Opinions about cognitive enhancement (CE) are context-dependent. Prior research has demonstrated that factors like peer pressure, the influence of authority figures, competition, moral relevance, familiarity with enhancement devices, expertise, and the domain of CE to be enhanced can influence opinions. The variability and malleability of patient, expert, and public attitudes toward CE is important to describe and predict because these attitudes can influence at-home, clinical, research, and regulatory decisions. If individual preferences vary, they could influence opinions about practices and regulations (...) due to disagreements about the desirable levels of risks and benefits. The study of attitudes about CE would benefit from psychological theories that explain judgments. In particular, we suggest that variability in risk and benefit sensitivity could psychologically mediate judgments about CE in many contexts. Drawing from prospect theory, which originated in behavioral economics, it is likely that framing effects, shifted reference points, and the tendency to weigh losses (risks) more heavily than gains (benefits) predict decisions about CE. We suggest that public policy could benefit from a shared conceptual framework, such as prospect theory, that allows us to describe and predict real-world decisions about CE by patients, experts, and the public. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Exclusivity and ParticularityJohn Dominic CrossanSeveral of the authors spoke of the imperial exclusivity so characteristic of Christianity. For José Ignacio Cabezón, “What Buddhists find objectionable is (a) the Christian characterization of the deity whose manifestation Jesus is said to be, and (b) the claim that Jesus is unique in being such a manifestation” (p. 56). For Bokin Kim, “most Christians hold to an exclusive view of Christ that (...) claims his uniqueness” (p. 76). For Rita Gross, “the exclusive claims made on behalf of Jesus by Christians appalled me even as a teenager, and my repugnance for exclusive truth claims on the part of religions—any religion—has not diminished since. Thus, part of my journey is working out both a theory and a praxis of religious pluralism that is neither relativistic nor universalistic, that encourages both commitment to one tradition and appreciation of other traditions” (p. 64). I myself find such exclusivistic claims for Christianity, or any other religion, insulting in theory and lethal in practice, objectionable in history and obscene in theology. They are implicitly genocidal even if political impotence limits the divine ethnic cleansing they imagine. But how, as Gross repeats, does one establish “a position that is neither relativistic nor exclusivistic”? (p. 65). My own answer is particularity, but I must explain that in terms of my understanding of Trinity, divinity, and particularity.Trinity seems a particularly and peculiarly Christian understanding of God, but my proposal is that the structure of the Holy is Trinitarian in all religions that I know about and even in all those I can imagine. I speak very deliberately about the Holy (not about God) as the infinite mystery that surrounds and supports, fascinates and terrifies us. It is that against which we interact as meaning-seeking beings. Be it absolute open meaninglessness or absolute univocal meaning, our interaction with it does not seem to be an option but a necessity. And my point is that the Holy is Trinitarian in structure. It is not just on the one hand that religion is Trinitarian in structure. But it is not on the other hand that the Holy in itself and apart from us is Trinitarian in structure. It is, I propose, that the Holy in itself as seen by us across the spectrum of world religious experience is Trinitarian in structure. That Trinity [End Page 97] involves, first, ultimate metaphor, that foundational image that imagines the Holy as, for example, power, person, state, or order, as nature, god/goddess, nirvana, or mandate of heaven. It involves, second, material manifestation, some physical object in which that metaphorical vision is peculiarly, specially, or even uniquely incarnated, some person, place, or thing, some individual or collectivity, some cave or shrine or temple, some clearing in the forest or tree in the desert where that ultimate referent is encountered and experienced. It involves, finally, preliminary preparation, for there must be at least one believer to begin with and eventually more to end with. But, as there are always nonbelievers as well, some prior affinity must exist, as it were, between this metaphor rather than that, this manifestation rather than that, and this believer rather than that. For me, therefore, all faith and all religion, not just my own Christianity, is Trinitarian in structure and that structure seems to inhere in the Holy itself, at least insofar as we can see it. For me, therefore, Christianity and Buddhism differ most profoundly on their ultimate metaphor for the Holy: it is person (God) for the former but state (nirvana) for the latter. In Christianity, of course, our ultimate metaphor is rather overinvested: it is person; and that person is parent; and that parent is father. But I leave those specifications aside for the moment.Divinity is the term I use for any material manifestation. By calling such manifestations divine I mean precisely that a religion’s ultimate metaphor is experienced by believers as peculiarly, specially, or even uniquely present in that physical phenomenon. In that sense I understand both Christ and the Buddha to be divine in exactly the same way—that is, as incarnations of the Holy but within different ultimate metaphors. Christ did... (shrink)

