Low-carbon innovation is usually depicted as an exemplar of pursuit of the common good, in both mainstream policy discussion and the emerging orthodoxy of transition studies. Yet it may emerge as a key means of intensifying inequality. We analyse low-carbon innovation as a social and political process through the prism of differential risk-classes, focusing on the pivotal global case of emergence of the Chinese middle-class in seaboard megacities, especially regarding the profound challenges of urban e-mobility transition. This approach shows emergence (...) of this still-forming sociopolitical grouping as tightly and complementarily coupled with the assembling of innovations that meaningfully tackle global risks, such as climate change, while also intensifying existing inequalities. Misrecognition of the duality of low-carbon innovations as both moral technologies and as relatively expensive consumer products has the potentiality to be a key mechanism of this process, thereby serving to reproduce, constitute and legitimize inequalities in novel and unexpected ways. (shrink)

This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing one (...) or the other position (or neither) and are left unable to link the two sides of the discussion. Such an educational process is not one that produces free and reasoned discernment. In this paper, we briefly relate how we came to be aware of the disconnect and its harms. We present evidence that a pedagogical gulf exists within the teaching of markets and capitalism at American universities - faculty interviews, course syllabi, portions of the corpus of material generally referred to as Catholic Social Thought, as well as references to traditional, mainstream economic theory. Further, we give evidence of the confusion and frustration among students this gulf causes. We suggest possible reasons for the gulf-primarily through an investigation of the differences in underlying assumptions and misperceptions that exist between two divisions within universities. We conclude by suggesting a set of curricular changes designed to improve teaching. The authors' aim is not to change people's minds. It is to change their teaching. The authors believe that these curricular changes will leave students less frustrated and better prepared for a life of significant service - with improved critical thinking skills. (shrink)

Despite a large and multifaceted effort to understand the vast landscape of phenotypic data, their current form inhibits productive data analysis. The lack of a community-wide, consensus-based, human- and machine-interpretable language for describing phenotypes and their genomic and environmental contexts is perhaps the most pressing scientific bottleneck to integration across many key fields in biology, including genomics, systems biology, development, medicine, evolution, ecology, and systematics. Here we survey the current phenomics landscape, including data resources and handling, and the progress that (...) has been made to accurately capture relevant data descriptions for phenotypes. We present an example of the kind of integration across domains that computable phenotypes would enable, and we call upon the broader biology community, publishers, and relevant funding agencies to support efforts to surmount today's data barriers and facilitate analytical reproducibility. (shrink)

ABSTRACTPresenting information in a coherent fashion has been shown to increase processing fluency, which in turn influences affective responses. The pattern of responses have been explained by two...

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

In this book, David Deane proposes a renewal of Catholic moral theology by deconstructing dominant secular positions and restoring Catholic positions to their theological roots.

The transcendental argument for God’s existence (“TAG”) claims that the existence of the Triune God is a metaphysically necessary precondition for the most basic features of human life and experience. Philosopher Sean Choi has recently argued that TAG is best understood as having the following argument pattern: (1) p, (2) Necessarily, if p, then G (God exists), and therefore (3) G. In this note, I pose a dilemma argument for the proponent of the transcendental argument (understood this way). My hope (...) is that the dilemma argument will spur further development and clarification of exactly what the transcendental argument is. (shrink)

In this note, we present a new observation of relevance to Aquinas’s third way. Scholars have noted that Aquinas recognizes the existence of a multiplicity of necessary beings, but it has not been recognized that Aquinas’s views concerning the eternality of the world commit him to the epistemic possibility that the world itself is a necessary being. We explain how Aquinas is committed to this possibility and explore its bearing on the success or failure of the third way as a (...) demonstration of God’s existence. (shrink)

In this paper I explore and defend an interpretation of Calvin’s doctrine of the sense of divinity which implies the following claim: (CSD) All sane cognizers know that God exists. I argue that externalism about knowledge comports well with claim CSD, and I explore various questions about the character of the theistic belief implied by CSD. For example, I argue that CSD implies that all sane cognizers possess functionally rational theistic belief. In the final sections of the paper, I respond (...) to two main objections and argue that CSD is consistent with the existence of various kinds of atheists and agnostics. (shrink)

