The rise in vaccine hesitancy in high-income countries has led some to recommend that certain vaccinations be made compulsory in states where they are currently voluntary. In contrast, I contend that legal coercion is generally inappropriate to address the complex social and psychological phenomenon of vaccine anxieties.

We discuss presupposition, the phenomenon whereby speakers mark linguistically the information that is presupposed or taken for granted, rather than being part of the main propositional content of a speech act. Expressions and constructions carrying presuppositions are called “presupposition triggers”, forming a large class including definites and factive verbs. The article first introduces the range of triggers, the basic properties of presuppositions such as projection and cancellability, and the diagnostic tests used to identify them. The reader is then introducedto major (...) models of presupposition from the last 50 years, separated into three classes: Frege-Strawson derived semantic models, pragmaticmodels such as that offered by Stalnaker, and dynamic models. Finallywe discuss some of the main current issues in presupposition theory. These involve accommodation, which occurs when a hearer's knowledge state is adjusted to meet the speaker's presuppositions; presupposition failure, which occurs when a presupposition is false; the interaction between presuppositions and attitudes; and the triggering problem, i.e., the problem of explaining why presuppositions occur in the first place. (shrink)

Sense and Sensitivity explores the semantics and pragmatics of focus in natural language discourse, advancing a new account of focus sensitivity which posits a three-way distinction between different effects of focus. Makes a valuable contribution to the ongoing research in the field of focus sensitivity Discusses the features of QFC, an original theory of focus implying a new typology of focus-sensitive expressions Presents novel cross-linguistic data on focus and focus sensitivity Concludes with a case study of exclusives (like “only”), arguing (...) that the entire existing literature (reviewed in detail) has missed crucial generalizations, and that the focus sensitivity of these expressions must be understood in terms of their meaning and discourse function. (shrink)

In a majority of cases observed in classrooms over the last several decades, what has gone by the name “discussion” is not discussion, but rather an interaction better known as recitation. If one sees this phenomenon as a problem, then an aspect of its resolution must be theoretical : What series of conceptual terms might we adopt such that recitation does not pass for discussion? Such a theoretical response would have to address internal and external, or subjective and intersubjective, phenomena (...) to describe what it means to participate in an interaction like discussion or recitation. Next the theory would have to explain the differences between interactions such as discussion and recitation in robust terms. Finally, these robust differences would have to prevent the “mistaking” of discussion for recitation, and vice versa. David Backer sets out to accomplish these three goals in the following essay. The theory he builds relies on a distinction between two psychological-affective states: dehiscence and melancholia. Backer argues that recitation forms a mass through melancholic introjection of a single object, while discussion forms a group that dehiscently introjects no particular object at all. The chief finding of this essay is that viewing discussion and recitation through the mass-psychological lens offers a new way to examine what kind of relations of influence and power form during classroom discourse and, specifically, the political significance of those discourses. (shrink)

In this essay, David Waddington provides a basic outline of John Dewey's often‐overlooked views on technology education and explores how these ideas could be updated productively for use in contemporary contexts. Some of the shortcomings of Dewey's ideas are also examined—his faith in the scientific method may have been excessive, and some critics have charged that his aspirations for a technology‐infused citizenship education were overly ambitious. However, Waddington contends in this analysis that by combining Dewey's ideas with the insights (...) of contemporary thinkers such as Bruno Latour, it is possible to update the notion of technological transparency to create a fresh approach to science and technology education. This new approach, which Waddington calls “critical transparency,” aims to help citizens develop a healthy skepticism toward science and technology. (shrink)

In this paper the Centering model of anaphoraresolution and discourse coherence(Grosz et al. 1983, 1995)is reformulated in terms of Optimality Theory (OT)(Prince and Smolensky 1993). One version of the reformulated modelis proven to be descriptively equivalent to an earlier algorithmicstatement of Centering due to Brennan, Friedman and Pollard(1987). However, the new model is stated declaratively, and makesclearer the status of the various constraints used in the theory. Inthe second part of the paper, the model is extended, demonstratingthe advantages of the (...) OT reformulation, and capturing formallyideas originally described by Grosz, Joshi and Weinstein. Three newapplications of the extended OT Centering model are described:generation of linguistic forms from meanings, the evaluation andoptimization of extended texts, and the interpretation of accentedpronouns. (shrink)

The Gold and the Dross: Althusser for Educators is an introduction to the philosophy of Louis Althusser for educators, activists, and those who are new to theory in general.

