Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too much (...) time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

Summary Twenty?four primary schools were randomly selected from all those listed in a local education authority in the West Midlands of England. Heads or deputy headteachers of 21 of these schools were interviewed using a structured interview schedule very similar to the one used for a recent survey of secondary schools. Data were obtained about the general rule structures of the schools and the system of sanctions and rewards used to maintain them. The findings were then compared with those from (...) the secondary survey. Primary schools were less likely than secondary schools to have written rule structures but most were in the process of producing them in response to new pressures. It was more common for all the teachers in the primary school to be considered responsible for seeing that rules were kept. Generally, primary school headteachers identified fewer sanctions being used to uphold their rules than in secondary schools. The number of rewards used in both types of school was about equal. Comment is made on the difference between sanctions and rewards identified as being used in schools and some observed classroom practice. (shrink)

As is often the case in clinical ethics, the discourse in COVID-19 has focused primarily on difficult and controversial decision-making junctures such as how to decide who gets access to intensive care resources if demand outstrips supply. However, the lived experience of COVID-19 raises less controversial but arguably more profound moral questions around what it means to look after each other through the course of the pandemic and how this translates in care for the dying. This piece explores the interface (...) between the pandemic, ethics, and the role of palliative care. We argue that the ethical discourse should be broader, and that the principles that underly the discipline of palliative care provide a solid ethical foundation for the care of all patients through the coronavirus pandemic. (shrink)

We attempt to extend the nominalistic project initiated in Hartry Field's Science Without Numbers to modern physical theories based in differential geometry.

We pose and resolve several vexing decision theoretic puzzles. Some are variants of existing puzzles, such as 'Trumped' (Arntzenius and McCarthy 1997), 'Rouble trouble' (Arntzenius and Barrett 1999), 'The airtight Dutch book' (McGee 1999), and 'The two envelopes puzzle' (Broome 1995). Others are new. A unified resolution of the puzzles shows that Dutch book arguments have no force in infinite cases. It thereby provides evidence that reasonable utility functions may be unbounded and that reasonable credence functions need not be countably (...) additive. The resolution also shows that when infinitely many decisions are involved, the difference between making the decisions simultaneously and making them sequentially can be the difference between riches and ruin. Finally, the resolution reveals a new way in which the ability to make binding commitments can save perfectly rational agents from sure losses. (shrink)

I argue that it may well be the case that space and time do not consist of points, indeed that they have no smallest parts. I examine two different approaches to such pointless spaces : a topological approach and a measure theoretic approach. I argue in favor of the measure theoretic approach.

Space, Time, and Stuff is an attempt to show that physics is geometry: that the fundamental structure of the physical world is purely geometrical structure. Along the way, he examines some non-standard views about the structure of spacetime and its inhabitants, including the idea that space and time are pointless, the idea that quantum mechanics is a completely local theory, the idea that antiparticles are just particles travelling back in time, and the idea that time has no structure whatsoever. The (...) main thrust of the book, however, is that there are good reasons to believe that spaces other than spacetime exist, and that it is the existence of these additional spaces that allows one to reduce all of physics to geometry. Philosophy, and metaphysics in particular, plays an important role here: the assumption that the fundamental laws of physics are simple in terms of the fundamental physical properties and relations is pivotal."--P. [4] of cover. (shrink)

The ‘Principal Principle’ states, roughly, that one's subjective probability for a proposition should conform to one's beliefs about that proposition's objective chance of coming true. David Lewis has argued (i) that this principle provides the defining role for chance; (ii) that it conflicts with his reductionist thesis of Humean supervenience, and so must be replaced by an amended version that avoids the conflict; hence (iii) that nothing perfectly deserves the name ‘chance’, although something can come close enough by playing the (...) role picked out by the amended principle. We show that in fact there must be ‘chances’ that perfectly play what Lewis takes to be the defining role. But this is not the happy conclusion it might seem, since these ‘chances’ behave too strangely to deserve the name. The lesson is simple: much more than the Principal Principle—more to the point, much more than the connection between chance and credence—informs our understanding of objective chance. 1 Introduction 2 Preliminaries 3 Undermining futures and the New Principle 4 The Old Principle rescued? 5 The New Bug 6 Conclusion. (shrink)

Spitale, Germani, and Biller-Andorno (2024) have proposed a comprehensive framework for navigating the ethical dilemmas associated with risk and crisis communication (RCC) during public health emer...