Mylan Engel, Jr. has proposed a straightforward and attractive explanation of the internalism-externalism controversy (IEC) in contemporary epistemology. Engel's explanation posits that there are two distinct kinds of epistemic justification, and the IEC has arisen because epistemologists have inadvertently overlooked the fact that they are not all concerned with the same subject matter (internalists are concerned with one kind of epistemic justification while externalists are concerned with another kind). In this paper, I will explain two difficulties with Engel's proposed explanation. (...) The first difficulty concerns the claim that there are two kinds of epistemic justification. The second difficulty concerns whether Engel's proposed explanation is adequate to explain internalist concerns. (shrink)

In the final chapter of Warrant and Proper Function, Alvin Planting a presents an “evolutionary argument against naturalism” (where naturalism is the claim that there are no supernatural beings). According to this argument, the conjunction of naturalism and evolution cannot be rationally believed by anyone who understands its epistemic implications. In this paper, I argue that if Plantinga’s evolutionary argument is sound, it follows that (what I call) perceptive naturalists have no propositional knowledge. Since it is plausible that perceptive naturalists (...) do have some propositional knowledge, I infer that the evolutionary argument (EA) is unsound. However, I conclude the paper with the suggestion that even if EA is unsound, it may still provide important insights about the epistemic shortcomings of naturalism. (shrink)

In the final chapter of Warrant and Proper Function, Alvin Planting a presents an “evolutionary argument against naturalism” (where naturalism is the claim that there are no supernatural beings). According to this argument, the conjunction of naturalism and evolution cannot be rationally believed by anyone who understands its epistemic implications. In this paper, I argue that if Plantinga’s evolutionary argument is sound, it follows that (what I call) perceptive naturalists have no propositional knowledge. Since it is plausible that perceptive naturalists (...) do have some propositional knowledge, I infer that the evolutionary argument (EA) is unsound. However, I conclude the paper with the suggestion that even if EA is unsound, it may still provide important insights about the epistemic shortcomings of naturalism. (shrink)

My original dilemma claimed that the transcendental argument for God’s existence is either superfluous (if the goal is to establish the actual existence of God) or inadequate (if the goal is to establish the necessary existence of God). In this rejoinder to James Anderson, I begin by noting some important points of agreement. I then clarify the differences between pattern-I, pattern-II, and pattern-III theistic arguments. I comment on each of Anderson’s three proposed lines of response and defend by original dilemma, (...) on the assumption that TAG is formulated as a pattern-II argument. (shrink)

The suspension of major sporting competitions due to the global COVID-19 pandemic had a substantial negative impact on the sporting industry. As such, a successful and sustainable return to sport will require extensive modifications to the current operations of sporting organizations. In this article we argue that methods from the realm of sociotechnical systems theory are highly suited for this purpose. The aim of the study was to use such methods to develop a model of an Australian Football League club’s (...) football department. The intention was to identify potential modifications to the club’s operations to support a return to competition following the COVID-19 crisis. Subject Matter Experts from an AFL club participated in three online workshops to develop Work Domain Analysis and Social Organization and Cooperation Analysis models. The results demonstrated the inherent complexity of an AFL football department via numerous interacting values, functions and processes influencing the goals of the system. Conflicts within the system were captured via the modeling and included pursing goals that may not fully reflect the state of the system, a lack of formal assessment of core values, overlapping functions and objects, and an overemphasis on specialized roles. The current analysis has highlighted potential areas for modification in the football department, and sports performance departments in general. (shrink)

We describe here an interdisciplinary lab science course for non-majors using the history of science as a curricular guide. Our experience with diverse instructors underscores the importance of the teachers and classroom dynamics, beyond the curriculum. Moreover, the institutional political context is central: are courses for non-majors valued and is support given to instructors to innovate? Two sample projects are profiled.

