Deciding where to look is a very complicated process, but deciding when to look is probably much simpler. Once the brain is certain of where it wants to look, the saccade-generating pathway may simply start autonomously. Higher cognitive areas of the brain can only override this automatic start by preventing all saccades. Hence, the brain has no ability to say when to go; it can only say “go there” or “stay here.”.

This volume explores the role of some of the most prominent twentieth-century philosophers and political thinkers as teachers. It examines what obstacles they confronted as teachers and how they overcame them in conveying truth to their students in an age dominated by ideological thinking.

This collection of essays on themes in the work of John Locke , George Berkeley , and David Hume , provides a deepened understanding of major issues raised in the Empiricist tradition. In exploring their shared belief in the experiential nature of mental constructs, The Empiricists illuminates the different methodologies of these great Enlightenment philosophers and introduces students to important metaphysical and epistemological issues including the theory of ideas, personal identity, and skepticism. It will be especially useful in courses devoted (...) to the history of modern philosophy. (shrink)

"I say that the strongest principle of growth lies in human choice."Reduced to its most basic task, bioethics is about choices. What is the ethical or unethical decision at a particular biomedical moment? What is most just or unjust for a disabled or infirmed loved one? What feels like the morally right or wrong decision in a healthcare moment? "Should we or shouldn't we" at a medical impasse?Understandably, the question of choice has found an especially prominent and ethically contentious place (...) in disability discourses. Are disabled lives, disabled identities, and disabled bodies themselves best understood as "chosen"? As terminological variations on this theme, disability scholar Simi Linton has asked in the past... (shrink)

Readers assume that commonplace properties of the real world also hold in realistic fiction. They believe, for example, that the usual physical laws continue to apply. But controversy exists in theories of fiction about whether real individuals exist in the story’s world. Does Queen Victoria exist in the world of Jane Eyre, even though Victoria is not mentioned in it? The experiments we report here find that when participants are prompted to consider the world of a fictional individual (“Consider the (...) world of Jane Eyre…”), they are willing to say that a real individual (e.g., Queen Victoria) can exist in the same world. But when participants are prompted to consider the world of a real individual, they are less willing to say that a fictional individual can exist in that world. The asymmetry occurs when we ask participants both if a real person is in the character’s world and if the person would appear there. However, the effect is subject to spatial and temporal constraints. When the person and the character share spatial and temporal settings, interchange is more likely to occur. These results shed light on the author’s implicit contract with the reader, which can license the reader to augment a fictional world with features that the author only implicates as part of the work’s background. (shrink)

Despite a recent wave in global recognition of the rights of transgender and gender-diverse populations, referred to in this text by the umbrella label of trans*, international law continues to presume a cisgender binary definition of gender — dismissing the lived realities of trans* individuals throughout the world. This gap in international legal recognition and protection has fundamental implications for health, where trans* persons have been and continue to be subjected to widespread discrimination in health care, longstanding neglect of health (...) needs, and significant violations of bodily autonomy. (shrink)

This study extends the examination of moral content in the media by exploring moral messages in television programming and viewer characteristics predictive of the ability to perceive such messages. Generalisability analyses confirmed the reliability of the Media’s Moral Messages (MMM) rating form for analysing programme content and the existence of 10 moral themes prevalent in television media. Standard regression analyses yielded evidence indicating viewers’ moral expertise, as measured by the Defining Issues Test (DIT), familiarity with the programme and level of (...) education predicted their ability to perceive moral messages in a television drama popular in the USA at the time of data collection. Identification of patterns in moral content represented in television programming, as well as knowledge of how viewer characteristics relate to their ability to perceive such content, can provide parents and educators with a means for better comprehending messages regarding human interaction to which they or their children are exposed. (shrink)

This piece is a book review of Bever, Carroll and Miller's "Talking Minds".

The public safety, human services, health, and relief workers who comprise the first wave of a response to natural or man-made disasters play a critical role in emergency preparedness. These first responders provide care and services in the immediate aftermath of emergencies and may remain in affected communities for weeks or months. They often work long hours under stressful conditions, witnessing the human harms, physical destruction, and psychological devastation that can accompany disasters.

