Analytic Philosophy, Volume 63, Issue 2, Page 73-89, June 2022.

We usually consider literary thinking to be peripheral and dispensable, an activity for specialists: poets, prophets, lunatics, and babysitters. Certainly we do not think it is the basis of the mind. We think of stories and parables from Aesop's Fables or The Thousand and One Nights, for example, as exotic tales set in strange lands, with spectacular images, talking animals, and fantastic plots--wonderful entertainments, often insightful, but well removed from logic and science, and entirely foreign to the world of everyday (...) thought. But Mark Turner argues that this common wisdom is wrong. The literary mind--the mind of stories and parables--is not peripheral but basic to thought. Story is the central principle of our experience and knowledge. Parable--the projection of story to give meaning to new encounters--is the indispensable tool of everyday reason. Literary thought makes everyday thought possible. This book makes the revolutionary claim that the basic issue for cognitive science is the nature of literary thinking. In The Literary Mind, Turner ranges from the tools of modern linguistics, to the recent work of neuroscientists such as Antonio Damasio and Gerald Edelman, to literary masterpieces by Homer, Dante, Shakespeare, and Proust, as he explains how story and projection--and their powerful combination in parable--are fundamental to everyday thought. In simple and traditional English, he reveals how we use parable to understand space and time, to grasp what it means to be located in space and time, and to conceive of ourselves, other selves, other lives, and other viewpoints. He explains the role of parable in reasoning, in categorizing, and in solving problems. He develops a powerful model of conceptual construction and, in a far-reaching final chapter, extends it to a new conception of the origin of language that contradicts proposals by such thinkers as Noam Chomsky and Steven Pinker. Turner argues that story, projection, and parable precede grammar, that language follows from these mental capacities as a consequence. Language, he concludes, is the child of the literary mind. Offering major revisions to our understanding of thought, conceptual activity, and the origin and nature of language, The Literary Mind presents a unified theory of central problems in cognitive science, linguistics, neuroscience, psychology, and philosophy. It gives new and unexpected answers to classic questions about knowledge, creativity, understanding, reason, and invention. (shrink)

Experimental moral philosophy began to emerge as a methodology inthe last decade of the twentieth century, a branch of the largerexperimental philosophy approach. From the beginning,it has been embroiled in controversy on a number of fronts. Somedoubt that it is philosophy at all. Others acknowledge that it isphilosophy but think that it has produced modest results at best andconfusion at worst. Still others think it represents an important advance., Before the research program can be evaluated, we should have someconception of (...) its scope. But controversy surrounds questionsabout its boundaries as well. Uncontroversially, the distinctionbetween experimental and non-experimental philosophy is not identicalto the distinction between a posteriori and a prioriphilosophy. Experimental evidence is a proper subset of empiricalevidence, which is itself a subset of a posteriorievidence. Can any more be said?, L1: A child raised in a particular linguistic community almostinevitably ends up speaking an idiolect of the local language despitelack of sufficient explicit instruction, lack of extensive negativefeedback for mistakes, and grammatical mistakes by caretakers., character, moral | cognitivism vs. non-cognitivism, moral | emotion | ethics: virtue | intuition | moral anti-realism | moral psychology: empirical approaches | moral realism | moral relativism | well-being, Copyright © 2014 byMark Alfano Don Loeb, View this site from another server:. (shrink)

This volume presents critical writings on the work of the later mercantilists. Sir Josiah Child was elected a governor of the East India Company in 1681. His reputation as an economist rests on his book 'A New Discourse of Trade' published in 1693. His work stimulated a wide range of discussion of such topics as interest rates, population, wage policy, poor relief and colonization. Despite many liberal elements in his thinking, he was a typical Mercantilist in his preference for (...) administrative solutions to economic problems. John Locke, best known for his work on political philosophy, made a major contribution to the debate on the rate of interest in his essay 'Some Considerations of the Consequences of the Lowering of Interest and Raising the Value of Money' (1692). The central theme of that pamphlet was that the rate of interest, being the price for the hire of money, is determined by the demand for and supply of money, which Parliament is powerless to affect. Locke's other major contribution to economic thought was the so called labour theory of private property contained in the 'Two Treaties on Government' (1690), a classic in the history of political philosophy. (shrink)

Child soldiers are generally perceived as faultless, passive victims. This ignores that the roles of child soldiers vary, from innocent abductee to wilful perpetrator. This book argues that child soldiers should be judged on their actions and that treating them like a homogenous group prevents them from taking responsibility for their acts.

