After nearly three decades of discussion about sustainable development are we any nearer to achieving it? And do we even know what a sustainable world will look like for future generations? Early definitions of sustainable development were so broad as to allow a range of interpretations based largely on individual interests and anthropocentric needs. We are measuring the performance of countless indicators of sustainable development, but is this more an exercise in applying data than meaningful progress? This article explores the (...) ultimate goals of sustainable development and the most important means of achieving this by analyzing and comparing two frameworks designed to direct attention to the fundamental means and the ends of sustainable development. (shrink)

Quantum mechanics is humanity's finest scientific achievement. It explains why the sun shines and how your eyes can see. It's the theory behind the LEDs in your phone and the nuclear hearts of space probes. Every physicist agrees quantum physics is spectacularly successful. But ask them what quantum physics means, and the result will be a brawl. At stake is the nature of the Universe itself. What does it mean for something to be real? What is the role of consciousness (...) in the Universe? And do quantum rules apply to very small objects like electrons and protons, but not us? In What is Real?, Adam Becker brings to vivid life the brave researchers whose quest for the truth led them to challenge Bohr: David Bohm, who picked up Einstein's mantle and sought to make quantum mechanics deterministic, all while being hounded by the forces of McCarthyism; Hugh Everett, who argued that everything, big and small, must be governed by the same rules; and John Bell, who went to great lengths to eradicate the power of the god-like observer from the core of quantum physics. And they paid dearly, their reputations, careers, and sometimes lives ruined completely. But history has been kinder to them than their contemporaries were. As Becker shows, the brave intellectual giants have inspired a growing army of physicists and philosophers intent both on making a philosophically more satisfying theory of the universe and a more useful one as well. A gripping story of some of humanity's greatest ideas and the high cost with which many have pursued them, What is Real? is intellectual history at its passionate best. (shrink)

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather (...) than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy. (shrink)

A scientifically proven method to overcome obstacles and make choices that lead us closer to our goals. WITH A FOREWORD BY MARTINA NAVRATILOVA What do weight gain, poor employee engagement, and climate change all have in common? All three are persistent problems for which solutions are known and readily available. Yet, on an individual and collective level, we continually make choices that lead us not closer to but further away from our stated objectives. Whether we choose the burger and fries (...) over the salad, top-down management over collaboration, or leniency over rigor in combatting climate change, it all comes down to the same thing. The Choice Point. The moment at which we each choose to take an action that we know will undermine our success, but we do it anyway. The Choice Point explains how we experience thousands of thoughts every day: 80 percent are negative, while only 5 percent are new thoughts. We make most of our decisions within two seconds, using mental autopilot systems that we've built through years of experiences, and some of our thoughts (like quitting during a challenge) can compromise our goals. But there's a strategy to change this: Functional Imagery Training (FIT). FIT teaches us how to pick the thoughts that deserve our attention, and how to stop the other, negative thoughts from impacting our actions. Through FIT, we can pause decisions that would typically conflict with our goals, lengthen our Choice Point, and go from passenger to driver of our own minds. Initially developed in 2005 by academics in the UK and Australia, with formal principles emerging through research in 2018, FIT blends motivational interviewing with imagery into a user-friendly model so we can learn, adapt, and adjust our behavior to go beyond what we think is possible. (shrink)

