Nosology is the science of defining and classifying diseases. Meta‐nosology is the study of how we do this, on what principles nosological practices are based, the quality of the resulting medical taxonomy, and primarily whether/how diseases can be defined better than they are now. In modern Western medicine, there are a wide variety of ways in which diseases are defined and categorized. Examples include by the symptoms they present with (syndromic), their underlying causes (etiological), the biological mechanisms involved (pathogenetic), available (...) treatments, historical precedent, and through diagnostic exclusion. Here, I explore the hypothesis that how we define diseases has an impact on how (and how effectively) we research and treat them. I explore the philosophical implications of this thesis and suggest a direction that the underlying metaphysics of disease definition might follow. I conclude that further research is warranted into whether our current disease definitions could be improved upon. (shrink)

The problem that Tallis attempts to address in Freedom: An Impossible Reality (2021) is that science appears to describe the entire world deterministically and that this seems to leave no room for free will. In the face of this threat, Tallis defends the existence of free will by arguing that science does not explain our intentional awareness of the world; and it is our intentional awareness that makes both science and free will possible. Against Tallis, it is here argued that (...) his argument is vulnerable to two criticisms. Firstly, his characterisation of science as apparently deterministic is inaccurate. Secondly, he has not solved the problem he has set himself but rather recast it, so that his conclusion leaves us having to account for free will, not in a deterministic universe, but either as a product of chance or as a miracle. It is here suggested that when we set aside the illusory threat of scientific determinism, we also set aside the temptation of free will (as its spurious answer). That done, we may better focus upon agent’s freedom of action – as discussed by philosophers such as Hobbes, Locke and Hume – the rational capability of an agent to act upon their wishes, given the constraints under which they find themselves. (shrink)

There are approximately 60 codes of ethics developed by national and regional psychological associations around the world, and there is wide variability in their structures, formats, lengths, and d...

This essay, written in memory of the Chinese astrophysicist and dissident Fang Lizhi, reexamines the period in Fang's life when he was vice president of the University of Science and Technology of China and, because of his activities as an educational and political reformer, came to be dubbed “China's Andrei Sakharov.” It also retells, from the perspective of an insider, the dramatic narrative of Fang's year with his wife, Li Shuxian, living in the US embassy in Beijing following the Tiananmen (...) Square demonstrations and subsequent massacre. But the special focus of this overview of Fang's career is on his development as a thinker on questions of politics and human rights. Though Fang never returned to China and, while living in the United States, kept his distance from dissident movements, he continued to develop intellectually in ways that made him, in later life, China's Václav Havel. (shrink)

In the Logic of Being: Realism, Truth, and Time, the influential philosopher Paul M. Livingston explores and illuminates truth, time, and their relationship by employing methods from both Continental and analytic philosophy.

In American universities, even Asian Philosophy is still often taught following methods adapted from European universities of the nineteenth century. Whether or not this approach is well-suited to philosophy as it was conceived in that era, it is inadequate if the aim is to develop a deep appreciation of Japanese philosophy. To limit what we consider Japanese philosophy to only what bears a distinct resemblance to academic Western philosophy, and accordingly to approach Japanese philosophy purely theoretically, is to risk missing (...) the greater part. Much of Japanese philosophy is applied philosophy, or in other words, what Pierre Hadot calls a “way of life,” and to appropriate it meaningfully requires practice rather than mere intellectual study alone. Thus, I contend that a proper means for introducing Western students is a more holistic method grounded in practicing traditional arts, such as composing haiku. I argue that the seventeenth century poet Matsuo Bashō can serve as a valuable resource in this process. I conclude with a description of the methods that I use in my efforts at teaching Japanese philosophy to undergraduate university students in South Texas. (shrink)