When young children attempt to locate numbers along a number line, they show logarithmic (or other compressive) placement. For example, the distance between “5” and “10” is larger than the distance between “75” and “80.” This has often been explained by assuming that children have a logarithmically scaled mental representation of number (e.g., Berteletti, Lucangeli, Piazza, Dehaene, & Zorzi, 2010; Siegler & Opfer, 2003). However, several investigators have questioned this argument (e.g., Barth & Paladino, 2011; Cantlon, Cordes, Libertus, & Brannon, (...) 2009; Cohen & Blanc-Goldhammer, 2011). We show here that children prefer linear number lines over logarithmic lines when they do not have to deal with the meanings of individual numerals (i.e., number symbols, such as “5” or “80”). In Experiments 1 and 2, when 5- and 6- year-olds choose between number lines in a forced-choice task, they prefer linear to logarithmic and exponential displays. However, this preference does not persist when Experiment 3 presents the same lines without reference to numbers, and children simply choose which line they like best. In Experiments 4 and 5, children position beads on a number line to indicate how the integers 1 100 are arranged. The bead placement of 4- and 5-year-olds is better fit by a linear than by a logarithmic model. We argue that previous results from the number line task may depend on strategies specific to the task. (shrink)

The public safety, human services, health, and relief workers who comprise the first wave of a response to natural or man-made disasters play a critical role in emergency preparedness. These first responders provide care and services in the immediate aftermath of emergencies and may remain in affected communities for weeks or months. They often work long hours under stressful conditions, witnessing the human harms, physical destruction, and psychological devastation that can accompany disasters.

This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.

RésuméQue voulait dire Wittgenstein lorsqu'ilaremarqué: «Je ne suispas un homme religieux, maisje nepuis m'empecher de voir tout problème d'un point de me religieux»? La thèse de Malcom, c'est que cette remarque pointe du doigt les analogies entre la perspective philosophique de Wittgenstein et une vision religieuse de la vie. En revanche, Winch fait valoir que la remarque de Wittgenstein peut être interprétée comme ne faisant pas référence aux problèmes exclusivement philosophiques; Wittgenstein exprimait plutôt sa propre perspective quasi religieuse sur la (...) vie et soulignait l 'importance spirituelle de la clarté philosophique. Contrairement à Malcom et Winch, jefais valoir qu'il faut plutôt considérer que cette remarque signifie en gros: «Je ne suispas religieux moi-même, mais quand je réfléchis philosophiquement à ce que cela signifie pour quelqu'un de faire face à un certain type de problemes, par exemple les dilemmes moraux et autres décisions difficiles dans la vie, il importe de reconnoître la diversité des perspectives possibles d'oú ces problèmes peuvent être vus. Ce faisant, je nepuis m'empêcher d'imaginer comment de tels problèmes apparaîtraient depuis la perspective de quelqu'un de religieux.». (shrink)

