In considering the debate about the meaning of ‘disease’, the positions are generally presented as falling into two categories: naturalist, e.g., Boorse, and normativist, e.g., Engelhardt and many others. This division is too coarse, and obscures much of what is going on in this debate. I therefore propose that accounts of the meaning of ‘disease’ be assessed according to Hare's (1997) taxonomy of evaluative terms. Such an analysis will allow us to better understand both individual positions and their interrelationships. Most (...) importantly, it will show that it is unlikely that there is a single unique disease-concept at issue. Rather, different authors are, for the most part, considering different concepts. (shrink)

Over 200 health journals call on the United Nations (UN), political leaders and health professionals to recognise that climate change and biodiversity loss are one indivisible crisis and must be tackled together to preserve health and avoid catastrophe. This overall environmental crisis is now so severe as to be a global health emergency. The world is currently responding to the climate crisis and the nature crisis as if they were separate challenges. This is a dangerous mistake. The 28th Conference of (...) the Parties (COP) on climate change is about to be held in Dubai while the 16th COP on biodiversity is due to be held in Turkey in 2024. The research communities that provide the evidence for the two COPs are unfortunately largely separate, but they were brought together for a workshop in 2020 when they concluded that: ‘Only by considering climate and biodiversity as parts of the same... (shrink)

This essay examines the Mission paléontologique française of the 1920s, a series of scientific expeditions into the Ordos Desert in Inner Mongolia in which a team of Jesuit scholar-scientists worked with local collaborators to provide material for the Muséum d’Histoire Naturelle in Paris. The case study shows that the global and colonial expansion of Western science in the early twentieth century provided space for traditional scientific institutions, such as universalizing metropolitan collections and clerical scholarly networks, to extend their research projects. (...) The linking of approaches, agendas, and geographic regions was facilitated by the concepts and practices of the deep-time sciences of geology, paleontology, and human prehistory. These were based on the interchange of expertise, common projects of unveiling the development of life, and the alignment of different regions and specimens. Moreover, the expeditions did not just conduct research based around global movement and transmission. They also conceptualized the ancient development of life in terms of movement, migration, and exchange. The act of forming research networks that linked Asia and Europe also led scientists to conceive of these regions as bound by deep natural processes. Circulation and transfer became important actors’ categories used to understand the origins and history of life. (shrink)

The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved (...) in memory retrieval and perception. We argue that this new conceptual framework allows many of the important recent advances in associative learning research to be retained, but recast in a model that provides a firmer foundation for both immediate application and future research. (shrink)

This article focuses on the interweaving of constructive praxis with communication inontogenesis, inphylogenesisand in biocultural niche evolution (ecogenesis), within anEvoDevoSocioframework. I begin by discussing the nature of symbolization, its evolution from communicative signaling and its elaboration into semantic systems. I distinguish between thesymbol-readyand thelanguage-readybrain, leading to a discussion of linguistic conceptualization and itsdual groundingin organism and language system. There follows an outline account of the interpenetration in the human biocultural niche-complex ofsemiosphereandtechnosphere,mediated by the evolution of the niche of infancy. Symbolization (...) (the foundation of the semiosphere) is by definition normative; the normative character of the technosphere is demonstrated by the interrelations in human development between affordance, action schema and canonical functional object schema. A model of the neuro-computational implementation of dual grounding is proposed. (shrink)

The impact of neoliberal reforms of education systems on the work of teachers and school leaders, particularly in relation to high-stakes accountability frameworks, has been extensively studied in recent decades. One significant aspect of neoliberal schooling is the emergence of quasi-autonomous public schools (such as Academies in England, Charter Schools in the USA and Independent Public Schools in Australia), characterised by heterarchical governance models, the promotion of entrepreneurial leadership cultures, and the promotion of a discourse of pursuing educational equity by (...) means of ‘achievement for all’. This paper explores the emergence of a mode of teacher professionalism characteristic of these quasi-autonomous schools, and conceptualises this as being ‘neo-performative’. The neo-performative profession is shaped by the shift in the focus of the regulation and management of schools from ‘governing to governance’, and the consequential rise of the ‘responsibilised profession’, and marked by the emergence of an entrepreneurial model of school leadership. The paper argues that this new conceptualisation of teacher professionalism requires further, more focused, empirical study in order to explore how neoperformative teachers and school leaders articulate their vision of educational equity and social justice, and how they enact this vision in an increasingly intensified high-stakes accountability culture. (shrink)

Chris Daly; Tropes, Proceedings of the Aristotelian Society, Volume 94, Issue 1, 1 June 1994, Pages 253–262, https://doi.org/10.1093/aristotelian/94.1.253.