This article explores gender inequities and sexual double standards in teens’ digital image exchange, drawing on a UK qualitative research project on youth ‘sexting’. We develop a critique of ‘postfeminist’ media cultures, suggesting teen ‘sexting’ presents specific age and gender related contradictions: teen girls are called upon to produce particular forms of ‘sexy’ self display, yet face legal repercussions, moral condemnation and ‘slut shaming’ when they do so. We examine the production/circulation of gendered value and sexual morality via teens’ discussions (...) of activities on Facebook and Blackberry. For instance, some boys accumulated ‘ratings’ by possessing and exchanging images of girls’ breasts, which operated as a form of currency and value. Girls, in contrast, largely discussed the taking, sharing or posting of such images as risky, potentially inciting blame and shame around sexual reputation (e.g. being called ‘slut’, ‘slag’ or ‘sket’). The daily negotiations of these new digitally mediated, heterosexualised, classed and raced norms of performing teen feminine and masculine desirability are considered. (shrink)

Weak enough relevant logics are often closed under depth substitutions. To determine the breadth of logics with this feature, we show there is a largest sublogic of R closed under depth substitutions and that this logic can be recursively axiomatized.

Love is a key concept in the theory and history of civil disobedience yet it has been purposefully neglected in recent debates in political theory. Through an examination of Martin Luther King, Jr.’s paradoxical notion of “aggressive love,” I offer a critical interpretation of love as a key concept in a vernacular black political theology, and the consequences of love’s displacement by law in liberal theories of civil disobedience. The first section locates the origins of aggressive love in an earlier (...) generation of black theologians who looked to India’s anticolonial struggle to reimagine the dignity of the oppressed as “creative survival.” The second contextualizes King’s early sermons on moral injury and self-respect within this tradition to reinterpret Stride toward Freedom’s account of the dignity-enhancing effects of nonviolent resistance as the triumph of love over fear. The third considers the implications of these arguments for conceptualizing the moral psychology of the white citizen and its consequences for contemporary debates over the ideological uses of Civil Rights history. The call to respond to oppression with aggressive love illustrates the paradoxical character of civil disobedience obscured by legal accounts as well as by criticisms of the very idea of “civil” disobedience. This is the paradox of affirming civility while enacting disobedience in order to bind political confrontation with political pedagogy. (shrink)

Scientific data are often subjected to two contradictory over-simplifications. People who have no personal experience in science often say that a certain idea has been scientifically established and feel that the question is therewith settled. They do not distinguish among methods, or generalizations in different fields. This implies that all science is infallible. The other oversimplification comes from the specialist; he may dismiss the work of men who study the problems approaching his own but who use methods different from his. (...) This view implies that only one type of scientific investigation is really sound. Both groups are wrong, for science is neither infallible nor wholly untrustworthy. In fact, science as an abstract whole is nothing; it is the name given collectively to all methods which men have used to explore natural processes and the results obtained by the use of such methods. Some problems are sufficiently simple and accessible to be explored in detail while others can be treated only after a set of postulates have been set as a starting point. A mechanism must be established within which it is possible to deal with the problems at hand. In other words, there are levels of scientific research which may be arranged in a series based on increasing assumptions. The more complex levels are formed by assuming the data and methods of those simpler and adding to them a new set of assumptions with the aid of which it is possible to treat the phenomena to be studied. Material cannot be carried directly from one level to another unless attention is given to the premises on which the conclusions have been drawn. Since such attention is not always given, entire fields of research have sometimes been brought into suspicion on the part of those working in what they themselves style “a more fundamental field.” Yet there may be data available at a different level which, when properly used, would be of value in their own work. (shrink)

Conventionalism about essence is the view that truths about what is (and isn’t) essential to things are based upon talk and thought about the world, rather than mind-independent facts. This chapter presents motivations for conventionalism, and explains how conventionalism can be (and has been) developed to accommodate essences that can only be discovered with the help of empirical investigation, like “water is H2O” or “Obama is human”. We examine a range of objections that have been raised against conventionalism—often presented dismissively (...) and decisively—and show how conventionalism has ample resources with which to plausibly respond to these challenges. (shrink)

Martin Luther King, Jr.’s “Letter from a Birmingham Jail” has been canonized as an essential statement of the political theory of civil disobedience. This article examines the early reception of King’s essay and the development of the liberal idea of civil disobedience it has become synonymous with to argue that its canonization coincided with, and displaced, the radicalization of King’s developing thinking about disobedience. It examines published and archival writings from 1965 through 1968 to reconstruct King’s power-oriented theory of “mass” (...) civil disobedience as it developed in response to the dual challenges of white backlash and Black Power. The basic challenge of mass civil disobedience is how to mobilize liberating acts of taking power without undercutting the possibility of transformative integration through sharing power. To articulate this dilemma, this article draws on an undertheorized category from John Rawls’s A Theory of Justice to conceptualize disobedience as a practice of militant love. (shrink)

