This paper reflects on fundamental ethical issues concerning designing for behavioural change, in order to raise questions about the factors that should be considered by design practitioners when developing interventions. It draws on existing literature on philosophical ethics, moral psychology and design. It proposes a list of ethical questions and considerations to be made throughout the design process. A case study addressing behavioural changes in antibiotics prescriptions (for Urinary Tract Infections) was carried out to demonstrate how the ethical questions identified (...) are asked and considered. We provide a framework for addressing these issues with the hope that it will help minimise the risk of problematic and unethical intervention design processes. (shrink)

Importance Informed consent is essential to ethical, rigorous research and is important to recruitment and retention in cancer trials.Objective To examine cancer clinical trial (CCT) participants’ perceptions of informed consent processes and variations in perceptions by cancer type.Design and Setting and Participants Cross-sectional survey from mixed-methods study at National Cancer Institute–designated Northeast comprehensive cancer center. Open-ended and forced-choice items addressed: (1) enrollment and informed consent experiences and (2) decision-making processes, including risk-benefit assessment. Eligibility: CCT participant with gastro-intestinal or genitourinary, hematologic-lymphatic (...) malignancies, lung cancer, and breast or gynecological cancer (N = 334).Main Outcome Measures Percentages satisfied with consent process and information provided; and assessing participation’s perceptions of risks/benefits. Multivariable logistic or ordinal regression examined differences by cancer type.Results Most patient-participants felt well informed by the consent process (more than 90% overall and by cancer type) and. most (87.4%) reported that the consent form provided all the information they wanted, although nearly half (44.8%) reported that they read the form somewhat carefully or less. More than half (57.9%) said that talking to research staff (i.e., the consent process) had a greater impact on participation decisions than reading the consent form (2.1%). A third (31.1%) were very sure of joining in research studies before the informed consent process (almost half of lung cancer patients did—47.1%). Most patients personally assessed the risks and benefits before consenting. However, trust in physicians played an important role in the decision to enroll in CCT.Conclusions and Relevance Cancer patients rely less on written features of the informed consent process than on information obtained from the research staff and their own physicians. Research should focus on information and communication strategies that support informed consent from referring physicians, researchers, and others to improve patient risk-benefit assessment and decision-making. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Zen and Philosophy: An Intellectual Biography of Nishida KitarōThomas P. KasulisZen and Philosophy: An Intellectual Biography of Nishida Kitarō. By Michiko Yusa. Honolulu: University of Hawai'i Press, 2002. 482 pp.Readers of this journal know that much Buddhist-Christian dialogue over the past three decades has featured Kyōto School philosophy for the Buddhist side of the conversations. The major figures in that school known to the West are Nishida Kitarō, (...) Tanabe Hajime, Nishitani Keiji, Takeuchi Yoshinori, and Ueda Shizuteru. Other philosophers not formally connected to the school but in some ways kindred spirits with it include Watsuji Tetsurō, Hisamatsu Shin'ichi, and Abe Masao. Both individually and collectively these philosophers represent a formidable intellectual tradition, simultaneously challenging and inspiring their Western theological and philosophical counterparts. In surveying the Western responses to the Kyōto School, however, I often find an odd lacuna: the philosophers behind the thought are often absent or, at best, caricatured.The mischief here comes from two directions. On one hand, there are the Western theologians and philosophers who read in translation the works by Nishitani or Tanabe and are astounded by the sophistication of the thought and the way familiar Western philosophical thinkers such as Hegel, Kant, Heidegger, and Plato are interwoven in the arguments. Not being Asian specialists, these readers quite naturally focus on parts of the texts most familiar and intelligible—the interplay with Western ideas and values. This approach has helped Western thinkers discover hidden cultural assumptions in their own philosophizing and religious thinking. Missing, however, is the culturally Japanese character of the Kyōto School philosophers. At least until very recently, these philosophers did not write for a Western audience, but [End Page 268] for their Japanese compatriots. Thus, however much their philosophies might be Western in style and content, it is likely that at least some of their questions (and therefore their answers) were responses to Japanese, rather than Western, concerns. Given the upheaval that Japanese culture and society underwent in the first half of the twentieth century, it is especially important to factor into the equation such contemporaneous cultural concerns.Partly in response to this situation, there has more recently been a response from some Western intellectual historians of Japan who seek to debunk the Kyōto School as a whole, finding in it nothing more than disguised ethnocentrism, jingoism, and imperialism. In making their case, they often ignore the full philosophical systems developed by the Kyōto School thinkers and focus instead on comments from public forums or lectures. Sometimes no more than a few isolated quotations are used to support the case. What is wrong here is not necessarily the claim that Kyōto School philosophy was implicated in the political thought of the wartime years, but rather the cavalier scholarship used to support that claim. A whole school of philosophers tends to be lumped together with little concern for sorting out individual differences. For intellectual historians of this ilk, it is as if books are written by ideologies rather than individuals (or even individual ideologues). Such caricatures of the Kyōto School may even minimize the significance of the fact that some philosophers associated with the movement, Miki Kiyoshi and Tosaka Jun for example, died in prison for their leftist ideas and practices. The Kyōto School is not nearly as hegemonic as some of its critics like to claim.In short, these two commonWestern approaches to reading the Kyōto School philosophers tend either to overlook their Japaneseness or to deny their individuality. Either way, the philosopher disappears from the philosophizing. Here Yusa's book is a vital corrective. Her intellectual biography both Japanizes and humanizes Nishida Kitarō (1870-1945), the founder of the Kyōto School and the inspiration for most of Japan's modern philosophy. Her narrative gives us insight after insight into the concrete contexts in which Nishida's thought developed. Her discussion of each progression in Nishida's thought over his lifetime is framed by relevant events in his family life, his professional career, his interaction with colleagues, and the readings that were inspiring him at the time. Japanese editions of modern writers' collected works commonly... (shrink)