Two new documents from the Committee on Bioethics of the American Academy of Pediatrics expand the terrain for parental decision making, suggesting that pediatricians may override only those parental requests that cross a harm threshold. These new documents introduce a broader set of considerations in favor of parental authority in pediatric care than previous AAP documents have embraced. While we find this to be a positive move, we argue that the 2016 AAP positions actually understate the importance of informed and (...) voluntary parental involvement in pediatric decision making. This article provides a more expansive account of the value of parental permission. In particular, we suggest that an expansive role for parental permission may reveal facts and values relevant to their child's treatment, encourage resistance to suboptimal default practices, improve adherence to treatment, nurture children's autonomy, and promote the interests of other family members. (shrink)

Techniques from behavioral economics—nudges—may help physicians increase pediatric vaccine compliance, but critics have objected that nudges can undermine autonomy. Since autonomy is a centrally important value in healthcare decision-making contexts, it counts against pediatric vaccination nudges if they undermine parental autonomy. Advocates for healthcare nudges have resisted the charge that nudges undermine autonomy, and the recent bioethics literature illustrates the current intractability of this debate. This article rejects a principle to which parties on both sides of this debate sometimes seem (...) committed: that nudges are morally permissible only if they are consistent with autonomy. Instead, I argue that, at least in the case of pediatric vaccination, some autonomy-undermining nudges may be morally justified. This is because parental autonomy in pediatric decision-making is not as morally valuable as the autonomy of adult patients, and because the interests of both the vaccinated child and other members of the community can sometimes be weighty enough to justify autonomy-infringing pediatric vaccination nudges. This article concludes with a set of worries about the effect of pediatric vaccination nudges on parent-physician relationships, and it calls on the American Academy of Pediatrics to draw on scientific and bioethics research to develop guidelines for the use of nudges in pediatric practice and, in particular, for the use of pediatric vaccination nudges. (shrink)

Time is perceived very differently from different vantage points. A year in the life of a primary-school student, for instance, is a very long time—somewhere between 1/5 and 1/ 12 of a primary-school child’s life. When you tlirow in the massive amount a child learns in any one year, compared with the diminishing returns that conspire against us later in life, a child’s year is more like a decade in adult years. But for a primary-school teacher, a (...) school year is just another ten or so months spent trying to remember names, delivering lessons, writing report cards, and endeavoring to shepherd students through the educational system. And, of course, the classroom is just one part of a teacher’s life. Teachers are juggling other serious and timeconsuming matters such as relationships, mortgages, further study, family and so forth. The best teachers, however, don’t let on about these asymmetries between the child’s world and their own; they conceal the differences in temporal perception and they give no clue that each student is just a small part of their life. Such sleight of hand can’t be easy, yet all my primary school teachers pulled it off to perfection. One, however, deserves special mention: Mr. Williams. In 1969 I turned 11 and was in 6th class at the Armidale Demonstration.. (shrink)

It seems one can’t open a climbing magazine these days without encountering a barrage of duty statements such as “It is wrong to retro-bolt” or “It is wrong to bolt a new route too close to a naturally protected route”. Such statements are often referred to as examples of ethical debate, however, as we shall see, they are more properly referred to as moral debate. The distinction is not just a pedantic piece of linguistics either, it is, I believe, essential (...) to understanding the true nature of these disputes, and it is the nature of these disputes which I am concerned with in this article. The distinction between ethics and morality was first brought to my attention in an article by Dr Green called ‘The Ethics of Climbing’ in Screamer 9 (1981). In this article Dr Green explains how ‘ethics’ derives from the Greek ‘ethikos’ which pertains to the spirit of the thing in question, so the ethics of climbing are concerned with the spirit of climbing. ‘Morality’, on the other hand, is is derived from the Latin ‘moralis’ pertaining to right conduct, so a morality is a set of commands, usually used to encapsulate a particular ethic. Dr Green goes on to suggest that just as many Christians’ obsession with the ten commandments is symptomatic of a failure by those individuals to grasp the spirit or ethos of Christianity, so too modern rockclimbers’ obsession with the morals of climbing signifies a shift in the ethos of climbing. I wish to examine this claim a little more closely. I believe that the legitimate role of morals is in the teaching of ethics. For example, it would be difficult to teach a child the abstract ethos of “caring for your fellow human being’s welfare” without first giving some concrete examples in the form of commands such as “Don’t hit other children at school”. It is by learning these moral commands.. (shrink)