The extremely high level of simulated violence in certain recent video games has made some people uneasy. There is a concern that something is wrong with these violent games, but, since the violence is virtual rather than real, it is difficult to specify the nature of the wrongness. Since there is no proven causal connection between video-game violence and real violence, philosophical analysis can be particularly helpful in locating potential sources of wrongness in ultra-violent video games. To this end, this (...) paper analyzes video game violence through the lens of utilitarian, Kantian, and post-modern perspectives. Through these analyses, several explanations of the wrongness in violent video games emerge. (shrink)

This essay serves as a guide for scholars, especially those in education, who want to gain a better understanding of Heidegger's essay, ‘The Question Concerning Technology’. The paper has three sections: an interpretive summary, a critical commentary, and some remarks on Heidegger scholarship in education. Since Heidegger's writing style is rather opaque, the interpretive summary serves as a map with which to navigate the essay. The critical commentary offers a careful analysis of some of the central concepts in the essay. (...) These concepts, which include bringing‐forth, challenging‐forth, and gestell, are intriguing but problematic. The problems and possibilities of these ideas are analyzed, and an overall assessment of Heidegger's ideas on technology is offered. In the final section, the work of several scholars in education is examined. Some of this work is excellent, but there is also a significant amount of confused and confusing scholarship. (shrink)

This essay serves as a guide for scholars, especially those in education, who want to gain a better understanding of Heidegger's essay, ‘The Question Concerning Technology’. The paper has three sections: an interpretive summary, a critical commentary, and some remarks on Heidegger scholarship in education. Since Heidegger's writing style is rather opaque, the interpretive summary serves as a map with which to navigate the essay. The critical commentary offers a careful analysis of some of the central concepts in the essay. (...) These concepts, which include bringing‐forth, challenging‐forth, and gestell, are intriguing but problematic. The problems and possibilities of these ideas are analyzed, and an overall assessment of Heidegger's ideas on technology is offered. In the final section, the work of several scholars in education is examined. Some of this work is excellent, but there is also a significant amount of confused and confusing scholarship. (shrink)

Van der Pijl et al outline data suggesting an alarmingly high incidence of violation of the bodily integrity of patients in labour, including episiotomies performed without patients’ consent, or over their explicit objection.1 Similar data have been reported from the USA and Canada.2 The authors appropriately conclude that explicit consent is required at the time of all invasive obstetrical procedures, including episiotomy. Commonsense adjustments to the duration and detail of consent under conditions of clinical urgency are appropriate and should be (...) familiar to any clinician involved in perinatal care, as well as non-obstetric proceduralists caring for acutely ill patients. However, complete omission of consent for any of these procedures is both disrespectful to patients’ autonomy and strongly associated with morbidity from birth-related psychosocial trauma.3–5 The true incidence of obstetrical procedures performed without patients’ consent is difficult to determine for multiple reasons, including sample selection, recall bias and patients’ reluctance to reengage with traumatic experiences; however, …. (shrink)

Army Officers face increased moral pressure in modern warfare, where character judgement and ethical judgement are vital. This article reports the results of a study of 242 junior British Army officers using the Army Intermediate Concept Measure, comprising a series of professionally oriented moral dilemmas developed for the UK context. Results are suggestive of appropriate application of Army values to the dilemmas and of ethical reasoning aligning with Army excellence. The sample does slightly less well, however, for justification than for (...) action reasoning, and there are differences following initial training for infantry and artillery officers versus other branches of service. Dilemmas involving anti-torture methods and not covering up soldiers' failings generated best results compared to those requiring balance between compassion and mission, and negotiating personal relationships with military needs. Gender differences favouring women were less than those observed for other professional groups using similar measures. This research further develops a much-needed measure of ethical reasoning among junior Army officers, with potential for use among other ranks. This approach is advocated for other professional groups. (shrink)

In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search-for-truth conception is closely linked to some ongoing difficulties with science curricula that students (...) find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges. (shrink)

Critics like Leonard Waks argue that video games are, at best, a dubious substitute for the rich classroom experiences that John Dewey wished to create and that, at worst, they are profoundly miseducative. Using the example of Fate of the World, a climate change simulation game, David Waddington addresses these concerns through a careful demonstration of how video games can recapture some of the lost potential of Dewey's original program of education through occupations. Not only do simulation games realize (...) most of the original goals of education through occupations, but they also solve some of the serious practical problems that Dewey's curriculum generated. Waddington concludes the essay with an analysis of Waks's critiques and some cautionary notes about why it is important to be temperate in our endorsement of educational video gaming. (shrink)