Richard Feynman has claimed that anti-particles are nothing but particles `propagating backwards in time'; that time reversing a particle state always turns it into the corresponding anti-particle state. According to standard quantum field theory textbooks this is not so: time reversal does not turn particles into anti-particles. Feynman's view is interesting because, in particular, it suggests a nonstandard, and possibly illuminating, interpretation of the CPT theorem. In this paper, we explore a classical analog of Feynman's view, in the context of (...) the recent debate between David Albert and David Malament over time reversal in classical electromagnetism. (shrink)

Historians not only operate in the famous "ivory tower" of science, but present their research and take part in social debates. Their interventions relate to developments in the culture of remembrance or historical-political decisions, but also to current issues that go beyond this. They can take on an analytical, an enlightening, a warning, an accusatory or a defensive role and act as public historians. The volume brings together contributions from the Leibniz Center for Contemporary History Potsdam (ZZF). They address individual (...) actors, discussions and scientific self-understandings as well as the relationship between history and the public. (shrink)

Interpreting a seemingly simple function word like “or,” “behind,” or “more” can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural‐network‐based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the (...) meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof‐of‐concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non‐symbolic general statistical learning algorithms, without any prior knowledge of linguistic meaning. (shrink)

I start off by relating the standard philosophical account of what time travel is to models of time travel that have recently been discussed by physicists. I then discuss some puzzles associated with time travel. I conclude that philosophers’ arguments against time travel are relevant when assessing the likelihood of the occurrence time travel in our world, and are relevant to the assessment whether time travel is physically possible.

Time travel has been a staple of science fiction. With the advent of general relativity it has been entertained by serious physicists. But, especially in the philosophy literature, there have been arguments that time travel is inherently paradoxical. The most famous paradox is the grandfather paradox: you travel back in time and kill your grandfather, thereby preventing your own existence. To avoid inconsistency some circumstance will have to occur which makes you fail in this attempt to kill your grandfather. Doesn't (...) this require some implausible constraint on otherwise unrelated circumstances? We examine such worries in the context of modern physics. (shrink)

Physicians may justifiably limit patients' refusals of medical interventions when the refusal is based on a negative right to noninterference coupled with a request for an unreasonable alternative.

In this book, the historical dynamics of social policy, common welfare economics and the politics of social services of general interest, justified by personalist ethics, are understood as endogenous, dialectical mechanisms of the polarity between the principles of Apollonian order and Dionysian transgression; as a logical form of the philosophy of history on the ontological pathway to the concrete utopia of the truth of socially caring communities comprised of free people living according to their belief in reciprocal responsibility; and as (...) a system of solidarity based on love. (shrink)

Historicism -- Time -- Interpretation -- Representation -- Reference -- Truth -- Meaning -- Presence -- Experience (I) -- Experience (II) -- Subjectivity -- Politics.

The frequencies with which photons pass through half-silvered mirrors in the forward direction of time is always approximately 1/2, whereas the frequencies with which photons pass through mirrors in the backward direction in time can be highly time-dependent. I argue that whether one should infer from this time-asymmetric phenomenon that time has an objective direction will depend on one's interpretation of quantum mechanics.

Many phenomena in the world display a striking time-asymmetry: the forwards transition frequencies are approximately invariant while the backwards ones are not. I argue in this paper that theories of such phenomena will entail that time has a direction, and that quantum mechanics in particular entails that the future is objectively different from the past.

Turgot, Baron de l'Aulne: The future of mind.--Marquis de Condorcet: The taming of the future.--Comte de Saint-Simon: The pear is ripe.--Children of Saint-Simon: The triumph of love.--Charles Fourier: The burgeoning of instinct.--Auguste Comte: Embodiment in the great being.

The two envelope paradox can be dissolved by looking closely at the connection between conditional and unconditional expectation and by being careful when summing an infinite series of positive and negative terms. The two envelope paradox is not another St. Petersburg paradox and that one does not need to ban talk of infinite expectation values in order to dissolve it. The article ends by posing a new puzzle to do with infinite expectations.

Die {raquo}Revolution der Denkart{laquo} hat nicht nur den Anlauf genommen, welchem sie ihren Namen verdankt.! Gezahlt werden noch weitere Umstellungen der Theorie bildung als bloG die kopernikanische Kants. Hier interessieren gleich zwei. Die eine liefert den Gegenstand, die entsprechende, RevolutionPhanomenologie.

One of our great contemporary scientists presents ten insights that illuminate what every thinking person needs to know about what the world is and how it works. Nobel Prize winner Frank Wilczek's Fundamentals is built around a simple but profound idea: the models of the world we construct as children are practical and adequate for everyday life, but they do not bring in the surprising and mind-expanding revelations of modern science. To do that, we must look at the world (...) anew, combining clear thinking with an openness to wonder. This "born again" world is in many ways larger, fuller, and much stranger than it appears. Through an exploration of space, time, matter, and ideas--and equipped with facts, questions, and brilliant speculations--Wilczek guides us through the past, present, and future of fundamental science. Readers will emerge with an expanded vision of our universe. Author Bio: Frank Wilczek won the Nobel Prize in Physics in 2004 for work he did as a graduate student. He was among the earliest MacArthur fellows, and has won many awards both for his scientific work and his writing. He is the author of A Beautiful Question, The Lightness of Being, Fantastic Realities, Longing for the Harmonies, and hundreds of articles in leading scientific journals. His "Wilczek's Universe" column appears regularly in the Wall Street Journal. Wilczek is the Herman Feshbach Professor of Physics at the Massachusetts Institute of Technology, founding director of the T. D. Lee Institute and chief scientist at the Wilczek Quantum Center in Shanghai, China, and a distinguished professor at Arizona State University and Stockholm University. (shrink)