continent. 2.1 (2012): 40–43. Lance Olsen is a professor of Writing and Literature at the University of Utah, Chair of the FC2 Board of directors, and, most importantly, author or editor of over twenty books of and about innovative literature. He is one of the true champions of prose as a viable contemporary art form. He has just published Architectures of Possibility (written with Trevor Dodge), a book that—as Olsen's works often do—exceeds the usual boundaries of its genre as (...) it explores his interests in narrative theory and pedagogy. The book is a kind of “anti-textbook;” a performative polemic against the stale, conservative and monolithic conception of the literary that so often dominates institutional discourse around creative writing. The following interview takes the occasion of AoP's publication as a chance to speak with Olsen about the book itself as well as to engage with larger, unanswerable, questions about the futures and intersections of literature and education. —Ben Segal INTERVIEW: 1) First, I want to start before the beginning, with the title. I’m really fascinated by the concept it conjures. Can you say something about innovative/experimental/(choose your adjective) literature in relation to both ideas around architecture and possibility? Innovative or experimental are tremendously fraught adjectives, needless to say. But for the purposes of my book, they modify a fiction concerned with the questions: What is fiction? What can it do, and how, and why? Now, of course, what looks “innovative” or “experimental” to one at 17 may not be what looks “innovative” or “experimental” to one at 27 or 57, and what looks “innovative” or “experimental” in 1812 may not be what looks “innovative” or “experimental” in 2012. A certain existential and historical perspectivism is always at work. But I think it’s fair to say that innovative and experimental usually refer to a narrativity that includes a self-reflective awareness of and engagement with theoretical inquiry, concerns, and obsessions, as well as a sense of being in conversation with fiction across space and time. One can't create challenging writing in a vacuum; it has to challenge in relation to something. So contemporary writers interested in the subject are not only in pursuit of the innovative, but are also always-already writing subsequent to it—writing, that is, in its long wake. Architectures of Possibility conceives of creativity as a possibility space, a locale just outside our comfort zones where we can and should take multiple chances in order to imagine in new ways, explore fresh strategies for finding and cultivating ideas, re-view what it is we’re doing and why, better understand what Samuel Beckett meant when he wrote: “Try again. Fail again. Fail better.” It reminds us that there are other ways of narrating our worlds and ourselves than those we have inherited from the entertainment industry, the government, academia, previous writing, and so on. 2) AoP seems to be directed at several audiences (and purposes) simultaneously. What I mean is that it seems at times a polemic in favor of innovative literature, at other times a creative writing textbook, and still other times a guide to the network of publishers, journals, and programs that make up the current world of non-mainstream literary art in the U.S. In my mind, Architectures is a theorized anti-textbook about writing. Most textbooks on the subject (think of Janet Burroway’s Writing Fiction: A Guide to Narrative Craft , taught in most creative-writing classroom across the country) orchestrate how to construct conventional stories. They instruct from a place of power how to generate familiar stories that are repeated so often that many of us begin to take them as the primary model for narrativity, if not unconsciously as a kind of truth. The result, as Brian Kiteley points out in 3 A.M. Epiphany (one of the only other alternative textbooks about innovative writing around, by the way, and a tremendous repository of exercises), is merely competent texts. Architectures problematizes that gesture by outlining what conventional narrativity looks like, urging writers to think about its ideology of form as well as content, and invites them to imagine writing, not as a set of relatively stable conventions, but, rather, as a possibility space where everything can and should be thought, tried, challenged. It thereby rhymes with Roland Barthes’s definition of literature: the question minus the answer—which is to say Architectures poses complications to the act of writing rather than solutions. 3) One of the most notable things about the book is the use of interviews. This is also one of the reasons that I think the book works so well for a variety of audiences—that anyone with even a passing interest in the state and future of literature will have an interest in your conversation with people like Ben Marcus, Samuel Delany, and Lydia Davis. I was hoping you could just talk a little about how you chose these subjects to interview, how you edited the interview material, and which answers you received struck you the most. Experimentalism , like realism , wants to appear in the plural. The idea of gathering more than forty interviews (with the help of my awesome collaborator, Trevor Dodge, himself a fine innovative author) represents an attempt to suggest that: the wide, rich, exciting opportunities inherent in the term. There are interviews with younger writers, elder statesmen in the field, publishers, editors, hypermedia artists, comic book makers, and so on: Joe Wenderoth, Carole Maso, Scott McCloud, Nick Montfort, Kathy Acker, et al. Trevor and I decided to do flash interviews: short, concentrated Q&As, each focusing on a particular troubling of writing. We only lightly edited the results to match the manuscript’s overall style, and every interview arrived as a surprise housing several unexpected insights. Three brief examples: Michael Mejia, when asked about what he dreads when setting about writing: “Dread is an interesting word here. I associate it less with loathing or aversion, I suppose, than with a kind of productive fear. Do I dread a project’s failure? Sure, who doesn’t? Who wants to waste time on something that comes to nothing, or is unreadable? But then, what do these terms mean, and who or what defines a work as