Māori (Indigenous people of New Zealand (NZ)) suffer food insecurity disproportionately in New Zealand. Some research suggests that Māori value mātauranga Māori (traditional Māori knowledge) when it comes to the collection, preparation and eating of kai (food). This study explores the connections between mātauranga Māori and kai in regional NZ schools for potential pathways to impact food security for children. Semi-structured interviews were undertaken with five primary school principals in the Hawke’s Bay region. Principals were purposively selected on commitments to (...) proactively incorporating mātauranga Māori into their school environment. Reflective thematic analysis was used to analyse the data. Three main themes were identified: teaching and learning around mātauranga Māori and kai; environmental sustainability and the sustainability of kai initiatives; and school values. A strong emphasis was placed on the learning of traditional Māori values around kai and the whenua (land) and the sustainability of teaching programs. School values were invariably bound in Te Ao Māori (a Māori worldview) however, schools felt challenged in aligning their values and their mātauranga Māori-bound teaching practices with the current food provision programme in their schools (Ka Ora, Ka Ako). The programme’s strict nutritional guidelines appeared to challenge traditional Māori approaches to kai. Schools remain an ideal environment for the incorporation of mātauranga Māori to support food security and food education, and future work should explore a demonstration project that incorporates the knowledge gained in this study and ways to integrate mātauranga Māori into Ka Ora, Ka Ako. (shrink)

Asserting that all inquiry is either superfluous or futile, Meno’s paradox threatens the very heart of philosophy. In response, philosophers have tended to refute the account of inquiry that the paradox presupposes, i.e., inquiry as a means of acquiring knowledge, and to promote an alternative view. While this strategy can be effective in refuting Meno, it can also take philosophy in some uncomfortable directions. This, I argue, is the case for both Plato and Heidegger, whose accounts of the nature of (...) inquiry lead either into conditions of excessive constraint or excessive openness. (shrink)

This paper examines the reaction of Victorian Presbyterian culture to the theory of evolution in late nineteenth century Scotland. Focusing on the role played by the Free Church theologian, biblical critic and anthropological theorist, William Robertson Smith, it argues that, compared with Smith’s radical scholarship, evolutionary theories did little to disturb the Scottish Calvinist mind-set. After surveying the attitudes to evolution among a range of theological leaders, the paper examines Smith’s fundamentally threatening proposals and the circumstances that led to the (...) public spectacle of his dismissal from his Free Church professorship. It concludes by suggesting that, ironically, even while his fellow churchmen were making their peace with Darwin, Smith was mobilising an evolutionary outlook that challenged Scotland’s conservative religious culture to its very core. (shrink)

On January 11 1951 Chadbourne Gilpatric met with Wittgenstein to offer him, on behalf of the Rockefeller Foundation, funding for any forthcoming publications. Wittgenstein politely declined the offer as he did not believe his health would permit him to bring any projects to completion. The meeting is referred to in a letter from Wittgenstein to Norman Malcolm and is also recalled by O.K. Bouwsma. Bouwsma learned of it from conversations with Wittgenstein and by Gilpatric. However, it is also recounted in (...) Gilpatric’s diary. Gilpatric’s account comprises the fullest account of the meeting. It has remained unedited, until now, and is here transcribed for the first time. Five years later on February 1 1956 Gilpatric submitted a report, entitled ‘Logician and Mystic’, to the Rockefeller Foundation This report adds detail to his original account and summarises the Rockefeller’s financial support of the posthumous publication of Wittgenstein’s work. It also sketches Gilpatric’s view of Wittgenstein’s work. (shrink)

Design bioethics provides a promising framework for incorporating technological design into bioethics research and education. Beyond the development of digital empirical tool...