The parables of Jesus are an ethically appropriate genre for his claims about the kingdom of God. But our fascination with gospel parables by Jesus may be extended to gospel parables about Jesus. Especially in parables about Jesus, questions of historical accuracy may lead one to avoid questions about parabolic challenge.

An important feature of contemporary biblical studies is the movement of many interpreters in a direction that leads from historical to literary criticism and then from classical to structural literary criticism.

The recent trend to label dilemmas in psychology as “crises” is insidious. The “‘Crisis’ Crisis” in psychology can distract us from actionable practices. As a case in point, “The Generalizability Crisis” offers the valuable central thesis that verbal-quantitative gaps imperil psychological science. Focusing on the key issues rather than crisis narratives can lead to progress in our discourse and research.

In mainstream or strong university education, the teacher selects and transmits knowledge and skills that students are to acquire and reproduce. Many researchers of radical embodied cognitive science still adhere to this way of teaching, even though this prescriptive pedagogy deeply contrasts with the theoretical underpinnings of their science. In this paper, we search for alternative ways of teaching that are more aligned with the central non-prescriptive and non-representational tenets of radical embodied cognitive science. To this end, we discuss recent (...) views on education by Tim Ingold and Gert Biesta, which are based upon Dewey’s philosophy of pragmatism and Gibsons’ ecological approach. The paper starts by introducing radical embodied cognitive science, particularly as it relates to motor skill learning, one of our prime interests in research and teaching. Next, we provide a synopsis and critique of the still dominant prescriptive and explicating pedagogy of strong education. Following Ingold and Biesta, we search for a weak alternative through a careful consideration of the education of attention and the participating teacher. To illustrate our arguments, we use examples of the first author’s teaching about/of motor skill learning. The paper is concluded by briefly considering the implications of weak education for a radical embodied science of motor skill learning. (shrink)

In cognitive science, creative ideas are defined as original and feasible solutions in response to problems. A common proposal is that creative ideas are generated across dedicated cognitive pathways. Only after creative ideas have emerged, they can be enacted to solve the problem. We present an alternative viewpoint, based upon the dynamic systems approach to perception and action, that creative solutions emerge in the act rather than before. Creative actions, thus, are as much a product of individual constraints as they (...) are of the task and environment constraints. Accordingly, we understand creative motor actions as functional movement patterns that are new to the individual and/or group and adapted to satisfy the constraints on the motor problem at hand. We argue that creative motor actions are promoted by practice interventions that promote exploration by manipulating constraints. Exploration enhances variability of functional movement patterns in terms of either coordination or control solutions. At both levels, creative motor actions can emerge from finding new and degenerate adaptive motor solutions. Generally speaking, we anticipate that in most cases, when exposed to variation in constraints, people are not looking for creative motor actions, but discover them while doing an effort to satisfy constraints. For future research, this paper achieves two important aspects: it delineates how adaptive (movement) variability is at the heart of (motor) creativity, and it sets out methodologies toward stimulating adaptive variability. (shrink)

While nothing justifies atrocity, many perpetrators manifest cognitive impairments that profoundly degrade their capacity for moral judgment, and such impairments, we shall argue, preclude the attribution of moral responsibility.