a ‘failure,’ as ‘waste,’ as ‘unreadable’? Should a work actually try to interrogate and exceed these conceptual limitations? My tendency is to write into dread in order to reveal to myself, as much as to any reader that may come after, the varied complacencies that make other, mostly more conventional writings, readable. It’s at the frontier between readability (security) and unreadability (terror) that I want to live creatively.” Carole Maso, when asked what she’d like a sentence to accomplish: “I think a sentence can if allowed carry emotional and intellectual states as they flee, as they come and go, an escaping essence difficult to hold in other ways. In this way I think the sentence can work as a phrase of music does, sounding something large and elusive in us. Alternatively it can provide sometimes a stability, an essence, a moment of being. Unlike music the sentence also of course carries language with all its potential for meaning making and memory traces and association with it as well. I probably love the accretion of sentences most—those patterns, that shimmer, that resonance.” Shelley Jackson, when asked what is innovative about the innovative: “The purpose of the innovative is, I think, to wake us up. We are not quite alive, most of the time; we occupy a sort of cartoon version of our lives, its lines made smooth by repetition. Writing can open the seams in that world, reintroduce us to the real lives that we have forgotten. Maybe all good writing is innovative in some sense, in that it shows or tells or makes you feel something you never felt before—something for which you have no cartoon ready.” 4) You talk a little about N. Katherine Hayles’s concept of Media Specific Analysis and propose the supplemental notion of Medium Specific Generation—basically taking Hayles and applying her thought from the perspective of the writer. I’ve been trying to develop somewhat related theoretical frameworks, so I was really excited to come upon this section of the book. I’m wondering if you can talk a little more about this idea and, in general, about the potentials that you see as being opened up by writers engaging with and exploiting different media as literary platforms? “Lulled into somnolence by five hundred years of print,” Hayles urges in her (at least for me) transformative 2004 essay, “Print is Flat, Code is Deep,” “literary analysis should awaken to the importance of media-specific analysis, a mode of critical attention which recognizes that all texts are instantiated and that the nature of the medium in which they are instantiated matters.” She goes on to argue critics should learn to become more attuned to the materiality of the medium under investigation—which is to say a story isn’t a story isn’t a story. Rather, the “same” story remediated through film is intrinsically different from that story remediated through conventionally printed books is intrinsically different from that story remediated through hypermedia. “Materiality,” Hayles goes on, “is reconceptualized as the interplay between a text’s physical characteristics and its signifying strategies, a move that entwines instantiation and signification at the outset.” My point in Architectures is simply to emphasize Media Specific Generation: the idea that when writing you should be cognizant, not only of the thematics of the text you are working on, and, as it were, the internal components of its narrativity (character, language, plot, etc.), but also of the material embodiment those components take, and, perhaps more important, the material embodiment those components can take. The idea that the way texts matter matters isn’t something usually addressed in any significant way in creative-writing classrooms and textbooks. It may almost go without saying such experimentation with typography, layout, and white space has a long tradition—certainly one that tracks back at least as far as Guillaume Apollinaire’s early twentieth-century Calligrammes , Laurence Sterne’s textually ribald eighteenth-century Tristram Shandy , although one could arguably plot a hypothetical trajectory that reaches to ancient Greek romances like Achilles Tatius’ second-century Leucippe and Clitophon . Experiments into atomic materiality and digital immateriality bracket the definition of “book” at the same time they highlight Michael Martone’s prediction of its present future as increasingly viral, collaborative, and ephemeral. Or, as Matthew Battles points out: the future of the “book” has already arrived, and it is “ethereal and networked” rather than “an immutable brick.”While conventional writing and reading practices are conceptualized as private, individual, relatively fixed experiences, many of the new forms indicate that writing and reading—from production through dissemination—are rapidly becoming public, collective, incrementally unfixed experiences. That strikes me as an astonishing set of opportunities for a writer to investigate. 5) Another concept you elaborate in AoP is that of limit texts, basically texts that, once you read them, change what you imagine as the shape/horizon/potential of literature. You provide a fantastic reading list of limit texts at the end of AoP. I was hoping you could talk about a few of them in terms of how they specifically operate as limit texts for you—how they expand your understanding of what literature could be or do. Karl Jaspers coined the word Grenzsituationen (border/limit situations) to describe existential moments accompanied by anxiety in which the human mind is forced to confront the restrictions of its existing forms—moments that make us abandon, fleetingly, the securities of our limitedness and enter new realms of self-consciousness. Death, for example. Limit texts are a variety of disturbance that carries various elements of narrativity to their brink so the reader can never quite imagine them in the same terms again. Once you’ve taken one down from the shelf, you’ll never be able to put it back up again. They won’t leave you alone. They will continue to work on your imagination long after you’ve read them. Simply by being in the world, they ask us to embrace difficulty, freedom, radical skepticism. One of the most important for me is Samuel Beckett’s The Unnamable . Instead of establishing conventional setting and building traditional character, from