In this paper, I argue that the Hole Argument can be formulated without using the notion of isomorphism, and for this reason it is not threatened by the criticism of Halvorson and Manchak (Br J Philos Sci, 2022. https://doi.org/10.1086/719193). Following Earman and Norton (Br J Philos Sci 38, pp. 515–525, 1987), I divide the Hole Argument into two steps: the proof of the Gauge Theorem and the transition from the Gauge Theorem to the conclusion of radical indeterminism. In the analaysis (...) of the first step, I argue that the Gauge Theorem does not rely on the notion of isomorphism but on the notion of the diffeomorphism-invariance of the equations of local spacetime theories; however, for this approach to work, the definition of local spacetime theories needs certain amendments with respect to Earman and Norton’s formulation. In the analysis of the second step, I postulate that we should use the notion of radical indeterminism instead of indeterminism simpliciter and that we should not decide in advance what kind of maps are to be used in comparing models. Instead, we can tentatively choose some kind of maps for this purpose and check whether a given choice leads to radical indeterminism involving empirically indistinguishable models. In this way, the use of the notion of isomorphism is also avoided in the second step of the Hole Argument. A general picture is that physical equivalence can be established by means of an iterative procedure in which we examine various candidate classes of maps, and, depending on the outcomes, we need to broaden or narrow these classes. The Hole Argument can be viewed as a particular instance of this procedure. (shrink)

W artykule przedstawiam genezę wprowadzenia w 2002 roku do brytyjskich szkół sektora państwowego przedmiotu obywatelstwo (Citizenship), omawiam jego założenia oraz prezentuję tłumaczenie jego sylabusa. Klasyfikuję przy tym ten przedmiot jako formę edukacji etycznej. W liberalnej tradycji angielskiej państwo unikało wpływania na rozstrzygnięcia aksjologiczne w obszarze wychowania, stąd wykazanie inicjatywy w sferze edukacji etycznej jest faktem znaczącym. W pierwszej części artykułu, odwołując się do historii państwowego szkolnictwa w Wielkiej Brytanii, rekonstruuję kontekst historyczny, w którym sytuuję wprowadzenie przedmiotu obywatelstwo i wskazuję na (...) czynniki, które doprowadziły do przełamania powściągliwości państwa w tej kwestii. W części drugiej wskazuję na bezpośrednie okoliczności wprowadzenia nowego przedmiotu przez brytyjską Partię Pracy. W części trzeciej analizuję teoretyczne podstawy programu przedmiotu obywatelstwo, które zostały przedstawione w dokumencie znanym jako „Raport Cricka”, opublikowanym w 1998 roku. Moim celem jest pokazanie, że edukacja obywatelska jest wartym rozważenia wariantem edukacji etycznej, a casus angielski może stanowić okazję do przyjrzenia się wyzwaniom, ograniczeniom i możliwościom, jakie wiążą się z wdrażaniem tego rodzaju edukacji. (shrink)

SummaryChallenging the common conception of Jean Bodin as an ‘anti-Aristotelian’ thinker, this article places Bodin's political thought in the context of oeconomics—the science, or art of the household—as it had developed in medieval and Renaissance commentaries on Aristotle's practical philosophy. The article argues that he thereby took part in a longstanding discussion in European political thought which saw the household as possessing a political dimension. Bodin's thought on the family is central to both his universal claims pertaining to his notion (...) of the political and his more particular interest in sovereignty and the origins of absolutism. The article explores Bodin's analysis of the household as the starting point of his inquiry into the nature of a commonwealth and the foundation of his conception of the state; it examines the relationship of la police and l'oeconomie in detail, and argues that the conjugal relationship is the determinant for Bodin's conception of absolute rule and of the origins of supreme power. (shrink)

Der Band untersucht rhetorische Strategien der emotionalen Kommunikation in Partnerwerbungsgesprächen. Ausgehend von der Annahme, dass eine bewusste Steuerung emotionaler Gesprächsprozesse durch einen strategischen Kommunikator die Erreichung des angestrebten Ziels wahrscheinlicher macht, geht er der Frage nach, welche Möglichkeiten sich in solchen Gesprächen bieten, mit Hilfe sprachlich-textlicher Mittel emotional zu überzeugen. Dabei konzentriert er sich - in Abgrenzung zu Studien emotionaler Körpersprache - ganz auf die verbale Seite der Kommunikation. Als Datenbasis dienen die Transkripte eines Korpus aus Face-to-Face-Gesprächen. Basierend auf einem (...) methodisch innovativen Ansatz zur Untersuchung des Verhältnisses von Sprache und Emotion, liefert der Band zahlreiche neue Erkenntnisse für die Rhetorik-, Emotions- und Gesprächsforschung. Dr. Lisa Becker promovierte im Fach Allgemeine Rhetorik an der Universität Tübingen. (shrink)

Das Buch bietet eine systematische Aufarbeitung der Forschung zum moralpsychologischen Ansatz von Lawrence Kohlberg und insbesondere seiner zahlreichen Kritiker.