The study of anarchism as a philosophical, political, and social movement has burgeoned both in the academy and in the global activist community in recent years. Taking advantage of this boom in anarchist scholarship, Nathan J. Jun and Shane Wahl have compiled twenty-six cutting-edge essays on this timely topic in New Perspectives on Anarchism.

Thomas Hobbes took a new look at the ways in which society should function, and he ended up formulating the concept of political science. His crowning achievement, Leviathan, remains among the greatest works in the history of ideas. Written during a moment in English history when the political and social structures as well as methods of science were in flux and open to interpretation, Leviathan played an essential role in the development of the modern world. This edition of Hobbes' (...) landmark work is based on the original text. It incorporates the author's own corrections and retains the period spelling and punctuation, offering both flavorful authenticity and the utmost clarity of expression. (shrink)

This volume brings together for the first time a significant number of Reid's manuscript papers on natural history, physiology and materialist metaphysics. An important contribution not only to Reid studies but also to our understanding of eighteenth-century science and its context.

Thomas Hobbes took a new look at the ways in which society should function, and he ended up formulating the concept of political science. His crowning achievement, Leviathan, remains among the greatest works in the history of ideas. Written during a moment in English history when the political and social structures as well as methods of science were in flux and open to interpretation, Leviathan played an essential role in the development of the modern world. This edition of Hobbes' (...) landmark work is based on the original text. It incorporates the author's own corrections and retains the period spelling and punctuation, offering both flavorful authenticity and the utmost clarity of expression. (shrink)

Thomas Alexander shows that the primary, guiding concern of Dewey's philosophy is his theory of aesthetic experience.

There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language (EFL) teachers in (...) China. Drawing on Vygotsky’s Sociocultural Theory, this qualitative research focused on EFL teachers’ cognitions about form-focused instruction in Chinese university settings. It intended to discover how teachers’ cognitions changed when they were expected to teach in actual classrooms and what factors contributed to these changes. Data collected from four teacher-participants through semi-structured interviews, classroom observations and follow-up stimulated recall interviews showed participants’ support forfocus-on-forminstruction, which means they not only paid attention to the grammatical form of the language but also to the meaning it is intended to convey. However, data also showed that the teacher-participants shifted fromfocus-on-formtofocus-on-formSinstruction in actual teaching, which suggests that they might have realized the challenges of carrying out teaching activities surroundingfocus-on-formand would like to take an easier approach by only teaching the grammar of the language byfocusing on formS. Such incongruences are interpreted with reference to a plethora of sociocultural factors including traditional Chinese thinking and institutional expectations. The implications of the findings for stakeholders in universities, including faculty members, students, and curriculum developers in similar contexts, are also discussed. (shrink)