its first words it unsettles both: “Where now? Who now? When now?” That first trio of question marks broadcasts the thematics of the writing (“novel” may be too strong a word) that will follow: it is all about a voice (or, perhaps, voices, about the grammatical mistake of the first-person pronoun), a consciousness (maybe, again, too strong a word), often genderless, removed from place and chronology and socioeconomic reality, hovering in a state of perpetual aporia. All it knows is what it doesn’t know, and its not-knowing is blackly, sardonically comic. The Unnamable is the embodiment of an unreliable narrator—a subject position that can’t trust itself, let alone be trusted by a reader. It contradicts, takes back, digresses, undoes what it just did, forgets, lies, hallucinates gloriously. The language is abstract, disembodied, devoid of sensory data, grayish rather than painterly in texture. Without knowing this passage is from a novel, a reader might well conclude s/he were reading a patch of (anti-)Cartesian philosophy. It might be helpful to conceive of what Beckett is doing as post-genre writing, then, or perhaps what Raymond Federman referred to as critifiction—a mode that blurs conventional distinctions between theory and narrative. In completely different register, and much more recently, Anne Carson’s Nox blew me away. It takes the form of an elegy for her older brother, whom she didn’t know well and who died unexpectedly while on the run from the law in Europe. The thing itself arrives in a box that simulates a thick book, as well as the brother’s textual coffin. Open it, and inside you discover, not a codex, but an accordioned series of “pages” that folds out into an arrangement that suggests an ancient scroll (Carson is, perhaps illuminatingly, a professor of classics) made up of shards of her brother’s letters, old photographs, tickets, Carson’s observations, Catullus’ poem 101 (the one addressed to the Roman poet’s dead brother, a doubling of Carson’s situation), and extensive dictionary entries on all the words that compose that poem. The aggregate produces a collage about the impossibilities of aggregates, the impossibilities of understanding fully, of capturing absences in language. At times Nox feels less an example of what most readers consider a book than something closer to a three-dimensional work of assemblage art. It’s a beautiful mechanism for contemplating Media Specific Analysis, for urging us all to be more extreme. 6) Finally, I want to talk a little about pedagogy and institutions. I’m less interested in questions like “Are MFA programs good for writers?” than in questions about how your role as teacher informs your understanding of literature and your writing practice. I’m also very curious about your take on how commercially marginal literary art is largely patronized by large state institutions and at the same time often imagines itself as a critical and even possibly revolutionary practice. How have your own positions within universities and university-affiliated organizations shaped your thinking about them and about innovative literature? I can imagine in many ways it might make you even more critical. And (I know, another ‘and’...) how does AoP (especially given its relation to Rebel Yell , your previous text on creative writing) reflect your personal history and experience as a teacher and member of communities that are largely defined by institutions? In the classroom, I try to generate the pedagogical field I would have liked to have inhabited as a student, but didn’t. Roland Barthes has a lovely line about this: “We need to substitute for the magisterial [classroom] space of the past (the word delivered by the master from the pulpit above with the audience below, the flock, the sheep, the herd)—a less upright, less Euclidean space where no one, neither teacher nor students, would ever be in his final place.” Easier said than done, of course, but an important life project for all who think of themselves as educators. My own classroom, my own writing, and Architectures of Possibility itself attempt to create the sort of possibility space where, as I mentioned at the outset of our interview, everything should be thought, tried, challenged; where everything rhymes with Roland Barthes’s definition of literature: the question minus the answer. I’m not sure I could write what I’m writing now without the conversations I have almost daily with my students, the conversations they have with each other, the conversations we all have with the texts we study. Especially in light of the paradigm shift over the last, say, quarter century from academia as intellectual exploration to academia as McDonaldized trade school, the irony isn’t lost on me concerning the discrepancy between the safe harbor innovative authors find there and the cultural critiques those authors launch through their writing and pedagogical work. In 2001, I quit my full professorship at one institution precisely because of my disappointment over what had happened to the learning environment there. I had no intentions of reentering the field. In 2007, however, the University of Utah approached me, and I found myself in an environment much more hospitable to the sort of work I want to do—teaching experimental narrative theory and practice. It isn’t by any means a simple irony. One could easily argue innovative writing and pedagogy represents the trace of the paradigm Barthes suggests, and that trace is tremendously productive in all kinds of ways. Innovative writing has never and will never change the world in any large, macrocosmic way. But we’ve all had our lives changed, one by one, by an encounter with a difficult, rich, resonant piece of prose, poetry, music, art, you name it. We’ve all had our lives changed at the ahistorical, microcosmic moment by a class we’ve taken, a teacher we’ve studied with, to such an extent that we became, quite literally, different people. I just came across a stunning set of sentences from Derrida on the topic: “What is education? The death of the parents.” That’s what we’re all up to in the innovative, be it in written texts or the texts we call our classrooms or the texts we call our politics: trying to disrupt what both can and can’t be disrupted, trying to undo what both can and can’t be undone, continuously. (shrink)