Artykuł ma na celu przybliżenie specyfiki aktorstwa radiowego. Wskazuje na podobieństwa i różnice z teatralną i telewizyjną formą sztuki aktorskiej, określa cechy wyróżniające grę w teatrze radiowym w stosunku do innych mediów. Omawia także metody pracy reżyserów Teatru Polskiego Radia z aktorami podczas prób i nagrań słuchowisk.

For her entire childhood, Joanna's father, Bob, had a ritual: wake up at dawn, walk the dog, and sit down at the kitchen table with a blank pad of paper and plenty of colored markers to craft notes for his two children. Over the years, word games and puzzles for five-year-olds morphed into thoughtful guidance and reflections for his teenagers approaching adulthood. Now, with more than 3,500 of her father's colorful notes in hand, Joanna has decided that the (...) lessons tucked inside are worth sharing. Folded Wisdom highlights the collection of Bob's notes, telling a story filled with universal values that encourages meaningful self-reflection about how we all face successes and failures; express happiness and sadness; and communicate frustration, praise, and love to one another. Heartfelt and full of possibility for the future, a father's folded notes and drawings are timeless reminders of love. (shrink)

The debate on empirical tests of social mechanisms suffers from a fragmented view on the relative benefit of the empirical method a researcher considers to be superior, compared to the flaws of all other methods. In this outlook. I argue that disciplinary barriers might be surmounted by a common methodological perspective on the analysis of social mechanisms. First, experimental, quantitative, qualitative, and simulation methods (agent-based modeling) are all required, but also capable to deal with the issue of causal identification, respectively. (...) Second, having established causal identification (among which I subsume strategies to deal with causal heterogeneity). each method disposes of genuine techniques to deal with the most crucial property of mechanism-based explanations: input-mechanism-output (IMO) relations. (shrink)

Kierkegaard understood his thinking as philosophy confronting its own end. In campaigning against the existential amnesia of the 19th century, he revived the intellectual figure of a kind of philosophizing with roots in both the Socratic method and the apophatic reflections of Meister Eckhart. The Young Hegelians philosophy of action thereby became action of the text. The aim: existentially to move the reader.".

This book describes how people can help animals in their community.

The Routledge Handbook of Nostalgia serves as a guide to the complex and often contradictory concept of nostalgia, as well as the field of "nostalgia studies" more broadly. Nostalgia is an area of intense interest across several disciplines as well as within society and culture more generally. This handbook brings together an international, interdisciplinary team of researchers to survey the current landscape and identify common trends, achievements and gaps in existing literature. Comprising forty-five chapters, the volume covers the following topics: (...) Disciplinary perspectives of nostalgias including philosophy, history, literature, and psychology. Conceptual aspects of nostalgia including homesickness, temporality, affectivity, and memory. Historical and political dimensions such as afro-nostalgia, populism, feminism, and queer nostalgia. Spatial and material aspects of nostalgia including ruins, regionalism, and objects. Media related nostalgia such as analogue and digital nostalgia, reboots, revivals, gaming, and graphic novels. Essential reading for students and researchers working in nostalgia studies, this book will also be beneficial to related disciplines such as philosophy, anthropology, geography, history and literature; cultural, media, heritage, museum and film studies courses; and more generally for readers interested in how the past is represented and used in the present. (shrink)

Written specifically for education studies students, this accessible text offers a clear introduction to philosophy of education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. Considering the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, feminism, ethics and democracy, the book explores enduring themes in philosophy of education. Features include: individual tasks and group activities to (...) promote discussion case studies notes boxes to highlight further reading; chapter overviews and summaries Drawing on readers' own experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy of education for the first time. (shrink)