Strong reciprocity is an effective way to promote cooperation. This is especially true when one not only cooperates with cooperators and defects on defectors (second-party punishment) but even punishes those who defect on others (third-party, “altruistic” punishment). Some suggest we humans have a taste for such altruistic punishment and that this was important in the evolution of human cooperation. To assess this we need to look across a wide range of cultures. As part of a cross-cultural project, I played three (...) experimental economics games with the Hadza, who are hunter-gatherers in Tanzania. The Hadza frequently engaged in second-party punishment but they rarely engaged in third-party punishment. Other small-scale societies engaged in less third-party punishment as well. I suggest third-party punishment only became more important in large, complex societies to solve more pressing collective-action problems. (shrink)

The paper considers the set $\mathscr{M}\mathscr{L}_1$ of first-order polymodal formulas the modal operators in which can be applied to subformulas of at most one free variable. Using a mosaic technique, we prove a general satisfiability criterion for formulas in $\mathscr{M}\mathscr{L}_1$, which reduces the modal satisfiability to the classical one. The criterion is then used to single out a number of new, in a sense optimal, decidable fragments of various modal predicate logics.

In The Democratic Horizon: Hyperpluralism and the Renewal of Political Liberalism, Alessandro Ferrara seeks a philosophical breakthrough from what looks like it could be a pending dead-end for democracy. The best hope, Ferrara superbly maintains, lies through an extension or updating – a “renewal,” as he calls it – of lines of thought bequeathed to us, by John Rawls and others, under the name of political liberalism. Somewhere near the crux of Ferrara’s reflection stands a class of institutional fixtures whose (...) name is missing from his title. I mean the class “constitution.” I use that word to name a country’s scriptural basic law, its publicly cognizable corpus of canonically worded sentences ordaining the country’s basic institutional framework. My suggestion will be that it is no less tellingly a “constitutional” than a “democratic” horizon that Ferrara’s work, in conjunction with Rawls’s, shows us to be facing. (shrink)

The rule of law is a valuable human achievement. It is valuable not only instrumentally, but also for its own sake as a significant aspect of social justice. Only in a society that enjoys the rule of law is it possible for people to regard one another as fellow free citizens; no one the master of anyone else. Nevertheless, the rule of law is poorly understood. In this book, Frank Lovett develops a rigorous conception of the rule of law (...) that is grounded in legal positivism, and offers a civic republican argument for its value in terms of freedom from domination. Bridging persistent methodological gaps that divide legal philosophy, social science, and political theory, Lovett demonstrates how insights from all three can be united in a single powerful theory. This book will appeal to anyone interested in the rule of law, including scholars, legal officials, and policy-makers. (shrink)

John Rawls proposed, as what he called “the liberal principle of legitimacy,” that coercive exercises of political power can be justified to free and equal dissenters when “in accordance with a constitution (written or unwritten) the essentials of which all citizens, as reasonable and rational, can endorse.” Does “unwritten constitution” there refer to norms of constitutional import, but that subsist only as custom, not as law? To norms that subsist as common law but not as code law? To empirical regularities (...) of political practice, as opposed to normative rules and standards? Which interpretation is best? (shrink)

Though the geographic dimensions of philosophical history were always, in principle at least, the whole globe, for the last two thousand years the ...

It has been argued that the existence of faster than light particles in the context of special relativity would imply the possibility to influence the past, and that this would lead to paradox. In this paper I argue that such conclusions cannot safely be drawn without consideration of the equations of motion of such particles. I show that such equations must be non-local, that they can be deterministic, and that they can avoid the suggested paradoxes. I also discuss conservation of (...) energymomentum, and how instantaneous action at a distance can avoid similar paradoxes. *I am most grateful for helpful comments made by John Earman, and especially John Norton, who is responsible for anything that makes sense in this paper. I am also grateful for the reception of a Mellon postdoctoral fellowship, which supported me whilst doing the research for this paper. (shrink)

The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access (...) to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies. (shrink)

In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the (...) strongest performances of individuals. Viewing educational events in terms of the patterns and rhythms that transpire in a particular social fields allows educators ways to create powerful educational environments even in neocolonial contexts that pit students and teachers against one another. Viewing educational events as social fields also allows us to understand how the common classroom, which focuses each student on the material in front of them, creates impotent individuals who dissociate themselves from others. (shrink)