A recursive enumerator for a function h is an algorithm f which enumerates for an input x finitely many elements including h(x), f is a k(n)-enumerator if for every input x of length n, h(x) is among the first k(n) elements enumerated by f. If there is a k(n)-enumerator for h then h is called k(n)-enumerable. We also consider enumerators which are only A-recursive for some oracle A. We determine exactly how hard it is to enumerate the Kolmogorov function, which (...) assigns to each string x its Kolmogorov complexity: • For every underlying universal machine U, there is a constant a such that C is k(n)-enumerable only if k(n) ≥ n/a for almost all n. • For any given constant k, the Kolmogorov function is k-enumerable relative to an oracle A if and only if A is at least as hard as the halting problem. • There exists an r.e., Turing-incomplete set A such for every non-decreasing and unbounded recursive function k, the Kolmogorov function is k(n)-enumerable relative to A. The last result is obtained by using a relativizable construction for a nonrecursive set A relative to which the prefix-free Kolmogorov complexity differs only by a constant from the unrelativized prefix-free Kolmogorov complexity. Although every 2-enumerator for C is Turing hard for K, we show that reductions must depend on the specific choice of the 2-enumerator and there is no bound on the quantity of their queries. We show our negative results even for strong 2-enumerators as an oracle where the querying machine for any x gets directly an explicit list of all hypotheses of the enumerator for this input. The limitations are very general and we show them for any recursively bounded function g: • For every Turing reduction M and every non-recursive set B, there is a strong 2-enumerator f for g such that M does not Turing reduce B to f. • For every non-recursive set B, there is a strong 2-enumerator f for g such that B is not wtt-reducible to f. Furthermore, we deal with the resource-bounded case and give characterizations for the class ${\rm S}_{2}^{{\rm P}}$ introduced by Canetti and independently Russell and Sundaram and the classes PSPACE, EXP. • ${\rm S}_{2}^{{\rm P}}$ is the class of all sets A for which there is a polynomially bounded function g such that there is a polynomial time tt-reduction which reduces A to every strong 2-enumerator for g. • PSPACE is the class of all sets A for which there is a polynomially bounded function g such that there is a polynomial time Turing reduction which reduces A to every strong 2-enumerator for g. Interestingly, g can be taken to be the Kolmogorov function for the conditional space bounded Kolmogorov complexity. • EXP is the class of all sets A for which there is a polynomially bounded function g and a machine M which witnesses A ∈ PSPACEf for all strong 2-enumerators f for g. Finally, we show that any strong O(log n)-enumerator for the conditional space bounded Kolmogorov function must be PSPACE-hard if P = NP. (shrink)