A growing body of literature critical of ethics review boards has drawn attention to the processes used to determine the ethical merit of research. Citing criticism on the bureaucratic nature of ethics review processes, this literature provides a useful provocation for (re)considering how the ethics review might be enacted. Much of this criticism focuses on how ethics review boards _deliberate,_ with particular attention given to the lack of transparency and opportunities for researcher recourse that characterise ethics review processes. Centered specifically (...) on the conduct of ethics review boards convened within university settings, this paper draws on these inherent criticisms to consider the ways that ethics review boards might enact more communicative and deliberative practices. Outlining a set of principles against which ethics review boards might establish strategies for engaging with researchers and research communities, this paper draws attention to how _Deliberative communication_, _Engagement with researchers_ and the _Distribution of responsibility_ for the ethics review might be enacted in the day-to-day practice of the university human ethics review board. This paper develops these themes via a conceptual lens derived from Habermas’ (The theory of communicative action. Volume 1: Reason and the rationalization of society, 1984 ) articulation of ‘communicative action’ and Fraser’s (Social Text, 25(26), 56–80, 1990 ) consideration of ‘strong publics’ to cast consideration of the role that human ethics review boards might play in supporting university research cultures. _Deliberative communication_, _Engagement with researchers_ and the _Distribution of responsibility_ provide useful conceptual prompts for considering how ethics review boards might undertake their work. (shrink)

In the Enneads Plotinus articulates an account of ‘creation’ following in the tradition, albeit critically, of Plato’s Timaeus. This article compares Hart’s account of creation, as expressed in The Beauty of the Infinite: The Aesthetics of Christian Truth , and other secondary literature, with that of Plotinus’s. Some significant differences and interesting parallels are highlighted.

Over the past decade, Convergence Research has increasingly gained prominence as a research, development, and innovation (RDI) strategy to address grand societal challenges. However, a dearth of research-based evidence is available to aid researchers, research teams, and institutions with navigating the complexities attendant to the specifics of Convergence Research. This paper presents a multilevel research agenda that accounts for an integral understanding of Convergence Research as a complex adaptive system. Furthermore, by developing a framework that accounts for ancillary, yet essential, (...) systems associated with Convergence Research, we enrich the agenda with a literature-steeped discussion that considers how systems-based practices of collaboration, inquiry, and context interact with the processes and products of Convergence Research. Finally, we synthesize and apply insights from the reviewed literature by providing paths for empirical exploration emphasizing systems-based practices. In so doing, we delineate an extended boundary for a research stream that both clarifies and enlarges our understanding of Convergence Research as a ‘system-of-systems’. (shrink)

BackgroundBiobanking biospecimens and consent are common practice in paediatric research. We need to explore children and young people’s (CYP) knowledge and perspectives around the use of and consent to biobanking. This will ensure meaningful informed consent can be obtained and improve current consent procedures.MethodsWe designed a survey, in co-production with CYP, collecting demographic data, views on biobanking, and consent using three scenarios: 1) prospective consent, 2) deferred consent, and 3) reconsent and assent at age of capacity. The survey was disseminated (...) via the Young Person’s Advisory Group North England (YPAGne) and participating CYP’s secondary schools. Data were analysed using a qualitative thematic approach by three independent reviewers (including CYP) to identify common themes. Data triangulation occurred independently by a fourth reviewer.ResultsOne hundred two CYP completed the survey. Most were between 16–18 years (63.7%, N = 65) and female (66.7%, N = 68). 72.3% had no prior knowledge of biobanking (N = 73).Acceptability of prospective consent for biobanking was high (91.2%, N = 93) with common themes: ‘altruism’, ‘potential benefits outweigh individual risk’, 'frugality', and ‘(in)convenience’.Deferred consent was also deemed acceptable in the large majority (84.3%, N = 86), with common themes: ‘altruism’, ‘body integrity’ and ‘sample frugality’. 76.5% preferred to reconsent when cognitively mature enough to give assent (N = 78), even if parental consent was previously in place. 79.2% wanted to be informed if their biobanked biospecimen is reused (N = 80).ConclusionProspective and deferred consent acceptability for biobanking is high among CYP in the UK. Altruism, frugality, body integrity, and privacy are the most important themes. Clear communication and justification are paramount to obtain consent. Any CYP with capacity should be part of the consenting procedure, if possible. (shrink)

We argue in favour of the general proposition that the nature of reasoning is best understood within a context of its origins and development. A major dimension of what develops in the years from childhood to adulthood, we propose, is increasing meta-level monitoring and management of cognition. Two domains are examined in presenting support for these claims—multivariable causal reasoning and argumentive reasoning.