The definition of art is controversial in contemporary philosophy. Whether art can be defined has also been a matter of controversy. The philosophical usefulness of a definition of art has also been debated. -/- Contemporary definitions can be classified with respect to the dimensions of art they emphasize. One distinctively modern, conventionalist, sort of definition focuses on art’s institutional features, emphasizing the way art changes over time, modern works that appear to break radically with all traditional art, the relational properties (...) of artworks that depend on works’ relations to art history, art genres, etc. – more broadly, on the undeniable heterogeneity of the class of artworks. The more traditional, less conventionalist sort of definition defended in contemporary philosophy makes use of a broader, more traditional concept of aesthetic properties that includes more than art-relational ones, and puts more emphasis on art’s pan-cultural and trans-historical characteristics – in sum, on commonalities across the class of artworks. Hybrid definitions aim to do justice to both the traditional aesthetic dimension as well as to the institutional and art-historical dimensions of art, while privileging neither. (shrink)

The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in the dialog with (...) their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development. (shrink)

While previous studies have examined front-line teachers’ written feedback practices in second language writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking and non-native English-speaking teachers’ written feedback practices in the Chinese tertiary context. Our (...) study collected 80 English as a foreign language students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues, whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Many recent evolutionary psychology and human behavioral ecology studies have tested hypotheses by examining correlations between variables measured at a group level (e.g., state, country, continent). In such analyses, variables collected for each aggregation are often taken to be representative of the individuals present within them, and relationships between such variables are presumed to reflect individual-level processes. There are multiple reasons to exercise caution when doing so, including: (1) the ecological fallacy, whereby relationships observed at the aggregate level do not (...) accurately represent individual-level processes; (2) non-independence of data points, which violates assumptions of the inferential techniques used in null hypothesis testing; and (3) cross-cultural non-equivalence of measurement (differences in construct validity between groups). We provide examples of how each of these gives rise to problems in the context of testing evolutionary hypotheses about human behavior, and we offer some suggestions for future research. (shrink)

Within a Complex Dynamic Systems Theory framework, this longitudinal qualitative study explored the complex patterns and identified the degree of variability in three learners’ developmental process. Learners’ listening performance was tracked and examined every 6 weeks, followed by retrospective interviews and self-reflections every 7 weeks over the 43-month span. A series of CDST techniques were adopted for data analysis, including using min–max graphs to trace the minimum and maximum scores on the EFL learners’ listening developmental indices over time. Monte-Carlo and (...) Loess smoothing analyses were applied to gauge for degrees of variability. The results suggest that: Min–max graphs and smoothed Loess curves depict flux developmental processes of learners’ L2 listening; learners differed from each other in the degree of inter-individual variability in their listening developmental trajectory; and occurrence of unanticipated patterns confirm that learners demonstrated personalized intra-individual variability within their unique listening developmental process. Results indicate that variability is a pattern characteristic of CDST both between and within individuals, and inform us about how Chinese EFL listeners’ language develops. We conclude by discussing the implications for researchers and practitioners who are concerned with learners’ developmental trajectories and unexpected changing patterns in the process of foreign language learning. (shrink)

Several features of the yeast mitochondrial genome, including high mutation rate, dynamic genomic structure, small effective population size, and dispensability for cellular viability, make it a promising candidate for generating hybrid incompatibility and driving speciation. Cytonuclear incompatibility, a specific type of Dobzhansky‐Muller genetic incompatibility caused by improper interactions between mitochondrial and nuclear genomes, has previously been observed in a variety of organisms, yet its role in speciation remains obscure. Recent studies in Saccharomyces yeast species provide a new insight, with experimental (...) evidence that cytonuclear incompatibility and DNA sequence divergence are both causes of the reproductive isolation of different yeast species. Interestingly, these two mechanisms seem to be perfectly complementary to each other in terms of their effects and evolutionary trajectories. Direct molecular analyses of the incompatible genes in yeasts have started to shed light on the evolutionary forces driving speciation. Editor's suggested further reading in BioEssaysThe cytoplasmic structure hypothesis for ribosome assembly, vertical inheritance, and phylogeny AbstractMitochondrial bioenergetics as a major motive force of speciation Abstract. (shrink)

This book represents emerging alternative perspectives to the "constructivist" orthodoxy that currently dominates the field of science and technology studies. Various contributions from distinguished Americans and Europeans in the field, provide arguments and evidence that it is not enough simply to say that science is "socially situated." Controversial Science focuses on important political, ethical, and broadly normative considerations that have yet to be given their due, but which point to a more realistic and critical perspective on science policy.