La période 1890-1950 a été marquée en France par la crainte de la dépopulation et une obsession à propos du taux de natalité décroissant. C’est dans ce contexte qu’un groupe de militants s’est lancé dans une lutte contre les avortements, politisant cette question, tentant de modifier la loi et d’accentuer la répression policière pour en réduire le nombre. Ce sujet a depuis longtemps attiré l’attention de spécialistes de l’histoire du genre et de la sexualité, qui ont montré l’intervention de...

Lance and Hawthorne have served up a large, rich and argument-stuffed book that has much to teach us about central issues in the philosophy of language, as well as sports trivia. I shall concentrate, not surprisingly, on points I either disagreed with or found unclear; there are many acute observations, particularly in the second half of the book, that fall into neither of these categories.

Part I: The Life of Cognitive Science:. William Bechtel, Adele Abrahamsen, and George Graham. Part II: Areas of Study in Cognitive Science:. 1. Analogy: Dedre Gentner. 2. Animal Cognition: Herbert L. Roitblat. 3. Attention: A.H.C. Van Der Heijden. 4. Brain Mapping: Jennifer Mundale. 5. Cognitive Anthropology: Charles W. Nuckolls. 6. Cognitive and Linguistic Development: Adele Abrahamsen. 7. Conceptual Change: Nancy J. Nersessian. 8. Conceptual Organization: Douglas Medin and Sandra R. Waxman. 9. Consciousness: Owen Flanagan. 10. Decision Making: J. Frank Yates (...) and Paul A. Estin. 11. Emotions: Paul E. Griffiths. 12. Imagery and Spatial Representation: Rita E. Anderson. 13. Language Evolution and Neuromechanisms: Terrence W. Deacon. 14. Language Processing: Kathryn Bock and Susan M. Garnsey. 15. Linguistics Theory: D. Terence Langendoen. 16. Machine Learning: Paul Thagard. 17. Memory: Henry L. Roediger III and Lyn M. Goff. 18. Perception: Cees Van Leeuwen. 19. Perception: Color: Austen Clark. 20. Problem Solving: Kevin Dunbar. 21. Reasoning: Lance J. Rips. 22. Social Cognition: Alan J. Lambert and Alison L. Chasteen. 23. Unconscious Intelligence: Rhianon Allen and Arthur S. Reber. 24. Understanding Texts: Art Graesser and Pam Tipping. 25. Word Meaning: Barbara C. Malt. Part III: Methodologies of Cognitive Science:. 26. Artificial Intelligence: Ron Sun. 27. Behavioral Experimentation: Alexander Pollatsek and Keith Rayner. 28. Cognitive Ethology: Marc Bekoff. 29. Deficits and Pathologies: Christopher D. Frith. 30. Ethnomethodology: Barry Saferstein. 31. Functional Analysis: Brian Macwhinney. 32. Neuroimaging: Randy L. Buckner and Steven E. Petersen. 33. Protocal Analysis: K. Anders Ericsson. 34. Single Neuron Electrophysiology: B. E. Stein, M.T. Wallace, and T.R. Stanford. 35. Structural Analysis: Robert Frank. Part IV: Stances in Cognitive Science:. 36. Case-based Reasoning: David B. Leake. 37. Cognitive Linguistics: Michael Tomasello. 38. Connectionism, Artificial Life, and Dynamical Systems: Jeffrey L. Elman. 39. Embodied, Situated, and Distributed Cognition: Andy Clark. 40. Mediated Action: James V. Wertsch. 41. Neurobiological Modeling: P. Read Montague and Peter Dayan. 42. Production Systems: Christian D. Schunn and David Klahr. Part V: Controversies in Cognitive Science:. 43. The Binding Problem: Valerie Gray Hardcastle. 44. Heuristics and Satisficing: Robert C. Richardson. 45. Innate Knowledge: Barbara Landau. 46. Innateness and Emergentism: Elizabeth Bates, Jeffrey L. Elman, Mark H. Johnson, Annette Karmiloff-Smith, Domenico Parisi, and Kim Plunkett. 47. Intentionality: Gilbert Harman. 48. Levels of Explanation and Cognition Architectures: Robert N. McCauley. 49. Modularity: Irene Appelbaum. 50. Representation and Computation: Robert S. Stufflebeam. 51. Representations: Dorrit Billman. 52. Rules: Terence Horgan and John Tienson. 53. Stage Theories Refuted: Donald G. Mackay. Part VI: Cognitive Science in the Real World:. 54. Education: John T. Bruer. 55. Ethics: Mark L. Johnson. 56. Everyday Life Environments: Alex Kirlik. 57. Institutions and Economics: Douglass C. North. 58. Legal Reasoning: Edwina L. Rissland. 59. Mental Retardation: Norman W. Bray, Kevin D. Reilly, Lisa F. Huffman, Lisa A. Grupe, Mark F. Villa, Kathryn L. Fletcher, and Vivek Anumolu. 60. Science: William F. Brewer and Punyashloke Mishra. Selective Biographies of Major Contributors to Cognitive Science: William Bechtel and Tadeusz Zawidzki. (shrink)