Recording is a task often perceived by residential child care workers as boring or taking time away from the ‘real work’, direct engagement with young people. It is required by legislation and policy but has been undertheorized and treated as a technical/rational task. In this essay, Foucauldian and feminist perspectives are applied to shift recording, a routine aspect of residential practice, in order to problematize the positivist approach assumed in legislation and policy. The analysis suggests that this approach represses (...) emotional aspects of care and subjugates particular forms of knowledge, such as young people’s experiences. Recording inevitably involves ethical choices and treating it as technical/rational task obscures its ethical implications. This essay concludes that greater attention needs to be given to the ethical aspects of shift recording in order to challenge practice that oppresses young people by failing to recognize their individuality and silencing their voices. (shrink)

In this paper the author argues that a narrative approach to understanding assisted suicide has been compromised by the notion that all narratives must be both coherent and unified. He asks what we are to do with those narratives that cannot seem to cohere or be other than full of disunity? Is suicide the only way to make meaning out of suffering? He then proposes that the narrative found in the Gospel of Mark leads Christians to a life in (...) hope and compassion in spite of apparent incoherence and disunity and threats of abandonment and suffering. (shrink)

Mark Lovas asks to what extent are we all morally blind — and morally wanton? There are other sound reasons to destroy the Social Security system. It is based upon principles that are deeply offensive to the moral values of the political leadership … Social Security is based on the idea that it is a community responsibility to ensure that the disabled widow on the other side of town has food to eat, or that the child across the (...) street should be able to go to a decent school. Such evil ideas have to be driven from the mind. … According to right thinking, it isn't my fault if the widow married the wrong person or if the child's parents made bad investment decisions, so why should I contribute a few cents to a public fund to take care of them? (shrink)

Early in my career as a neonatologist, I was called into the hospital for a newborn who would not stop crying. Screaming, really. When I entered the unit, I was greeted by a loud, shrill, distinctive cry. After hearing the history and examining the baby, I just stood there for a while, watching and listening. It took some time, but eventually, I noticed a subtle regularity, a rhythmicity. I took off my watch, placed it on the bed next to the (...) child, and found that the crying briefly grew louder about every six or seven seconds. This baby was having an atypical seizure. This preliminary diagnosis was followed by a conversation with the parents and a neurologist, transfer to the nearby academic center for an extensive evaluation, and the eventual demise of the child from a poorly understood disease. About a year later, I walked into the same unit and heard a cry I had heard only once before. I looked over to see the same mother at a newborn's bedside, with tears in her eyes, looking back at me. She knew what the coming days held for her and for her second child. That was over twenty years ago, but two images, or moments, remain with me. One is the watch on the bed next to the first baby; the other is the mother's expression of sadness the morning the second child was born. The image of the timepiece is perhaps instructive. (shrink)

This study examines the family environments and hormone profiles of 316 individuals aged 2 months-58 years residing in a rural village on the east coast of Dominica, a former British colony in the West Indies. Fieldwork was conducted over an eight-year period (1988–1995). Research methods and techniques include radioimmunoassay of cortisol and testosterone from saliva samples (N=22,340), residence histories, behavioral observations of family interactions, extensive ethnographic interview and participant observation, psychological questionnaires, and medical examinations.Analyses of data indicate complex, sex-specific effects (...) of family environment on endocrine function. Male endocrine profiles exhibit greater sensitivity to presence of father than do female endocrine profiles. Father-absent males tend to have (a) low cortisol levels during infancy, (b) high or abnormal cortisol profiles during childhood and adolescence, and (c) high cortisol and low testosterone levels during adulthood compared with those of males raised with a resident father. These results indicate that early family environment has significant effects on endocrine response throughout male life histories. (shrink)

The Westermarck effect (sexual inhibition among individuals raised together) is argued to be mediated olfactorily. Various animals, including humans, distinguish among individuals by scent (significantly determined by MHC genotype), and some avoid cosocialized associates on this basis. Possible models of olfactory mechanisms in humans are evaluated. Evidence suggests aversions develop during an early sensitizing period, attach to persons as much as to their scents, and are more powerful among females than among males. Adult to child aversions may develop similarly, (...) but more likely result from stimulus generalization. This hypothesis accords with current evidence and yields testable predictions (e.g., anosmia will prevent inhibition) that, should they be supported, will conclusively ground the Westermarck effect in a biological mechanism. (shrink)