This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights' complex applications. Today's rapidly changing social contexts and new languages (...) attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making. The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights and it's in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations. (shrink)

"Mancher, der am Film interessiert ist, hat vielleicht schon vor dem Problem gestanden,,analytisch' mit Filmen umgehen zu mussen - sei es, daj3 er einfach auf eine genauere Erkliirung neugierig war, sei es, daj3 er die Filme anderen erkliiren muj3te. Er mag sich dann vielerorts umgesehen haben, in der Vielfalt von methodischen Hinweisen zur Filmanalyse, moglicherweise auch in sogenannten,exemplarischen' Einzelanalysen, urn schliej3lich - einigermaj3en verwirrt - zu der Einsieht gelangt zu sein, daj3 Filmanalyse ein schwieriges Unterfangen sei. In dieser (resignierten) Ein­ (...) sieht druckt sieh aber nicht zuletzt die Sehwierigkeit aus, unter dem viel­ fiiltigen methodisehen Angebot eine Auswahl zu treffen. " Mit dieser Bemerkung haben wir vor gut drei Iahren zwei Aufsatze in der 1 Zeitschrift medien + erziehung eingeleitet, die in durchaus auch polemischer Absicht nachweisen sollten, "daB ein gut Teil der Schwierigkeiten daran liegt, daB die Methoden unterschiedliche Aussagen tiber das implizieren, was der Film sei. " An verschiedenen Einftihrungen in die Methoden der Film­ analyse, sowie an den methodologischen Implikationen und Vorgaben ausgewahlter Filmtheorien, sollte nachgewiesen werden, daB dort der Gegen­ stand der Filmanalyse je nach Methodologie, je nach Theorie in jeweils divergenten Formen erscheint (Film "als Ware", "als Sprache", "als Massen­ kommunikation", "als Kunst" etc. ), was es dann in der Tat schwierig macht, einen Film zu analysieren; zumindest fUr einen Leser, der sich tiber Filmana­ lyse informieren will und nicht einer bestimmten,Schule' anhangt. (shrink)

Syntax of displacing predicates -- Argument hierarchies -- Animacy and adult sentence processing -- Animacy and children's language -- Modeling displacing predicates -- Conclusions and origins.

The question of whether AI systems such as robots can or should be afforded moral agency or patiency is not one amenable either to discovery or simple reasoning, because we as societies constantly reconstruct our artefacts, including our ethical systems. Consequently, the place of AI systems in society is a matter of normative, not descriptive ethics. Here I start from a functionalist assumption, that ethics is the set of behaviour that maintains a society. This assumption allows me to exploit the (...) theoretical biology of sociality and autonomy to explain our moral intuitions. From this grounding I extend to consider possible ethics for maintaining either human- or of artefact-centred societies. I conclude that while constructing AI systems as either moral agents or patients is possible, neither is desirable. In particular, I argue that we are unlikely to construct a coherent ethics in which it it is ethical to afford AI moral subjectivity. We are therefore obliged not to build AI we are obliged to. (shrink)

In this case study, I consider Mr. A, a Jehovah’s Witness with chronic vertebral osteomyelitis in need of surgical debridement. Prior to proceeding to the OR, he was unwilling either to explicitly consent to or refuse blood transfusion, while indicating he was open to transfusion intraoperatively, if the team judged it necessary. Ethics was consulted to determine if it would be morally justifiable for the team to proceed with blood transfusion during the course of surgery without Mr. A’s documented consent (...) to being transfused. I argue that in this case, what might be termed indirect consent—namely, delegating decision-making regarding some possible course of action without explicitly consenting to the course of action itself—may be sufficient for discharging the clinician’s ethical obligation to obtain consent. Identifying information has been changed or omitted to protect patient confidentiality. (shrink)