The Harvard Graduate School of Education convocation speech, praised as "powerful" by Hillary Rodham Clinton in Teen Vogue and "inspired" by Justin Timberlake, that has offered inspiration to millions around the world In Lift Off, Donovan Livingston offers a groundbreaking rallying call about education, race, and the true nature of equality. In emotionally charged spoken-word poetry, Livingston shares a message of hope and hard truths, declaring that education can become an equalizer only if we first acknowledge the inequality (...) and racial divides holding back America's future. Livingston is dedicated to helping young people reach their celestial potential, and in his galvanizing commencement address, now adapted for the first time to the page, he calls on us to raise our voices on behalf of all children, as their brighter futures can light up our own. Together, we can lift off! Praise for Donovan Livingston "Donovan Livingston gave a powerful speech at the Harvard Graduate School of Education's convocation. In a spoken-word poem, he shared his struggles in life and urged his fellow graduates to fight inequality and inspire students. Donovan's message hit home. [He is] part of a rising generation that's. standing up to some of the biggest challenges in the world today."--Hillary Rodham Clinton, Teen Vogue "These are the words, and Donovan Livingston's voice and spirit are the music, but in any form, this rare graduation speech tells us that learning is full of bias yet can lead us to the stars."--Gloria Steinem "Donovan Livingston's Lift Offis our youth's gift to us. In this joyous young man's voice is the promise of tomorrow."--James McBride. (shrink)

In “Developing a Reflexive, Anticipatory, and Deliberative Approach to Unanticipated Discoveries: Ethical Lessons from iBlastoids,” we proposed a RAD approach to meet the challenging issues...

In Philosophy in a Technological World Tartaglia argues that humanity can decide its own future, or at least try to, but that this distinctive...

Leach asks, what would Collingwood have thought of archaeological theory, a sub-discipline of archaeology that has developed since the 1960s? He argues that Collingwood would have welcomed it for it has developed out of respect for the principle that in any investigation, in examining the evidence, one must always have some question in mind. Nonetheless, although Collingwood would have welcomed recent developments in archaeological theory, and would have urged metaphysicians to take notice of such developments, he is not himself (...) an archaeological theorist: he is, primarily, a metaphysician. (shrink)

Throughout the darkest moments of human history, evildoers have convinced communities to turn on groups that are regarded as in some way other and, by starting to think of them as less than human, persecute or even eliminate them. We can all recognize the unfathomable evils of dehumanization in slavery, the Holocaust, the Rwandan genocide, and the Jim Crow South, but we are not free from its power today. With climate change and political upheaval driving millions of refugees worldwide to (...) leave their homes, we are likely to see more and more of this ugly and persistent phenomenon. What are we to do? Drawing on his deep and wide-ranging knowledge of the history, psychology, and politics of dehumanization, David Livingstone Smith shows us how to recognize it and how to fight back. (shrink)

Should the remains of aborted fetuses be treated as human corpses or medical waste? How can feminists defend abortion rights without erasing the experiences of women who mourn fetal death or lending support to pro-life constructions of fetal personhood? To answer these questions, I trace the role of abjection and mourning in debates over fetal remains disposal regulations. Critiquing pro-life views of fetal personhood while challenging feminists to develop richer and more compelling accounts of fetal remains, I argue that embracing (...) the ambiguity and diversity of pregnant bodies can strengthen rather than undermine reproductive autonomy. I conceptualize reproductive autonomy relationally, contending that it entails the pregnant subject’s authority to construct as well as to interpret her lived body, including the fetus. Additionally, because the embodied self is inextricable from social context, reproductive autonomy also requires community support. To support these claims, I develop an account of pregnant bodies as ontologically multiple and advocate embracing abjection rather than suppressing it. Finally, I object to fetal remains regulations because they inscribe fetal grievability into the law. (shrink)

