action from the merely foreseen in a way that can be (...)
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  47. Luce Irigaray and the Philosophy of Sexual Difference.Alison Stone - 2006 - Cambridge University Press.
    Alison Stone offers a feminist defence of the idea that sexual difference is natural, providing a new interpretation of the later philosophy of Luce Irigaray. She defends Irigaray's unique form of essentialism and her rethinking of the relationship between nature and culture, showing how Irigaray's ideas can be reconciled with Judith Butler's performative conception of gender, through rethinking sexual difference in relation to German Romantic philosophies of nature. This is the first sustained attempt to connect feminist conceptions of embodiment (...)
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  48. Free Enrichment or Hidden Indexicals?Alison Hall - 2008 - Mind and Language 23 (4):426-456.
    Abstract: A current debate in semantics and pragmatics is whether all contextual effects on truth-conditional content can be traced to logical form, or 'unarticulated constituents' can be supplied by the pragmatic process of free enrichment. In this paper, I defend the latter position. The main objection to this view is that free enrichment appears to overgenerate, not predicting where context cannot affect truth conditions, so that a systematic account is unlikely (Stanley, 2002a). I first examine the semantic alternative proposed by (...)
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  49. Ethics Naturalized: Feminism's Contribution to Moral Epistemology.Alison M. Jaggar - 2000 - Metaphilosophy 31 (5):452-468.
    A survey of Western feminist ethics over the past thirty years reveals considerable diversity; nonetheless, much recent work in this area is characterized by its adoption of a naturalistic approach. Such an approach is similar to that found in contemporary naturalized epistemology and philosophy of science, yet feminist naturalism has a unique focus. This paper explains what feminist naturalism can contribute to moral philosophy, both by critiquing moral concepts that obscure or rationalize women’s subordination and by paying attention to real-life (...)
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  50. Cartesian Consciousness Reconsidered.Alison Simmons - 2012 - Philosophers' Imprint 12.
    Descartes revolutionized our conception of the mind by identifying consciousness as the mark of the mental: all and only thoughts are conscious. Today the idea that all thoughts are conscious seems obviously wrong. Worse, however, Descartes himself seems to posit a whole host of unconscious thoughts. Something is not as it seems. Either Descartes is remarkably inconsistent, or his claim that all thought is conscious is more nuanced than it appears. In this paper I argue that while Descartes was indeed (...)
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