The origin of this special issue is in my experience as Laurence S. Rockefeller Visiting Professor for Distinguished Teaching in the University Center for Human Values at Princeton University. Since one of my duties at Princeton was to teach an undergraduate class, I decided to teach a course on Ethics and the Environment. The class was taught in the Woodrow Wilson School for Public and International Affairs, and also cross-listed with the Philosophy Department. My suggestion that the course also be (...) cross-listed with the Princeton Environmental Institute was greeted with surprise. After all, this was a course on ethics. What could it possibly have to do with the Princeton Environmental Institute? Environmental institutes are about science, not philosophy; at least this is what the administrator in charge seemed to think.At that moment I decided to organise a workshop on environmental values bringing together humanists, social scientists and natural scientists to discuss this topic. I wanted to invite outstanding researchers in the area of environmental values, and subject their papers to the scrutiny of Princeton scholars. I hoped that this might have positive spillover effects on students and the university community at large. To a great extent, I think, these hopes were realised.The workshop was held on 2 May 2005. Two panels were devoted to particular dimensions of environmental values, and a third panel analysed conflicting values in the climate change debate. For each panel there was a discussant, and Gustav Speth, the Dean of the Yale School of Forestry and Environmental Studies, gave the keynote address. With the exception of the keynote address and one paper presented in the climate change session, this special issue includes all of the papers delivered at the workshop. However, the papers have been revised, refereed, and revised again since their original presentation.The papers by Emily Brady, Holmes Rolston III, and Dana Philips discuss aesthetic and spiritual dimensions of environmental values. Brady's paper is aimed at showing how aesthetic valuing is embedded in our relationships with nature and how it underpins many of our attitudes toward the environment. For these reasons such values are and ought to be important to environmental policy debates. Philips begins with a careful reading of Thoreau, but arrives at an iconoclastic stance towards the role of nature writing in environmental valuation. While he grants that such writing has been important in the development of the American environmental movement , he observes that such 'inspiration' risks producing 'both purple prose and poor doctrine', citing some examples. Rolston declares that ethics and religion are central to questions of environmental policy. For the sciences, including economics, cannot tell us how to value nature. He concludes with a frankly religious appeal: 'If anything at all on Earth is sacred, it must be this enthralling creativity that characterises our home planet. If anywhere, here is the brooding Spirit of God.' In her discussion of these papers, Susan Stewart observes that the assertion of the centrality of aesthetic considerations to environmental policy sometimes seems to be a matter of wishful thinking, at least when compared to the grim calculus of short-term economic gain. What is needed, Stewart suggests, is to free environmental policy-making from 'the short leash of necessity' and refocus it instead on the superfluity of experience given to us by nature.Thomas Dunlap, Thomas Hill Jr., and Kimberly Smith focus on moral, political, and religious values. Chiming with Rolston, Dunlap claims that environmentalism is ultimately a religious movement, and that this explains much of its power and passion. Acknowledging its 'roots in secular faiths and conventional religion may be necessary' to reignite environmentalism, which has become stalled, at least as a political movement in America. Hill, by contrast, proposes to show 'without metaphysical obscurity or undue anthropocentrism, how and why it is good to value certain natural phenomena for their own sakes and to recognise and respond appropriately to the value they have ... independently of human rights and welfare'. Kimberly Smith surveys environmental political theory, focusing on the rising idea that nature is not just an object of politics, but also a subject. In his commentary, Michael Smith expresses scepticism about Dunlap's claims. He draws on Hill's paper to show that environmentalism may be justified on a number of different grounds, thus there may be no conceptual reason to advert to religious justifications. Moreover, even if it is true that environmentalism originated in a religious sensibility, it does not follow that returning to these roots would be most politically potent in forwarding the movement. A highly contextualised empirical argument about political tactics would be required to secure this conclusion. Finally, Michael Smith voices some suspicions about Kimberly Smith's idea of nature as a subject, and in particular her treatment of the social contract tradition.The issue concludes with papers on climate change by Steve Gardiner, Michael Toman and Michael McCracken, and a commentary by Peter Singer. Toman reviews the debate over the role of economics in setting climate change policy. He goes on to sketch a way in which technical economic analysis and public dialogue might be combined. McCracken wants to explain more generally why, in the United States at least, there is so much political controversy over climate change even in the face of growing scientific consensus. The reason, he claims, is that both the public and policy-makers are subjected to diverse interpretations of the evidence. Different communities 'spin' the science in ways that suit their own interests. Gardiner argues that climate change is a 'perfect moral storm' that presents us with almost insuperable obstacles to our ability to make the hard choices necessary to address it. Most disturbing, this perfect storm makes us extremely vulnerable to moral corruption. Singer agrees with much of the diagnosis presented in these papers, but he thinks that McCracken lets the Bush administration off the hook too easily. Sometimes the best explanation for bad policy is bad policy-makers who have bad values. Singer sketches his own version of a just solution to the climate change problem, and concludes by speculating that self-interest may yet provoke the United States into acting responsibly. Many people helped to make the workshop and the publication of this special issue possible. Princeton University in various guises provided funds, space, and organisational resources. Several members of the faculty, especially William Howarth, Stephen Macedo and Francois M.M. Morel, were unflinching in their support and generous with their advice. The editors of Environmental Values, particularly Clive Spash who oversaw the production of this issue, have been both enthusiastic and efficient, while ensuring that the issue conforms to the highest standards of professional scholarship. Hovering in the background are those anonymous scholars who reviewed the papers and made many suggestions for improvements, as well as the administrative support staff at both Princeton and Environmental Values who helped bring the event and the issue into existence. Finally, I would like to thank the contributors both for their cooperation and contributions.In my opinion, almost anyone can find something to learn from each of these papers. However, the best way to read them is not singly, but in light of each other. Taken as a whole, the papers in this issue approach questions about environmental values from various perspectives, backgrounds, and concerns. Whatever else may result from the publication of this issue, I hope that it will constitute one small step towards making clear that environmental questions are not narrowly confined to particular disciplines or departments of knowledge, but are best approached from multiple perspectives, drawing on a wide range of materials, methodologies and expertise. (shrink)