For most of the history of prejudice research, negativity has been treated as its emotional and cognitive signature, a conception that continues to dominate work on the topic. By this definition, prejudice occurs when we dislike or derogate members of other groups. Recent research, however, has highlighted the need for a more nuanced and “inclusive” (Eagly 2004) perspective on the role of intergroup emotions and beliefs in sustaining discrimination. On the one hand, several independent lines of research have shown that (...) unequal intergroup relations are often marked by attitudinal complexity, with positive responses such as affection and admiration mingling with negative responses such as contempt and resentment. Simple antipathy is the exception rather than the rule. On the other hand, there is mounting evidence that nurturing bonds of affection between the advantaged and the disadvantaged sometimes entrenches rather than disrupts wider patterns of discrimination. Notably, prejudice reduction interventions may have ironic effects on the political attitudes of the historically disadvantaged, decreasing their perceptions of injustice and willingness to engage in collective action to transform social inequalities.These developments raise a number of important questions. Has the time come to challenge the assumption that negative evaluations are inevitably the cognitive and affective hallmarks of discrimination? Is the orthodox concept of prejudice in danger of side-tracking, if not obstructing, progress towards social justice in a fuller sense? What are the prospects for reconciling a prejudice reduction model of change, designed to get people to like one another more, with a collective action model of change, designed to ignite struggles to achieve intergroup equality? (shrink)

ABSTRACT This introduction argues for competing diachronic and synchronic accounts of melancholy in European and American culture. Taking the pioneering and yet belated work Saturn and Melancholy (1964) of Erwin Panofsky, Fritz Saxl, and Raymond Klibansky as its starting point, this article situates melancholy as at once its own, often local and non-specialist discourse as well as a conceptual web binding together medical, artistic, and social innovations, competitions, and turmoil. As a subject, melancholy demands interdisciplinary study, as Dürer’s print Melencolia (...) I continues to prove. As a locus of methodological innovation, melancholy in the wake of Panofsky, Saxl, and Klibansky continues to yield the alternative genealogies, conceptual histories, and formal artistic vocabularies of this volume’s contributions whether moving backwards from Dürer to Homer or forward to the present day with Lars von Trier and major European novelists. (shrink)

In their target article, Childress et al provide a detailed analysis of dilemmas arising from disagreement between an ICU team and a competent patient (Mr J) about dis/continuation of extra-corpore...

BackgroundECMO is a particularly scarce resource during the COVID-19 pandemic. Its allocation involves ethical considerations that may be different to usual times. There is limited pre-pandemic literature on the ethical factors that ECMO physicians consider during ECMO allocation. During the pandemic, there has been relatively little professional guidance specifically relating to ethics and ECMO allocation; although there has been active ethical debate about allocation of other critical care resources. We report the results of a small international exploratory survey of ECMO (...) clinicians’ views on different patient factors in ECMO decision-making prior to and during the COVID-19 pandemic. We then outline current ethical decision procedures and recommendations for rationing life-sustaining treatment during the COVID-19 pandemic, and examine the extent to which current guidelines for ECMO allocation (and reported practice) adhere to these ethical guidelines and recommendations.MethodsAn online survey was performed with responses recorded between mid May and mid August 2020. Participants (n = 48) were sourced from the ECMOCard study group—an international group of experts (n = 120) taking part in a prospective international study of ECMO and intensive care for patients during the COVID-19 pandemic. The survey compared the extent to which certain ethical factors involved in ECMO resource allocation were considered prior to and during the pandemic.ResultsWhen initiating ECMO during the pandemic, compared to usual times, participants reported giving more ethical weight to the benefit of ECMO to other patients not yet admitted as opposed to those already receiving ECMO, (p < 0.001). If a full unit were referred a good candidate for ECMO, participants were more likely during the pandemic to consider discontinuing ECMO from a current patient with low chance of survival (53% during pandemic vs. 33% prior p = 0.002). If the clinical team recommends that ECMO should cease, but family do not agree, the majority of participants indicated that they would continue treatment, both in usual circumstances (67%) and during the pandemic (56%).ConclusionsWe found differences during the COVID-19 pandemic in prioritisation of several ethical factors in the context of ECMO allocation. The ethical principles prioritised by survey participants were largely consistent with ECMO allocation guidelines, current ethical decision procedures and recommendations for allocation of life-sustaining treatment during the COVID-19 pandemic. (shrink)

This authoritative volume offers a handy compilation of contributions to the field by its leading figures.