An introduction to category theory as a rigorous, flexible, and coherent modeling language that can be used across the sciences. Category theory was invented in the 1940s to unify and synthesize different areas in mathematics, and it has proven remarkably successful in enabling powerful communication between disparate fields and subfields within mathematics. This book shows that category theory can be useful outside of mathematics as a rigorous, flexible, and coherent modeling language throughout the sciences. Information is inherently dynamic; the same (...) ideas can be organized and reorganized in countless ways, and the ability to translate between such organizational structures is becoming increasingly important in the sciences. Category theory offers a unifying framework for information modeling that can facilitate the translation of knowledge between disciplines. Written in an engaging and straightforward style, and assuming little background in mathematics, the book is rigorous but accessible to non-mathematicians. Using databases as an entry to category theory, it begins with sets and functions, then introduces the reader to notions that are fundamental in mathematics: monoids, groups, orders, and graphs—categories in disguise. After explaining the “big three” concepts of category theory—categories, functors, and natural transformations—the book covers other topics, including limits, colimits, functor categories, sheaves, monads, and operads. The book explains category theory by examples and exercises rather than focusing on theorems and proofs. It includes more than 300 exercises, with solutions. Category Theory for the Sciences is intended to create a bridge between the vast array of mathematical concepts used by mathematicians and the models and frameworks of such scientific disciplines as computation, neuroscience, and physics. (shrink)

Much research has explored behaviours that are linked with disgust sensitivity. Few studies, however, have been devoted to understanding how fixed or variable disgust sensitivity is. We therefore aimed to examine whether disgust sensitivity can change with the environment by repeatedly testing students whose environment was not changing as well as student cadets undergoing intensive training at an army camp. We found that an increase in the perceived harshness of the environment was associated with a decrease in pathogen disgust sensitivity. (...) Our results support the idea that disgust sensitivity is malleable depending on the environment. More specifically, we propose that in a harsh environment, where survival may be more difficult, pathogen disgust sensitivity may decrease to allow the consumption of available resources. (shrink)

Expression of transgenes in mice, when examined with assays that can distinguish individual cells, is often found to be heterocellular, or variegated. Line‐to‐line variations in expression of a transgene may be due largely to differences in the proportion of cells in which it is expressed. Variegated silencing by centromeric heterochromatin is well described, but other factors may also affect transgene silencing in mice. Tandem arrays of transgenes themselves form heterochromatin, and some cell lineages may tend to silence transgenes because of (...) extensive facultative heterochromatin in their nuclei. The cis‐acting transcriptional control elements within a transgene inhibit silencing, and strainspecific differences in chromatin proteins may strongly influence the extent of variegation. The accessibility of multiple differentiated cell lineages in mice suggests that they may provide a tool for dissecting the role of chromatin‐mediated silencing in cell differentiation and tissue‐specific gene expression. (shrink)

In 1926, C. E. Ayres, a young assistant editor of The New Republic, had completed a draft of his first book, Science: The False Messiah. His publishers, Bobbs-Merrill, were enthusiastic but also somewhat worried—the book, which was a blistering critique of the public understanding of science, was engagingly written and eminently readable, but it was also provocative. Bobbs-Merrill were concerned that Ayres’ “very saucy” approach might damage sales, especially given that he was a complete unknown as far as the general (...) public was concerned; and in order to boost Ayres’ credibility and, hence, future sales of the book, they felt that he needed an endorsement.1 Ayres thus dutifully set about writing to his friendly .. (shrink)

One of the interesting aspects of Dewey’s early educational thought is his apparent hostility toward children’s imaginative pursuits, yet the question of why this antipathy exists remains unanswered. As will become clear, Dewey’s hostility towards imaginative activities stemmed from a broad variety of concerns. In some of his earliest work, Dewey adopted a set of anti-Romantic criticisms and used these concerns to attack what one might call “runaway” imaginative and emotional tendencies. Then, in his early educational writings, these earlier concerns (...) were augmented by several other factors, including problematic trends in progressive education, new developments in psychology, and Dewey’s own educational aims. This analysis explores the roots of these criticisms, and explains how they culminate in the stance on the imagination that Dewey eventually outlined in the early educational writings. Notably, these findings have some important implications for certain prominent contemporary critics of progressivism. (shrink)

Scholars agree that Hegel had an important influence on John Dewey's early work.1 Unfortunately, the precise nature of this influence is not always easy to discern; in his early works, Dewey mentions Hegel only rarely, and seldom refers to him. However, in his letters and in his later works, Dewey concedes that Hegel had a strong influence on his philosophy. For example, in a 1930 essay, "From Absolutism to Experimentalism," Dewey acknowledges the influence of Hegel, noting that "acquaintance with Hegel (...) has left a permanent deposit in my thinking."2This paper is dedicated to the investigation of an important but not particularly well known, connection between the work of Hegel and Dewey's early educational ideas.3 .. (shrink)