Overview of the definition of art and its relationship to definitions of the individual art forms, with an eye to clarifying the issues separating dominant institutionalist and skeptical positions from non-skeptical, non-institutional ones. Section 2 indicates some of the key philosophical issues which intersect in discussions of the definition of art, and singles out some important areas of broad agreement and disagreement. Section 3 critically reviews some influential standard versions of institutionalism, and some more recent variations on them. Section 4 (...) discusses some recent reductionist approaches to definitional questions, which advocate a shift of philosophical focus from the macro- to the micro-level —from art to the individual art forms. Section 5 outlines an alternative, non-institutionalist and non-reductionist approach to definitional questions. (shrink)

In this study, we examine the relationship between appeal to self-perceptions of moral identity, included in the teaching of ethics, and the strengthening of moral judgment among postgraduate business students. As appeal to moral identity emphasizes personal engagement in the appraisal of an ethically charged situation, it addresses critiques of abstract rule application and principle transfer leveled at traditional business ethics teaching. Eighty-one participants completed a series of reflective writing exercises throughout a twelve-week business ethics unit. Based on an instrument (...) completed at the beginning and end of the education process, our results indicate a positive shift in moral judgement intensity. We, therefore, recommend appeal to moral identity as a leverage strategy to be employed in business ethics education in order to strengthen students’ moral judgment. (shrink)

Understanding the development and practice of power based on an in-depth observation of human psychology has been a part of traditional Chinese thought for thousands of years and is considered a prerequisite for mastering the arts of strategy and leadership. "Thunder in the Sky" presents two secret classics of this ancient Chinese tradition. The commentary by Thomas Cleary the renowned translator of dozens of Asian classics highlights the contemporary application of these teachings.

This paper aims to explore whether the usage of credit cards has peer effects in rural areas of China. The results suggest that the usage of credit cards will be affected by the behavior of other farmers; namely, the usage of credit cards has peer effects in rural areas. We also verify that women, older, and low-academic farmers show stronger peer effects. The results emphasize that, compared with the mass farmers and vulnerable farmers, the usage of elite farmers is more (...) likely to affect the same behaviors of other farmers. Our study contributes to prior literature by giving empirical insights into the consequences of peer effects on the credit card usage of farmers, which conduces to a better understanding of the financial decision-making of farmers. The research may provide a practical implication for the optimal design of policy interventions. On the one hand, banks and other financial institutions can promote innovative financial products in rural areas with the help of peer effects; on the other hand, regulators can regulate farmers’ wrong financial behaviors by the social multiplier of peer effects to reduce systemic risks in rural finance. (shrink)

This volume offers a comparative analysis of the challenges facing center-left parties in the United States, United Kingdom, France, Germany, the European Union, Poland, and Russia. Among the questions addressed are: -If the traditional social bases of left parties are now too limited for winning in majoritarian politics, what kind of coalitions and ideas, which reach beyond those bases and yet retain them, may be effective? - If the answer to the first question is that such umbrella coalitions are too (...) torn to be workable, what is the alternative? What is gained and lost in moves toward the center or further to the left? - Is coalition politics sufficient for governance in terms of both policy and the long-term political health of a party, or must there be a central, guiding set of ideas around which coalitions are formed? - What are the inherent weaknesses of market-oriented parties against which democratic center-left parties might appeal and win? - To what extent do national histories and political cultures both provide resources for, and set constraints and limits on, what parties may creatively do with political appeals and policies? The center of political gravity differs in these countries, with the United States and United Kingdom to the right and France and Germany to the left. Neither Poland nor Russia has been able to develop a party of this kind with any political strength. These essays explore how center-left parties, positioned as they are in the electoral spectrum, cope with the challenge of establishing an ideology to distinguish themselves from center-right parties and, while remaining both moderate and progressive, or even radical, try also to capture the center of politics. Contributors are David S. Bell, Alonzo L. Hamby, Uwe Jun, Robert Ladrech, Thomas F. Remington, Hubert Tworzecki, and Mark Wickham-Jones. (shrink)