Genomic interventions ex utero and in utero are already a reality in medicine. It is plausible to believe that this reality will lead to therapies at the preimplantation level, especially where such interventions are the only safe and effective way to truly prevent human suffering and disease in offspring. The plausibility of this type of genomic therapy is of particular interest for prospective parents who are Roman Catholic, since in vitro fertilization provides the only means by which an offspring’s genome (...) may be accessed prior to implantation. The goal of this essay is to provide a review of two traditional methodologies in Roman Catholic moral thought and the potential moral quandary they present Roman Catholic parents: adherence to moral teaching prohibiting IVF or relief of gene-based disease in their child. After finding little resolution of this quandary through these two methodologies, the essay proposes as an alternative a third approach that leans heavily on John Henry Cardinal Newman’s understanding of doctrinal development. National Catholic Bioethics Quarterly 11.4 (Winter 2011): 735–756. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Russell's leviathan by Mark S. Lippincott 1. INTRODUCTION BERTRAND RUSSELL'S POLITICAL thought underwent several metamorphoses in his nearly seventy years of political activism and writing. Indeed, many commentators on Russell take this as the overarching attribute ofhis politics. Alan Ryan writes that "Russell's career defies summary analysis; his life was much too long and his activities too various. His philosophical allegiances were no more stable than his emotional (...) allegiances, and his political allegiances no more stable than either."1 Likewise, Benjamin Barber suggests that "Russell had to contend with staying alive; and by the time he was ninety, consistency must have seemed to him less like the hobgoblin of little minds than the hallmark Of a short life."2 Ryan, Barber and others come to different conclusions about Russell's engagements with pacifism, anarcho-syndicalism, socialism and liberalism, but their efforts, taken collectively, signal a growing appreciation for the fluidity of Russell's politics. This essay treats the diversity of Russell's "political allegiances" as a first step 1 Alan Ryan, Bertrand Russell: a Political Life (London: Allen Lane The Penguin Press, 1988), p. l. 2 Benjamin R. Barber, "Solipsistic Politics: Bertrand Russell and Empiricist Liberalism", in his The Conquest ofPolitics: Liberal Philosophy in Democratic Times (Princeton: Princeton U. P., 1988), p. 25. Russell's leviathan 7 toward a new understanding of his political thought. Yet, unlike so much commentary on Russell, the search for the overarching concept or unifying theme is eschewed. The core premise of the argument is that to understand the political Russell, it is necessary to suspend the urge to unify. What is crucial is an openness to the extraordinary variety and range of his political interests and reflections. Once this step is taken, it becomes possible to uncover the degree to which Russell's eclectic activism is reflected in his approach to political theory. It becomes possible to see that his statements on a particular political issue are embedded with concepts selected from various sources within the western tradition ofpolitical discourse. In addition, this approach highlights the conceptual background of some of Russell's more contentious political statements which seem so characteristically out of character. The issue selected for this essay arises from one of the most controversial and least understood acts in Russell's life. It concerns his public statements following World War II that the United States might do well to use its monopoly of atomic bombs to force the Soviet Union into abandoning the development of its own atomic weapons. Past attempts to explain this episode range from cursory denials and dismissals of its importance, to assertions that it was the step-child of Russell's Russophobia.3 If one examines these state3 The argument for threatening the Soviet Union into renouncing nuclear weapons is advanced by Russell in several public statements: "The Bomb and Civilization", Forward, 29 Sept. 1945; "Humanity's Last Chance", Cavalcade, 20 Oct. 1945; speech in the House of Lords, Hansard,_'2,~Nov. 1945; "The Atomic Bomb and the Prevention of War", Polemic, July-Aug. 1946; speech in the House of Lords, Hansard, 30 April 1947; "Still Time for Good Sense", '47 Magazine ofthe Year, Nov. 1947; "International Government", The New Commonwealth, Jan. 1948. Ronald Clark provides an important guide to Russell's statements during this period in Vie Life of Bertrand Russell (London : CapelWeidenfeld & Nicolson, 1975), but he does not examine the philosophical background. Alan Ryan comes closest to seeing Russell's theoretical link with Hobbes, but he leaves it as a passing remark about Russell's attitude towards world government during the First World War: "It is as if Russell had read Hobbes's Leviathan and been carried away by Hobbes's argument that the state of nature and the war of all against all was so dreadful that any rational man would fly to absolute monarchy for protection. Russell generalizes Hobbes's argument to the international sphere, but it fails to ask how men who get themselves into a 'war of all against all' can be expected to get themselves out again, and fails to show how they have done 8 Russell summer 1990 ments with an eye to Russell's... (shrink)

Mary Poppins is a magical film and a story of redemption that might be placed alongside the Parable of the Prodigal Son or A Christmas Carol. Mary may be the star of the film, but George Banks is its subject. If the world ever seemed wonderful and filled with surprises for George Banks as a child, it has since been supplanted by a world that is mechanical, predictable, and subject to the demands of business and of propriety. From Jack (...) the Giant Killer people learn that when pride has grown to gigantic proportions it ought to be killed; Cinderella teaches that the humble are exalted; Beauty and the Beast demonstrates the principle that loving the unlovable may result in the transformation from the beastly to the beautiful; and Mary Poppins reminds them that “There is no greater joy than that seen through the eyes of a child,” as Walt Disney observes in Saving Mr. Banks. (shrink)