Pack includes 2 titles from the popular Blackwell Philosophy Anthologies Series: _ _ Philosophy of Literature_: Contemporary and Classic Readings_ _Edited by Eileen John and Dominic McIver Lopes ISBN: 9781405112086 _ Philosophy of Film and Motion Pictures_: An Anthology _Edited by No ë l Carroll and Jinhee Choi ISBN: 9781405120272.

Essential readings in the philosophy of literature are brought together for the first time in this anthology. Contains forty-five substantial and carefully chosen essays and extracts Provides a balanced and coherent overview of developments in the field during the past thirty years, including influential work on fiction, interpretation, metaphor, literary value, and the definition and ontology of literature Includes an additional historical section featuring generous selections of the writings of early pioneers such as Plato, Aristotle, Nietzsche, and Hume Serves as (...) an ideal introduction to the philosophy of literature or the philosophy of art, as well as a handy compilation of contributions to the field by its leading figures. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first (...) semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

This chapter is offered as a contribution to the logic of down below. We attempt to demonstrate that the nature of human agency necessitates that there actually be such a logic. The ensuing sections develop the suggestion that cognition down below has a structure strikingly similar to the physical structure of quantum states. In its general form, this is not an idea that originates with the present authors. It is known that there exist mathematical models from the cognitive science of (...) cognition down below that have certain formal similarities to quantum mechanics. We want to take this idea seriously. We will propose that the subspaces of von Neumann-Birkhoff lattices are too crisp for modelling requisite cognitive aspects in relation to subsymbolic logic. Instead, we adopt an approach which relies on projections into nonorthogonal density states. The projection operator is motivated from cues which probe human memory. (shrink)

Newman was offered a preachership at Whitehall Chapel in London for the second part of December; he accepted the invitation, even though he anticipated that the task would be “a bore.” Unfortunately for Newman, his experience turned out to be more burdensome than he had expected; the result was a very frustrating Christmas.

Aristophanes has often been read as a conservative who was nostalgic for the days before the advent of radical democracy in Athens. This article offers a more complex reading, centering on the portrayal of ordinary citizens in Archarnians and Knights Focusing on their “cleverness,” Aristophanes recognizes both the potential of ordinary citizens and their limitations as heroes in the struggle against elite domination of democratic politics. This complex portrayal of ordinary citizens, the author suggests, complements recent calls for a more (...) agonistic democratic politics. (shrink)

The logic of dominance arguments is analyzed using two different kinds of conditionals: indicative (epistemic) and subjunctive (counter-factual). It is shown that on the indicative interpretation an assumption of independence is needed for a dominance argument to go through. It is also shown that on the subjunctive interpretation no assumption of independence is needed once the standard premises of the dominance argument are true, but that independence plays an important role in arguing for the truth of the premises of the (...) dominance argument. A key feature of the analysis is the interpretation of the doubly conditional comparative "I will get a better outcome if A than if B" which is taken to have the structure "(the outcome if A) is better than (the outcome if B)". (shrink)

Abela and Murphy (J Acad Mark Sci 36(1):39–53, 2007 ) examined Service-Dominant (S-D) logic (Vargo and Lusch, J Mark 68(1):1–17, 2004 ) from the viewpoint of Marketing Ethics and concluded that whilst S-D logic does not have explicit ethical content, the Foundational Premises (FPs) of S-D logic do have implicit ethical content. They also conclude that what may be needed to make the implicit more explicit is the addition of another FP. The aim of this article is to explore whether (...) S-D logic needs to be modified, if one wishes to construct a theoretical framework for analysis of Marketing that has ethical considerations fully integrated. We critically evaluate the claim that the FPs are inherently ethical and conclude that S-D logic should be modified. We offer an additional FP for consideration that relates to the role of personal and societal values in the co-creation of value. This FP is necessary because of the role that the ethical positions of actors play in exchange behaviour. However, it should be pointed out that whilst the article explores the ethical potential of S-D logic it does not privilege any particular ethical position or code. These concerns will be addressed in subsequent articles: the aim here is to establish the underlying rationale for including an explicit commitment to ethics in S-D logic. (shrink)