Chris Daly; Tropes, Proceedings of the Aristotelian Society, Volume 94, Issue 1, 1 June 1994, Pages 253–262, https://doi.org/10.1093/aristotelian/94.1.253.

By making plausible the Diversity Thesis (different people have systematically different and incompatible packages of epistemic intuitions), experimental epistemology raises the specter of the shifting-sands problem: the evidence base for epistemology contains systematic inconsistencies. In response to this problem, some philosophers deny the Diversity Thesis, while others flirt with denying the Evidence Thesis (in normal circumstances, the epistemic intuition that p is prima facie evidence that p is true). We propose to accept both theses. The trick to living with the (...) shifting-sands problem is to expand epistemology’s evidential base so as to include scientific evidence. This evidence can provide principled grounds on which to decide between incompatible intuitions. The idea of resolving inconsistencies in an evidential base by adding more independent lines of evidence is commonplace in science. And in philosophy, it is simplyWide Reflective Equilibrium.We contend that the idea that epistemology would depend crucially on scientific evidence seems radical because many traditional epistemologists practice reflective equilibrium that is WINO, Wide In Name Only. We suggest five different lines of scientific evidence that can be, and have been, used in support of non-WINO epistemological theories. (shrink)

Drawing from my previous experiences as an Approved Social Worker and my current experiences as a social work educator, this paper will explore the issues that mental health professionals, and specifically social workers, will face when confronted with the requirement to make decisions that are contrary to the emancipatory values that may have been inculcated in them during their period of training. The controlling nature of statutory social work in particular will be investigated and an assessment of its impact will (...) be offered. The legislative system in the United Kingdom dictates that one piece of legislation can override another in certain instances. In applying this phenomenon, the argument will be made that social workers are increasingly required to override certain values to accomplish the desired outcomes of their position. Ethical issues and the concept of care versus control will be assessed in an attempt to rationalize the problems faced by many of today's mental health social workers. (shrink)

We consider the influence that John Forrester’s work has had on thinking in, with, and from cases in multiple disciplines. Forrester’s essay ‘If p, Then What? Thinking in Cases’ was published in History of the Human Sciences in 1996 and transformed understandings of what a case was, and how case-based thinking worked in numerous human sciences. Forrester’s collection of essays Thinking in Cases was published posthumously, after his untimely death in 2015, and is the inspiration for the special issue we (...) introduce. This comprises new research from authors working in and across the history of science and medicine, gender and sexuality studies, philosophy of science, semiotics, film studies, literary studies and comparative literature, psychoanalytic studies, medical humanities, and sociology. This research addresses what it means to reason in cases in particular temporal, spatial, or genre-focused contexts; introduces new figures into lineages of case-based reasoning; emphasizes the unfinished and unfinishable character of some case reading and autobiographical accounts; and shows the frequency with which certain kinds of reasoning attempted with cases fail. The special issue opens up new directions for thinking and working with cases and case-based reasoning in the humanities and human sciences. (shrink)

The Cambridge Handbook of the Psychology of Prejudice: Concise Student Edition aims to answer the questions: why is prejudice so persistent? How does it affect people exposed to it? And what can we do about it? With cutting-edge research from top scholars in the field, the chapters present an overview of psychological models of prejudice and investigate key domains such as racism, sexism, and the criminal justice system. This student edition of the award-winning Handbook includes new pedagogical features such as (...) learning objectives, core terms and definitions, summary points, discussion questions, recommended readings, and instructor's test bank. It also features a new conclusion chapter that analyzes eight hard problems currently faced by researchers and activists, thus engaging students in deep, forward-thinking discussion. Developed specifically for use in Psychology of Prejudice courses at the undergraduate and graduate levels, the Concise Student Edition is an essential teaching and learning resource. (shrink)

Preface to Philosophy of Science 82 (5). This volume contains a selection of contributed papers presented at the Philosophy of Science Association Meeting held in Chicago on November 6–9, 2014.