This paper briefly examines the topic of business ethics and attempts to suggest a code of ethics for multinational firms. While most companies have basic policies on employee integrity, confidentiality and sexual harassment, relatively few have established policies regarding bribery, exploitive child labor, human rights violations and other issues they may encounter in the global market place (Drake, 1998). Until recently, very few companies had truly global operations. Consequently little attention was paid to the issue of ethical guidelines in (...) a global context. Recent changes in international markets have led to an explosion of corporations with global operations, and the need for a global code of ethics has grown commensurately. In this paper we explore the issue of global business ethics and attempt to provide a framework for future discussion. We also examine some of the unique difficulties surrounding the development of any set of global business standards. Key among these difficulties is the issue of competing ethical values in home and host countries. (shrink)

Jan Narveson criticizes the view expressed in my Libertarian Philosophy in the Real World that there is no orthodox libertarian position on the ethics of abortion. He asserts that fetuses lack the defining characteristics of personhood, and thus are ineligible for what he terms “intrinsic” rights under his, and presumably any other, plausible libertarian theory. My counterargument is threefold: Narveson’s contractarianism can be interpreted in a way that is consistent with the pro-life perspective; because his theory permits no principled distinction (...) between the moral status of third trimester fetuses and newborns, the contrary reading of his social contract produces a result that is implausible and even repellent; and even if his version of contractarianism does imply a unique, aggressively pro-choice stance on abortion, there are competing libertarian theories that are receptive to pro-life views. (shrink)

The crisis in donor organ and tissue supply is one of the most difficult challenges for transplant today. New policy initiatives, such as the driver's license option and requiredrequest, have been implemented in many states, with other initiatives, such as mandatedchoice and presumedconsent, proposed in the hopes of ameliorating this crisis. At the same time, traditional acquisition of organs from human cadavers has been augmented by living human donors, and nonheartbeating human donors, as well as experimental animal and artificial sources. (...) Despite these efforts, the crisis persists and is perhaps most tragic when it threatens the lives of children, driving parents to sometimes desperate measures. Herein, we address one very controversial step some parents have taken to obtain matching tissue or organs for their needy children—that is, having a child, in part, for the purpose of organ or tissue procurement. (shrink)

Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of (...) his philosophy during a seventeen-year period, we can help illuminate the force of his theory while protecting against unfortunate misinterpretations. (shrink)

In this personal essay, Mark Osteen uses the metaphor of a pas de deux to dramatize how caring for his autistic son has enriched his scholarship and teaching. In his early years as the father of an autistic child, Osteen’s parental and professional roles clashed, but gradually he learns to use what his son teaches him—particularly about nonverbal communication and multiple forms of intelligence—to develop a theory of empathetic scholarship and to enhance his pedagogy.

The ability to attribute false-beliefs to others — the hallmark of a representational theory of mind — has been shown to be reliant on linguistic ability, specifically on competence in sentential complementation after verbs of communication and cognition such as `say that' and `think that'. The reason commonly put forward for this is that these structures provide a representational format which enables the child to think about another's thoughts. The paper offers an alternative explanation. Drawing on the work of (...) the philosophers Michael Dummett and Robert Brandom, it argues that the available data better fits an account that grounds the notion of representation in the commitments undertaken by asserters. The competence in sentential complementation that precedes false-belief attribution is viewed as a result of the child developing a meta-awareness of the syntactic forms employed in assertion. This meta-awareness gives the child access to discourse about the commitments undertaken by speakers and the consequences of these for their behaviour. This understanding constitutes the child's grasp of the representational nature of discourse and thought. The paper thus offers an illocutionary account of theory-of-mind development. (shrink)

The ability to attribute false-beliefs to others — the hallmark of a representational theory of mind — has been shown to be reliant on linguistic ability, specifically on competence in sentential complementation after verbs of communication and cognition such as `say that' and `think that'. The reason commonly put forward for this is that these structures provide a representational format which enables the child to think about another's thoughts. The paper offers an alternative explanation. Drawing on the work of (...) the philosophers Michael Dummett and Robert Brandom, it argues that the available data better fits an account that grounds the notion of representation in the commitments undertaken by asserters. The competence in sentential complementation that precedes false-belief attribution is viewed as a result of the child developing a meta-awareness of the syntactic forms employed in assertion. This meta-awareness gives the child access to discourse about the commitments undertaken by speakers and the consequences of these for their behaviour. This understanding constitutes the child's grasp of the representational nature of discourse and thought. The paper thus offers an illocutionary account of theory-of-mind development. (shrink)