Newman was offered a preachership at Whitehall Chapel in London for the second part of December; he accepted the invitation, even though he anticipated that the task would be “a bore.” Unfortunately for Newman, his experience turned out to be more burdensome than he had expected; the result was a very frustrating Christmas.

Ginger Schultheis offers a novel and interesting argument against epistemic permissivism. While we think that her argument is ultimately uncompelling, we think its faults are instructive. We explore the relationship between epistemic permissivism, Margin-for-Error principles, and an epistemological version of Dominance reasoning.

Studies of testosterone's effect on dominance are confounded by the effects of dominance experiences on testosterone. Furthermore, antisocial behavior tends to originate prepubertally, when testosterone levels are the same for aggressive males, nonaggressive males, and females. It seems more parsimonious to view variation in testosterone as an effect of dominance-related mood states than to invoke a reciprocal model.

In the age of exploration western Eurasia came to dominate much of the world, in part unintentionally, via the medium of smallpox. This was domination across great spatial distances. Analogously, w...

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to normalcy (...) opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

This article argues that Rousseau's endorsement of male domination and his illiberal views of rape, punishment and the education of women have been seriously underestimated by twentieth century commentators who tend to produce expoisitions of his work that evade, ignore or marginalise this 'darker side' of his educational philosophy.

Men's interest in sex partners' status traits and commitment (investment thoughts) declines with number of sex partners and permissiveness of attitudes; women's investment thoughts do not seem to decline. Testosterone, dominance, sexual attractiveness, and number of sex partners are correlated in men but not in women. It is plausible that these sex differences are part of sexually dimorphic feedback systems. This type of feedback is consistent with both reciprocal and basal models of testosterone.

Campbell's analysis of the evolution of human sex differences to include selection pressures on the female is generally welcomed. This commentary raises some specific issues about the evidence cited: the impact of paternal death on survival prospects; a possible mechanism underlying a sex difference in fear; the selective advantage of dominance hierarchies; and the absence of evidence that testosterone causes human aggression.

Aristophanes has often been read as a conservative who was nostalgic for the days before the advent of radical democracy in Athens. This article offers a more complex reading, centering on the portrayal of ordinary citizens in "Archarnians" and "Knights". Focusing on their "cleverness," Aristophanes recognizes both the potential of ordinary citizens and their limitations as heroes in the struggle against elite domination of democratic politics. This complex portrayal of ordinary citizens, the author suggests, complements recent calls for a more (...) agonistic democratic politics. (shrink)

This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage education (...) in the realms of democracy, as the latter continues to strive for its own survival. While highlighting salient aspects of Hansen et al.'s rereading of Dewey's great work, this review seeks to frame both Dewey's text and this Deweyan study within the breadth of those other challenges by which education—and in turn philosophy of education—has come to take on issues such as: the nexus between theory and practice, the prevalent domination of the social scientific paradigm in education and the continuous threat of the standardisation and institutionalisation of human learning. It will be argued that, to meet this challenge, philosophy of education must sustain a continuous engagement with Dewey's work. A rereading of Dewey also involves a revaluation of his pragmatic theory of education and its lineage, moving from Emerson's metaphilosophy to Cavell's ethics. As Hansen et al. invariably engage with the latter, this review will question, through Adorno and Horkheimer's critique of pragmatisation, whether Deweyan pragmatism can still challenge the current state of affairs by which education is not only systematised away from learning, but also subsumed into a more institutionalised state—a condition that immediately jars with Dewey's own philosophical instincts and pedagogical labours. (shrink)