Analyzes the intellectual roots and philosophy of Ayn Rand. Second edition adds a new preface and an analysis of transcripts documenting Rand's education at Petrograd State University"--Provided by publisher.

From gender and identity to welfare and consumerism, sociology is the study of how societies are organized and what helps them function or go wrong. Questions posed include: What is my "tribe"? Why do people commit crimes? Who decides if someone has a mental illness? What's work for? Does aid do any good? Heads Up Sociology explores these fascinating questions and more.

William James considered Swami Vivekananda the paragon of monists. Yet he comes to reject Vivekananda's philosophy as a result of monism's ineluctable philosophical conundrums and because it ultimately did not suit his active temperament. James's simplified assessment of Vivekananda's philosophy, however, reveals he had only a limited understanding of Vedānta. It can be speculated that James's understanding of Vedānta was mainly the aspect of rāja yoga (the science of psychic control)—which is evinced by the fact that he disagrees with what (...) he perceives as a lack of ability to justify meliorism and a zestful life. But this conception of James's leaves out of consideration karma yoga—or the active principle of Vedānta—which advocates work as the means to realize the divine. Contra James's conception, it is more illustrative to understand Vedānta not as a doctrine of extreme “monism” but rather an attitude that cultivates every particular temperament and disposition. With this rectification, it becomes much clearer that there are significant parallels in viewpoints between James and Vivekananda that have been underappreciated. (shrink)

Historically Wales has been regarded as a country with relatively low levels of school exclusion, particularly in comparison with England. This has been used as an indicator of Wales’ commitment to the UN Convention on the Rights of the Child, which foregrounds a rights-based agenda that would argue school exclusion is a consequence of broader socio-economic structures than individual actions. However, simple analyses may mask a different picture of school exclusions in Wales. In this article, we study more detailed information (...) on formal school exclusions by looking at ‘instances’ of school exclusion, which considers the frequency and length of formal school exclusions in Wales, and alongside recorded school absence. The article also demonstrates that the pupils ‘at risk’ of formal school exclusion varies by when they experience school exclusion during their educational lifecourse. The article concludes by highlighting that patterns of school exclusion are complex, and that interpretation of these patterns depends on what kind of measure of school exclusion is used. By publishing these results, the article hopes to persuade policymakers and practitioners to re-examine their processes of exclusion to ensure they are commensurate with the law and to prevent unnecessary school exclusions. (shrink)

Chris L. Firestone and Nathan Jacobs integrate and interpret the work of leading Kant scholars to come to a new and deeper understanding of Kant's difficult book, Religion within the Boundaries of Mere Reason. In this text, Kant's vocabulary and language are especially tortured and convoluted. Readers have often lost sight of the thinker's deep ties to Christianity and questioned the viability of the work as serious philosophy of religion. Firestone and Jacobs provide strong and cogent grounds for taking (...) Kant's religion seriously and defend him against the charges of incoherence. In their reading, Christian essentials are incorporated into the confines of reason, and they argue that Kant establishes a rational religious faith in accord with religious conviction as it is elaborated in his mature philosophy. For readers at all levels, this book articulates a way to ground religion and theology in a fully fledged defense of Religion which is linked to the larger corpus of Kant's philosophical enterprise. (shrink)

