This book presents a wide range of thinking about how the discipline of philosophy has engaged and might in the future engage with the profound questions raised by rapidly shifting methods of communication. Although social media and telecommunications have dramatically altered the daily lives of people, and no technology has enjoyed the same rapid success as that of the mobile phone, the philosophical underpinnings and consequences of these changes have been insufficiently explored. Clustered in six sections, this book addresses major (...) questions of interest to the thoughtful professional. Section I considers ontology: How should we consider emerging media and what are the categories through which we can organize and understand this new realm of social reality. Section II investigates human nature and its relationship to the social transformations that are occurring through new media. It also considers and compares historical methods of communication such as paper. In Section III, questions of time, narrative voice, and emotions are assessed in relation to emerging media. General issues concerning emergence of meaning, philosophy of mind, artificial intelligence, and agency are the focus of Section IV. Symbols and speech acts—including the philosophical ramifications of the communication process itself as viewed through emerging technologies—represent the key concerns of Section V. Section VI probes various interpersonal, institutional, and political/power dimensions stemming from new systems of communication. A coda points forward to outstanding open questions, calling for further research to be done. The book represents a seminal contribution assembling original thoughts from both leading and rising scholars of the field. (shrink)

The authors of this article are previous or current members of the Clinical Ethics Consultation Affairs (CECA) Committee, a standing committee of the American Society for Bioethics and Humanities (ASBH). The committee is composed of seasoned healthcare ethics consultants (HCECs), and it is charged with developing and disseminating education materials for HCECs and ethics committees. The purpose of this article is to describe the educational research and development processes behind our teaching materials, which culminated in a case studies book called (...) A Case-Based Study Guide for Addressing Patient-Centered Ethical Issues in Health Care (hereafter, the Study Guide). In this article, we also enumerate how the Study Guide could be used in teaching and learning, and we identify areas that are ripe for future work. (shrink)

In this paper we examine the effect of two cognitive variables, Semantic Neighborhood Density and Interpretive Diversity, in first, distinguishing between literary (poetic) and nonliterary metaphor, and second, in determining what makes for a good metaphor. Analyses of items taken from a widely used set ofmetaphor norms indicated that while literary and nonliterary metaphor did not differ in many ways, the poetic items tended to 1) contain concepts that came from a more dense semantic space, 2) contain topic and vehicles (...) that came from equally dense semantic space, 3) suggest a greater number of possible interpretations as the topic and vehicle became more semantically dissimilar, and 4) evoke more emergent interpretations (i.e., less likely to be a characteristic of the topic or vehicle when considered separately). In addition, we found one way that the two variables were related to metaphor goodness: better metaphors were those with vehicles that came from increasingly less dense semantic space. This correlation was only reliable for literary, poetic items, presumably because these items were taken from a richer semantic environment suggesting many more alternative possibilities. (shrink)

After decades of single issue movements and identity politics on the U.S. left, the series of large demonstrations beginning in 1999 in Seattle have led many to wonder if activist politics can now come together around a common theme of global justice. This book pursues the prospects for progressive political movements in the 21st century with case studies of ten representative movements, including the anti-globalization forces, environmental interest groups, and new takes on the peace movement.

Knowledge of eukaryotic life cycles and associated genome dynamics stems largely from research on animals, plants, and a small number of “model” (i.e., easily cultivable) lineages. This skewed sampling results in an underappreciation of the variability among the many microeukaryotic lineages, which represent the bulk of eukaryotic biodiversity. The range of complex nuclear transformations that exists within lineages of microbial eukaryotes challenges the textbook understanding of genome and nuclear cycles. Here, we look in‐depth at Foraminifera, an ancient (∼600 million‐year‐old) lineage (...) widely studied as proxies in paleoceanography and environmental biomonitoring. We demonstrate that Foraminifera challenge the “rules” of life cycles developed largely from studies of plants and animals. To this end, we synthesize data on foraminiferal life cycles, focusing on extensive endoreplication within individuals (i.e., single cells), the unusual nuclear process calledZerfall, and the separation of germline and somatic function into distinct nuclei (i.e., heterokaryosis). These processes highlight complexities within lineages and expand our understanding of the dynamics of eukaryotic genomes. (shrink)

The immune surveillance theory postulates that spontaneous tumors are normally rejected by the immune system and appear only when they override host‐immune recognition and rejection mechanisms. The present mini‐review describes a spontaneous tumor system, the reticulum cell sarcomas (RCS) in SJL/J mice, that is dependent on host tumor‐specific immune lymphocytes for growth. This continuous tumor‐specific response results in tumor progression and death of the host. This tumor system contradicts the basic concept of immune surveillance. We propose as an explanation that (...) some highly antigenic tumors, like the RCS, may have evolved in a non‐autonomous fashion but, nevertheless, have lost regulatory controls of cell proliferation. In the RCS system, the tumor expresses Class II MHC I‐E like specificities that are not expressed on the host cells and which selectively stimulate a subpopulation of I‐E specific T cells, the Vβ17a+ clonotype, leading to their expansion and continuous nurturing of the tumor via secreted lymphokines. This neoantigenic stimulation bypasses the tumor regulatory response that might have resulted if the tumor had not expressed neo‐antigens. Furthermore, passive administration of anti‐clonotypic antibody to tumor‐bearing mice results in tumor regression and long‐term survival through removal of the tumor reactive T cells. Thus, in this tumor system, immunosuppressive treatments are the prescription for tumor rejection. (shrink)

This paper explores The New Rhetoric’s concept of universal audience in the contexts of philosophical and traditional rhetorical discourse. It argues that, since Perelman’s final English-language article, published in 1984 to clarify misunderstandings among rhetorical scholars about his theory, rhetorical scholars have persisted in three primary misconceptions of the concept of universal audience: appeals to the real are made only to universal audiences, only universal audiences are qualified to establish the reasonableness of arguments, and only universal audiences prevent The New (...) Rhetoric’s rhetorical theory from degenerating into relativism. It explains why each of these misconceptions is inaccurate and provides a corrected view of universal audience that places it exclusively in the province of philosophical discourse. Finally, it questions whether constructed audiences in general add explanatory power to rhetorical analyses or are merely unnecessary constructs that should be dispensed with for the sake of theoretical parsimony. (shrink)

Medical education at the Colombian School of Medicine has undergone a reconceptualization and reorganization so as to encompasses three fundamental elements of medical practice: 1) development of general abilities and standards necessary for appropriate professional medical practice; 2) technical education which makes it possible to utilize the bases that science and technology have provided for the development and application of knowledge, and in turn, to expand this base through research and development; and 3) humanistic education to guide students into ethical (...) professional practice. (shrink)