A book review of Matthew Strohl, Why It’s OK to Love Bad Movies. New York: Routledge, 2022, 206 pp. ISBN 9780367407650.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Transforming Music EducationCarolyn LivingstonEstelle R. Jorgensen, Transforming Music Education ( Bloomington, IN: Indiana University Press, 2003)Estelle Jorgensen's vision of the transformation of our profession is lofty but not ostentatious, exacting but not rigid. The dream she unveils in her latest book, Transforming Music Education, "challenges music educators to raise their expectations of themselves, their colleagues, their students, and their publics; to look beyond the ordinary; and to aspire (...) to distinction in every facet of its enterprise" (145). A powerfully convincing writer, Jorgensen, author of In Search of Music Education, begins appropriately in her preface by detailing the reasons why music education needs to be transformed. Many of her students and former students at Indiana University are not only satisfied with the status quo in music education, but demonstrate reluctance about even considering the need for change. Others, she has found, long for improvement, having encountered paternalistic administrators, loneliness, fear, and a loss of enjoyment in teaching and in music. Although the author is happy for the former group, she empathizes with the latter. "Gone are the hope, joy, and love of connecting with students or of the art that led them to teaching in the first place," she writes. "In their place I hear the voices of weariness, discouragement, and ennui" (x). [End Page 211]In addition, Jorgensen has observed the anti-intellectualism abroad in education, evident in a variety of symptoms. One of the most troubling is the idolization of scientific research resulting in a loss of interest in philosophical and historical inquiry. She decries the "declining regard for the long and distinguished narratives of education and for the critical insights that would help guard the profession against repeating past mistakes and making ill-conceived plans. Pretentious jargon invoked by educational scientists and theorists often cloaks a paucity of ideas frequently unintelligible to the teachers it is supposed to benefit, and few teachers read it," she asserts (x).Pointing out that we have lost much of our culture other than that promoted in the popular media, Jorgensen reminds us that, after graduation, high school students no longer play their instruments and that some churches now project words to hymns on large screens for parishioners no longer willing or able to read from a hymnal. She is as appalled as the rest of us by restaurant employees' attempts to sing "Happy Birthday" to celebrating patrons, and she notices that even consumers of culture increasingly rely on media opinions for assistance with choices about art exhibits, books, recordings, and performances.The resegregation of schools, the "back to basics" movement, and public apathy about education are other indicators that transformation is needed. If these reasons are not enough, Jorgensen states that ongoing renewal will always be a necessity for education. Since education is often defined as the process by which culture is transmitted, musicians and artists, as purveyors of culture, Jorgensen believes, can create a humane and holistic music education to serve as a model for education in general. "To conceive of music education as enculturation... requires placing culture at the heart of education," she states. "Regarding music along with other arts as important manifestations of human expression suggests that they should be central and essential to a complete education" (9).The purpose of each chapter is clear from its beginning, and the chapters are concisely summarized. The first, "Setting the Stage," discusses several problems of our present society as they affect education. Jorgensen considers possible resistance to transformation and the need for support from organizations like MENC and NASM. She maintains that transformation can only be achieved through the cooperation of many groups and individuals. One of the most difficult problems would seem to be the one that occurs when groups who have previously been oppressed, such as members of female, economic, ethnic, racial, religious, or other minorities, achieve a measure of power and then begin to behave toward others as their oppressors behaved toward them. She cites the work of Paulo Freire who believes that this phenomenon can only be eradicated through emancipatory education.Jorgensen gives homage to past and present music educators who have already recognized the need for change. She makes the point... (shrink)

This paper introduces an anthropological approach to the foundations of mathematics. Traditionally, the philosophy of mathematics has focused on the nature and origins of mathematical truth. Mathematicians, however, treat mathematical arguments as determining mathematical truth: if an argument is found to describe a witnessably rigorous proof of a theorem, that theorem is considered—until the need for further examination arises—to be true. The anthropological question is how mathematicians, as a practical matter and as a matter of mathematical practice, make such determinations. (...) This paper looks first at the ways that the logic of mathematical argumentation comes to be realized and substantiated by provers as their own immediate, situated accomplishment. The type of reasoning involved is quite different from deductive logic; once seen, it seems to be endemic to and pervasive throughout the work of human theorem proving. A number of other features of proving are also considered, including the production of notational coherence, the foregrounding of proof-specific proof-relevant detail, and the structuring of mathematical argumentation. Through this material, the paper shows the feasibility and promise of a real-world anthropology of disciplinary mathematical practice. (shrink)

Book review of The Philosophy of Art. By STEPHEN DAVIES.. Blackwell. 2006.