This article examines the role of physical education in the process of moral education, and argues that physical education is a necessary prerequisite for the possibility of human virtue. This discussion is divided into four parts. First, I examine the nature of morality and moral decision-making. Drawing on the moral theories presented by Plato, Aristotle and Kant, I argue that morality is connected with reason and the attainment of objectively good goals. Second, I examine the role of moral education in (...) helping individuals to cultivate a virtuous character state. I outline the approaches to moral education taken by Plato, Aristotle and Kant—dialectic, dogmatic and catechistic—and examine the ability of each approach to develop the appropriate moral disposition within individuals. Third, I examine the cultivation of this disposition by considering the connection between virtue and happiness and the possibility of producing an individual who is both virtuous and happy through moral education. Fourth, although there is disagreement about the means of moral education, I argue that there must be agreement concerning one necessary component of moral education: physical education. Physical education, while connected to non-moral exercises, allows individuals to develop the strength to become apathetic to bodily desires (e.g. the desire to obtain pleasure or pursue pain), desires that lead them away from virtue. (shrink)

This paper considers the accountability of professionals who are involved in situations of the failure of their organization to perform its expected role properly; the case of infant Caleb Ness, who died despite the surveillance of welfare agencies, is taken as an illustration. Following Bovens (?The Quest for Responsibility: Accountability and Citizenship in Complex Organisations?, Cambridge University Press, Cambridge, 1998), it is accepted that there is an irreducible element of individual personal responsibility when preventable organizational failures occur through professional incompetence (...) or corruption. The type of guidance available from specialized professional knowledge and from ethical codes is appraised. This is contrasted with various theoretical approaches to practical reasoning, which are offered as a more relevant perspective on professional misconduct. Practical reason necessarily addresses itself to a reality much more uncertain, fluid and contingent than envisaged by the standard conceptions of professional knowledge and ethics. Rather then being derived strictly from impersonal abstract rules and formal knowledge, practical reason in large part reflects the character and personality of its owner. It is argued that, since professional responsibility is always partly personal, professional misconduct can be understood as a failure of practical reason. (shrink)

I connect two increasingly popular ideas in social epistemology—group knowledge and epistemic extension—both departures from mainstream epistemological tradition. In doing so, I generate a framework for conceptualizing and organizing contemporary epistemology along several core axes. This, in turn, allows me to delineate a largely unexplored frontier in group epistemology. The bulk of extant work in group epistemology can be dubbed intra-group epistemology: the study of epistemically salient happenings within groups. I delineate and attempt to motivate what I dub inter-group epistemology: (...) the study of epistemically salient happenings between groups and other subjects and entities. (shrink)

This book examines the way in which new discoveries about genetic and neuroscience are influencing our understanding of human behaviour. As scientists unravel more about the ways in which genes and the environment work together to shape the development of our brains, their studies have importance beyond the narrow confines of the laboratory. This emerging knowledge has implications for our notions of morality and criminal responsibility. The extent to which "biological determinism" can be used as an explanation for our behaviour (...) is of interest to philosophers reflecting on the free will versus determinism debate. It also has repercussions for the criminal justice system; in courtrooms around the world, defence lawyers are beginning to appeal to genetic and brain imaging data as grounds for finding their clients not guilty. Can a defendant's genes or the structure of his brain be used as an excuse for his behaviour? Is criminality "hardwired"? Is it legitimate to claim "I couldn't help it, my genes made me do it"? This book appeals to anyone interested in the link between behaviour and genetics, the science and philosophy of moral responsibility and/or criminal law. (shrink)

In this paper, I develop a view on set-theoretic ontology I call Universe-Indeterminism, according to which there is a unique but indeterminate universe of sets. I argue that Solomon Feferman’s work on semi-constructive set theories can be adapted to this project, and develop a philosophical motivation for a semi-constructive set theory closely based on Feferman’s but tailored to the Universe-Indeterminist’s viewpoint. I also compare the emergent Universe-Indeterminist view to some more familiar views on set-theoretic ontology.

This book brings together leading international learning and attention researchers to provide both a comprehensive and wide-ranging overview of the current state of knowledge of this area as well as new perspectives and directions for the future. There are coherent themes that run throughout the book, but there are also, inevitably, fundamental disagreements between contributors on the role of attention in learning. Together, the views expressed in this book paint a picture of a vibrant and exciting area of psychological research, (...) and will be essential reading for researchers of learning and attention. (shrink)

Cochrane has developed a linked data infrastructure to make the evidence and data from its rich repositories more discoverable to facilitate evidence-based health decision-making. These annotated resources can enhance the study and understanding of biomarkers and surrogate endpoints.