Parents are generally viewed as having broad discretion when it comes to the decisions they make for their children. With the exceptions of outright abuse and neglect, society does not interfere with many of those decisions. Nowhere is parental decision making considered more sacrosanct than in the area of the religious upbringing of children. Parents are assumed to have the right to instill their particular religious beliefs and practices—beliefs and practices that may include intolerant, sexist, misogynistic, or racist ideas—provided that (...) this inculcation does not harm the child. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Utopian Enterprises: Growing Up with Star TrekMark Jendrysik (bio)It might be hard to imagine today, when new Star Trek entertainment product seems to be everywhere, that there was once a time when Star Trek meant the seventy-nine episodes of the original series and nothing else. And it might be hard to imagine a time when episodes of a television series had to be watched at one particular time, with (...) no guarantee those episodes would ever be seen again—before the VCR, before streaming, when you had to race home and not miss a moment of the program. When Star Trek came on at 4 p.m., I sat glued to the TV, hoping my mother wouldn’t call me to dinner until 5. You might also remember telling friends who missed the program about the plot and experiencing the Rashomon effect as debates raged about what happened or did not happen on the show the afternoon before.In this article, I try to reconstruct the experience of watching Star Trek (“the Original Series,” or TOS, not that we called it that) for the first time as a child in the mid-1970s. This will be a reconstruction in Margaret Atwood’s sense of the term. I cannot at this distance of time be certain that my recollections have not been modified with the knowledge of years, or by a desire to make the experience of Star Trek perhaps more central to my life than it [End Page 359] was at the time. I will also reflect on Star Trek as a utopian and anti-utopian artifact. I do this because it seems to me that the Original Series has become the object of various caricatures that don’t do justice to the complexity and ambiguity of the program.Sci-fi in a Simpler Time?I ask you, if you are old enough, to cast your mind back to a time when Star Trek was not a multiplatform cultural juggernaut. I was born in 1964 and, perhaps predictably, I was enthralled by the space program as a child. After all, I grew up in the waxing years of the space race, just after Alan Shepard made his orbit around Earth. I was five years old when Neil Armstrong made his famed walk on the moon. The moon landings and Skylab missions provided hours of respite for my mother, too, as I sat glued to the television listening to Walter Cronkite’s calm voice. I read issues of National Geographic about the space race until they fell apart. I read all the books in my school’s library about space. A picture book with an introduction by Werner Von Braun showing future space habitants seemed to present an obvious future path for humanity.1 My friends and I were firmly convinced that one day, and soon, we would go live and work in space!By the early 1970s I had become a big fan of science fiction. In that simpler time sci-fi meant my Uncle Tom’s collection of anthologies that he had left at my grandmother’s house. On many afternoons in her sunroom, I tried to work through stories that were more than a little above my reading level. Poul Anderson’s story “The Queen of Air and Darkness” (1971) made a particularly strong impression on me in its treatment of colonialism and resistance (not that I would have used those terms at the time). Isaac Asimov’s Y/A2 book series Lucky Starr: Space Ranger (1952–58) was another favorite. I was enthralled with the stories set on Mars, Venus, and across the solar system. When I met the author in 1974, he seemed embarrassed by my love of these fairly slight works that he had published under the pseudonym “Paul French.” When I asked him to sign one of my “Lucky Starr” books, he laughed and said something like “those were a long time ago.”Sci-fi also meant movies that showed up on our local independent television stations, often as part of programs with titles like “Sunday Adventure Theater.” My friends and I became quite the connoisseurs of various voyages to the... (shrink)

In this paper I consider contemporary expressions of what Freud called the primal crime and collapse of paternal law through an exploration of the cinema of the Danish-American Director Nicolas Winding Refn. Introducing the paper I outline Freud’s theory of the law, crime, and civilization, where social order and its transgression become caught in an endless cycle, before moving on to explore Winding Refn’s cinema. Following this work, where I centrally show how Freud founds the law upon structures of the (...) family and criminality, I consider Winding Refn’s early Danish films, specifically the Pusher trilogy and Bleeder, in order to show how he imagines the collapse of law and order into crime and violence through stories of the ruined family. Moving on, I explore the consequences of this situation through reference to Winding Refn’s middle period films, Bronson and Valhalla Rising, where first crime completely dominates the law, and second this situation conjures the idea of escape from the dystopia of violence and crime into some other utopian space. Finally, I explore Winding Refn’s later works, Drive, Only God Forgives, and The Neon Demon. In these films Winding Refn imagines the ruins of the family and the oedipal law of the father who is no longer on the scene and tells the story of the desperate orphaned child who grows up without the socio-symbolic structures in place in tell them how to live. At this point Winding Refn’s crime system is more or less entirely normalised with the result that it generates the idea of utopian possibility in order to imagine potential escape from the nihilistic horror of an asocial system where exchange is everything. (shrink)