Theorems of hyperarithmetic analysis occupy an unusual neighborhood in the realms of reverse mathematics and recursion-theoretic complexity. They lie above all the fixed iterations of the Turing jump but below ATR $_{0}$. There is a long history of proof-theoretic principles which are THAs. Until the papers reported on in this communication, there was only one mathematical example. Barnes, Goh, and Shore [1] analyze an array of ubiquity theorems in graph theory descended from Halin’s [9] work on rays in graphs. They (...) seem to be typical applications of ACA $_{0}$ but are actually THAs. These results answer Question 30 of Montalbán’s Open Questions in Reverse Mathematics [19] and supply several other natural principles of different and unusual levels of complexity.This work led in [25] to a new neighborhood of the reverse mathematical zoo: almost theorems of hyperarithmetic analysis. When combined with ACA $_{0}$ they are THAs but on their own are very weak. Denizens both mathematical and logical are provided. Generalizations of several conservativity classes are defined and these ATHAs as well as many other principles are shown to be conservative over RCA $_{0}$ in all these senses and weak in other recursion-theoretic ways as well. These results answer a question raised by Hirschfeldt and reported in [19] by providing a long list of pairs of principles one of which is very weak over RCA $_{0}$ but over ACA $_{0}$ is equivalent to the other which may be strong or very strong going up a standard hierarchy and at the end being stronger than full second-order arithmetic. (shrink)

Nowadays, Korea and Japan are in conflict arising from export restrictions launched by Japan on Korea, which have provoked a boycott of Japanese products in Korea, and even tourism to Japan. Animosity performs a momentous role in the context of crisis management communication. Hence, this article aims to investigate factors impacting boycott intention to visit Japan, with economic animosity being a principal mediating variable, whose antecedents and consequences have been probed into. A total of 333 respondents' survey data were collected (...) and analyzed via SEM for the verification of research hypotheses. The findings manifest that ethnic identity engenders significant direct positive bearings upon economic animosity and boycott news, and boycott news significantly positively affects economic animosity; boycott news serves as the mediating role between ethnic identity and economic animosity. Additionally, the outcomes denote that economic animosity exerts a significant positive impact on boycott visit intention, economic animosity negatively affects Japanese government trust, and Japanese government trust negatively bears upon boycott visit intention; Japanese government trust mediates between economic animosity and boycott intention to visit Japan. Consequently, the research makes contributions to furnishing empirical evidence for influencing factors of boycott visit intention and enriching the literature on the antecedents and consequences of animosity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Guest Editor’s IntroductionNakajima Takahiro 「東京学派」とは聞きなれない名称であろう。日本研究において「京都学派」は大変よく知られている。たとえ「京都学派」が、「無の論理は論理ではない」と述べた上で、戸坂潤が発明した批判的な概念であったとしても 、現在ではそれは西田幾多郎や田辺元を中心とした一大哲学運動として世界的に認知されている。ところが、西田にしても田辺にしてももともとは東京帝国大学で学んだ学生であった。また、戦前においては、井上哲次郎か ら桑木厳翼へと続く東京帝国大学哲学科の流れは、当時の社会状況と相互に影響しあって、一定の意義を示していたのである。また、大森荘蔵、廣松渉、坂部恵といった戦後の東京大学の哲学者たちは、「京都学派」の問題 系を乗り越えることを重視していた。 この特別号では、発見的概念として「東京学派」を用いて、戦前・戦後におけるその意義と広がりを探究することにした。それは東京大学もしくは東京帝国大学に限定されたものではなく、それ以外の東京圏の大学との相互 交流も含まれるものである。「京都学派」に対しては、政治との距離をどう測るかがしばしば議論されてきたが、「東京学派」は政治により密着したものである。日本の近代の哲学の有している政治性そして倫理性を考える のであれば、やはり「東京学派」の議論は避けて通る ことのできないものである。 無論、「学派」というほどのまとまりを「東京学派」が有しているわけではないことも確かである。西田幾多郎が「京都学派」で果たした中心性は、「東京学派」にはない。そこで、トマス・カスリスが示唆するように、「 学派」の代わりに「サークル」や「スタイル」という言葉を使った方がより正確かもしれない。それでも、あえて「東京学派」と呼ぶのは、「京都学派」に比べて関心を持たれることの少ない、しかし当時は圧倒的な影響力 を有し、戦後決定的に忘却されていった東京の哲学者たちに光をあて、近代日本の哲学の総体を明らかにしたいからである。「東京学派」の研究は緒についたばかりである。今後、国際的な研究の高まりを期待しながら擱筆 する。The “Tokyo School” may be an unfamiliar term to readers. The Kyoto School is very well known in Japanese studies. Even if the Kyoto School is a critical concept invented by Tosaka Jun, who stated [End Page 2] that “the logic of nothingness is not logic,” it is now recognized worldwide as a major philosophical movement led by Nishida Kitarō and Tanabe (...) Hajime. However, both Nishida and Tanabe were originally students at Tokyo Imperial University. In addition, before the war, the output of the Department of Philosophy at Tokyo Imperial University, from Inoue Tetsujirō to Kuwaki Gen’yoku, had a certain significance because it interacted with the social conditions of the time. In addition, postwar philosophers at the University of Tokyo, such as Ōmori Shōzō, Hiromatsu Wataru, and Sakabe Megumi emphasized overcoming the problematics of the Kyoto School.In this special issue, we use the Tokyo School as a heuristic concept to explore its significance and spread in the prewar and postwar periods. It is not limited to the University of Tokyo or Tokyo Imperial University but includes interactions with other universities in the Tokyo area. While the Kyoto School has often been discussed in terms of how to measure its distance from politics, the Tokyo School is more closely connected to politics. If we consider the political and ethical dimensions of modern Japanese philosophy, we cannot avoid discussing the Tokyo School.Of course, it is true that the Tokyo School is not as coherent as a “school.” The central role that Nishida fulfilled in the Kyoto School is perhaps lacking in the Tokyo School. Therefore, as Thomas P. Kasulis suggests, it might be more accurate to use the term “circle” or “style” instead of “school.” Nevertheless, I dare to call it the Tokyo School because I would like to shed light on the Tokyo philosophers who were less popular than those of the Kyoto School but whose influence was overwhelming at the time and who were definitively forgotten after the war, so as to clarify the totality of philosophy in modern Japan.Research on the Tokyo School has only just begun. I am writing this introductory note in anticipation of further international research on the Tokyo School. [End Page 3]Copyright © 2023 State University of New York Press... (shrink)

