The last 20 years have witnessed the dramatic growth of the animal rights movement and a concurrent increase in its social scientific scrutiny. One of the most notable and consistent findings to emerge from this body of research has been the central role of women in the movement. This paper uses General Social Survey data to examine the influence of views of the relationship of humanity to nature on this gender difference. Holding a Romantic view of nature is associated with (...) higher levels of support for extending moral rights to animals and lower levels of support for animal-based testing. A Darwinian view is associated with greater support for testing on animals but is unrelated to views on moral rights for animals. In general, views of nature affect animal rights advocacy to a greater extent among males than females. (shrink)

In recent years, the issue of experimentation upon nonhuman animals has become the subject of media attention. One aspect of the media presentation is the status attributed to claims-makers on either side of the issue. Research suggests that perceived expertise of the source of arguments can play a role in attitudes formed by audiences. This study examines mainstream print and broadcast media presentation of the status of individuals quoted regarding the issue of animal experimentation. Those supporting continued experimentation are significantly (...) more likely to be presented as professionals or experts. Attitude formation is discussed in light of these findings. (shrink)

Critiques of Western feminists’ attempts to extend claims about gender injustice to the global context highlighted a dilemma facing Western feminists, what I call the global gender justice dilemma. In response to this dilemma, Alison M. Jaggar argues that Western feminists should turn our attention away from trying to resolve it and, instead, toward examination of our own complicity in the processes that produce injustice. I suggest that this kind of approach is helpful in responding to an additional dilemma that (...) confronts the Western feminist, namely the epistemic dilemma. Western feminists can speak for women of the global South and run the risk of distorting those women’s experience and further silencing their voices, or we can refuse to speak and abdicate our responsibilities to address injustice. I argue that we should address this dilemma not by trying to resolve it but by examining our role in the reproduction of epistemically unjust practices. To explain this response, I offer a preliminary account of epistemic injustice as epistemic oppression. I conclude by claiming that our own epistemic complicity in epistemically oppressive social practices is a weighty reason for us to work to transform those practices. (shrink)

In Women’s Activism, Feminism, and Social Justice, Margaret McLaren develops and argues for a new theoretical framework, the feminist social justice approach, that can guide ongoing feminist transnational solidarity projects. I briefly map out the main lines of argumentation in McLaren’s book and highlight some of the valuable contributions these arguments make to the intersecting sub-fields of global ethics, global justice, development ethics, and feminist philosophy. I then note two critical thoughts on the book. First, I argue that McLaren’s concessions (...) to rights discourse as a valuable tool for transformative activism undermine and potentially even contradict her own strong critique of rights discourse. Second, I argue that McLaren doesn’t explicitly or develop the latent social epistemology of her feminist social justice approach and discussions of “training” and “education” potentially run counter to this promising but again latent social epistemology. (shrink)

Imagine a single musical tone—for instance, the A above middle C that the oboe plays to tune an orchestra. Now imagine this tone, with no variation in dynamics, pitch, or timbre, extended over the course of “an hour or a day,” existing, as Peirce describes in “How to Make Our Ideas Clear” (W3:262),1 “as perfectly in each second of that time as in the whole taken together; so that, as long as it is sounding, it might be present to a (...) sense from which everything in the past was as completely absent as the future itself” (W3:262). Imagine a world consisting of nothing but the sensation of this single oboe A, and having never consisted of anything but it. In such a world, Peirce indicates, there would be no .. (shrink)

Using recent work by Forster and Sober, I identify circumstances in which appeals to symmetries in physical laws are rational with respect to the aim of predictive accuracy. I then consider a Bayesian account of symmetry, and argue that such an account faces serious problems explaining when and why appeals to symmetry would be rational.

I present a justification for the intution that more-varied data are more valuable than the same number of less-varied data by showing that the more-varied data help to improve the accuracy of our predictions.

PurposeThe purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school.Design/methodology/approachThe study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation.FindingsFindings illustrate impediments and strategies for implementing a school-wide digital intervention.Research limitations/implicationsResearch focused on one particular intervention and is thus limited in scope.Practical implicationsThe study has (...) the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools.Social implicationsThe study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors.Originality/valueFew studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel. (shrink)

In this brief comment, we bring together two articles that appear in this special section. Jamieson et al. provide an overview of the biopsychosocial model of threat and challenge and suggest that stress-related arousal can be reappraised as a coping resource to facilitate challenge appraisals. Hernandez et al. review evidence for the link between well-being and health. We see a connection between these seemingly unrelated reviews: Well-being may improve health in part by shaping appraisals of stressors’ demands and appraisals of (...) coping resources. (shrink)

The aim of this paper is to argue that doxastic responsibility, i.e., responsibility for holding a certain doxastic attitude, is not based on direct doxastic control. There are two different kinds of direct doxastic control to be found in the literature, intentional doxastic control and evaluative doxastic control. Although many epistemologists agree that we do not have intentional doxastic control over our doxastic attitudes, it has been argued that we have evaluative doxastic control over the majority of our doxastic attitudes. (...) This has led to the assumption that doxastic responsibility is based on evaluative doxastic control. In the first part of this paper I will introduce the notion of doxastic responsibility and the framework of doxastic guidance control as well as the approaches to direct and indirect doxastic control. I will then argue that doxastic responsibility is not based on direct doxastic control by showing that doxastic responsibility is neither based on intentional nor on evaluative doxastic control. (shrink)

As is well known, some paradoxes arise through inadequate analysis of the meanings of terms in a language, an adequate analysis showing that the paradoxes arise through a lack of separation of an object theory and a metatheory. Under such an adequate analysis in which parts of the metatheory are modelled in the object theory, the paradoxes give way to remarkable theorems establishing limitations of the object theory.Such a modelling is often accomplished by a Gödel numbering. Here we shall use (...) a somewhat different technique in axiomatic set theory, from which we shall reap a few results having the effect of comparing the strength of various axiom schema of comprehension for sets and classes. Similar results were obtained by A. Mostowski [7] using Gödel numbering. (shrink)