An extended period of childhood and juvenility is a distinctive aspect of human life history. This stage appears to be important for learning cultural, social, and ecological skills that help prepare the child for the adult socio-competitive environment. The unusual pattern of adrenarche in humans (and chimpanzees) may facilitate adaptive modification of the neurobiological mechanisms that underpin reproductive strategies. Longitudinal monitoring of DHEA/S in naturalistic context could provide important new insights into these aspects of child development.

In this article, we focus on two issues, namely, the nature and onset of very early personal memories, especially for traumatic events, and the role of stress in long-term retention. We begin by outlining a theory of early autobiographical memory, one whose unfolding is coincident with emergence of the cognitive self. It is argued that it is not until this self emerges that personal memories will remain viable over extended periods of time. We illustrate this with 25 cases of young (...) children′s long-term retention of early traumatic events involving emergency room treatment. On the basis of both qualitative and quantitative analyses, we conclude that very young children retain limited memories for events which they commonly express behaviorally, coherent autobiographical memories are not constructed until the child develops a cognitive sense of self , autobiographical memories for traumatic events are essentially no different from those for nontraumatic events, stress is only related to long-term retention inasmuch as it is one variable that serves to make an event unique, and like nontraumatic events, traumatic memories lose peripheral details during the retention interval and retain the central components of the event. These results are discussed both in terms of their implications for theories of early autobiographical memory as well as the ways in which we might differentiate implanted memories and authentic memories for traumatic events. (shrink)

Philosophical reflection on ethical value may be motivated in a number of ways. One common origin can occur when we observe that we often do not agree with people around us in their ethical commitments, and begin to puzzle how to make sense of that fact. Most of us have some strong beliefs as to ways our world can be a morally better or worse place: we agree for instance that the world is a better place for having less slavery (...) in it than it used to. That is to say, we think slavery is a bad — a morally bad — thing. Similarly, most of us agree that the world is better off for our being in time to grab a small child out of the path of a speeding automobile than it would be if we came a moment too late. Saving a child from death or grave harm is a good — morally good — thing. The idea that the world includes ethical values like the goodness and badness of such things seems unproblematic when we focus on issue on which most of us agree. Yet our confidence that the world contains such values wobbles when we turn our attention to more controversial issues. (shrink)

This article argues from a South African perspective that national experience in attempting to fulfil the right to health supports the need for an international framework. Secondly, we suggest that this framework is not just a matter of good choice or even of justice but of a direct legal duty that falls on those states that have consented to operate within the international human rights framework by ratifying key treaties such as the International Covenant on Economic Social and Cultural Rights (...) (ICESCR), the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW), and the Convention on the Rights of the Child (CRC). States can either accept this duty or face with growing pressure from those who believe in global social justice to find lasting solutions to the terrible inequities in global health standards. (shrink)

There is no question that the work of John Dewey has been invaluable with regard to theories of education. What has too often been neglected, however, is Dewey's work on the philosophy of science as it pertains specifically to science education.1 Although educators might well concede that children should be encouraged to be "philosophical" within the arts or humanities, most neglect or fail to heed Dewey's insights concerning the child as philosopher-scientist within the science classroom. Dewey recognized that children (...) were too often taught "science" while not learning "the scientific way of treating the familiar material of ordinary experience" (MW 9: 228). The view of science as a nonphilosophical, highly .. (shrink)

On 10 December 2007 the Akron City School Board ? following the precedent set by many school systems across the United States and the world ? instituted a policy of mandatory school uniforms for all students in grades K?8. The measure was met with mixed reviews. While many parents supported the measure, a small group of parents from a selective, arts-focussed, middle school (grades 4?8) objected to the policy. It was their contention that children attending this particular school should be (...) exempt from the policy since their children were particularly creative, and the new policy constituted an unjust infringement of their child's freedom of expression. In this article I argue that the actions of the school board, while antithetical to freedom of expression in general, do not violate the children's freedom of expression since such a right cannot properly be said to apply to the majority of children within this age group. In arguing this position, I draw on two primary ideas. The first is based on the idea that children's rights exist on a continuum from rights that protect their interests to those that protect their choices. Since the majority of children at the age specified by the policy fall on the interest side of the rights spectrum, restricting their liberty with respect to dress is not morally problematic. Secondly, I draw upon the idea of the distinction between mere expression as opposed to substantive expression to argue that most children, particularly those in the pre-teen years, lack the cognitive ability to exercise the latter. (shrink)