Pragmatism provoked both admiration and fear, as global changes brought into the twentieth century provoked a revisioning of the cultural narratives about who the citizen and child are and should be. In a new book edited by Thomas S. Popkewitz, scholars representing twelve nations provide original chapters to explore the epistemic features and cultural theses figured in Dewey's writings as they assembled in the discourses of public schooling. The significance of Dewey in the book is not about Dewey as (...) the messenger of pragmatism, but in locating different cultural, political, and educational terrains in which debates about modernity, the modern self, and the making of the citizen occurred. (shrink)

This paper provides a close reading of Erwin Straus’ “The Upright Posture” from a disability studies perspective. Straus argues that the upright posture dominates the human world. But he excludes those who dwell in it otherwise. By reviewing phenomenological disability literature, this paper asks what a disabled phenomenology would look like, one rooted in the problem of inclusion from the outset. Disabled phenomenology addresses ‘subjectivity’ critically, asking: what socio-material arrangements make subjectivity possible in the first place? This project is, I (...) argue, equal parts political economy and existential phenomenology. I conclude with some suggestions for future research. (shrink)

Analyses of the Sleeping Beauty Problem are polarised between those advocating the “1/2 view” (“halfers”) and those endorsing the “1/3 view” (“thirders”). The disagreement concerns the evidential relevance of self-locating information. Unlike halfers, thirders regard self-locating information as evidentially relevant in the Sleeping Beauty Problem. In the present study, we systematically manipulate the kind of information available in different formulations of the Sleeping Beauty Problem. Our findings indicate that patterns of judgment on different formulations of the Sleeping Beauty Problem do (...) not fit either the “1/2 view” or the “1/3 view.” Human reasoners tend to acknowledge self-locating evidence as relevant, but discount its weight significantly. Accordingly, self-locating information may trigger more cautious judgments of confirmation than familiar kinds of statistical evidence. We also discuss how these results can advance the debate by providing a more nuanced and empirically grounded account or explication of the evidential impact of self-locating information. (shrink)

At long last a comprehensive tool in English for a better understanding of the most basic terms in Aristotle's philosophy. A careful comparison of the original Greek, medieval and renaissance Latin translations and a reappraisal of English usage make the work a definitive source for the precise grasp of what has been the historical Aristotle as far as the documents permit one to judge. -- provided by the publisher.