This article presents an analysis of the ethical considerations raised by preimplantation genetic diagnosis from a Jewish perspective. It weighs the Jewish imperatives to pursue good health against a number of harms that may follow from the expanded use of PGD technology, including increased medical risk to the mother, the destruction of embryos and possible emotional harm to the child born from this procedure. It pays special attention to the potential harms that may befall those in society who do (...) not have access to PGD or who choose not to employ it. (shrink)

The desire to have healthy and happy children is the most basic parental instinct. A parent's moral obligation to care for the child extends before the moment of birth back to the point of conception. In classical Jewish tradition, the Talmud itself offers pregnant women advice on how to improve the well-being of their offspring, such as eating parsley in order to have handsome children, drinking wine in order to bear healthy children, or eating coriander to have especially plump (...) children. We stand on the cusp of a new era today because an explosion of genetic knowledge in recent years has provided us the ability to pursue certain health and wellness advantages even before pregnancy has begun. Technology called preimplantation genetic diagnosis allows parents to screen the DNA of embryos fertilized in vitro and to implant only those embryos that match the parents' desired genetic makeup. This may include selecting only embryos guaranteed not to have a particular genetic disease, only embryos of one particular gender, or eventually even only embryos with a predisposition for certain traits such as height, eye color, or enhanced memory. (shrink)

While the Catholic Church has taken a number of steps to create a safe environment for children, its largely procedural approach to the sexual abuse crisis leaves a lot to be desired. If the Catholic Church wants to identify and counteract the elements that precipitated this crisis, it needs to enlist Catholic universities and parents, as universities possess the intellectual resources to understand the crisis in its full depth and breadth and parents are the most capable protectors of children in (...) the Catholic Church. Empowering these two constituencies and relying on them to lead child protection efforts represent the best chance to overcome a legacy of pain and distrust and to create a Church that is nurturing and safe for its children. (shrink)

This book analyzes the philosophical foundations of sensorimotor theory and discusses the most recent applications of sensorimotor theory to human computer interaction, child's play, virtual reality, robotics, and linguistics. -/- Why does a circle look curved and not angular? Why doesn't red sound like a bell? Why, as I interact with the world, is there something it is like to be me? These are simple questions to pose but more difficult to answer. An analytic philosopher might respond to the (...) first by merely observing, ``if we ponder the concept `circle' we find that it is the essence of a circle to be round''; but where does this definition come from? Was it set in stone by the gods, the divine arbiters of circle-ness (red-ness and conscious-ness)? It is a measure of the importance of Kevin O'Regan and Alva Noe's 2001 paper `A sensorimotor account of vision and visual consciousness' that it reveals deep scientific and philosophical insight on these foundational issues of perception. -/- Opening with a chapter from Kevin O'Regan, this collection of new essays continues by presenting fifteen additional essays on as many developments achieved in recent years in this field. It provides readers with a critical review of the sensorimotor theory and in so doing introduces them to a radically new approach in cognitive science. (shrink)

Two core questions in pediatric ethics concern when and how physicians are ethically permitted to intervene in parental treatment decisions (intervention principles), and the goals or values that should direct physicians’ and parents’ decisions about the care of children (guidance principles). Lainie Friedman Ross argues in this issue of The Journal of Clinical Ethics that constrained parental autonomy (CPA) simultaneously answers both questions: physicians should intervene when parental treatment preferences fail to protect a child’s basic needs or primary goods, (...) and both physicians and parents should be guided by a commitment to protect a child’s basic needs and primary goods. In contrast, we argue that no principle—neither Ross’s CPA, nor the best interest standard or the harm threshold—can serve as both an intervention principle and a guidance principle. First, there are as many correct intervention principles as there are different kinds of interventions, since different kinds of interventions can be justified under different conditions. Second, physicians and parents have different guidance principles, because the decisions physicians and parents make for a child should be informed by different values and balanced by different (potentially) conflicting commitments. (shrink)

Despite the centrality of the term within the title, the meaning of ?care? in residential child care remains largely unexplored. Shifting discourses of residential child care have taken it from the private into the public domain. Using a care ethics perspective, we argue that public care needs to move beyond its current instrumental focus to articulate a broader ontological purpose, informed by what is required to promote children's growth and flourishing. This depends upon the establishment of caring relationships (...) enacted within the lifespaces shared by children and those caring for them. We explore some of the central features of caring in the lifespace and conclude that residential child care is best considered to be a practical/moral endeavour rather than the technical/rational one it has become. It requires morally active, reflexive practitioners and containing environments. (shrink)