This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

The Militant Listener: Reading Mongane Wally Serote's Sikhahlel' u-OR alongside Walter Benjamin's Theses on the Philosophy of History In Sikhahlel' u-OR: A Praise Poem for Oliver Tambo, Mongane Wally Serote presents an unflinching yet delicate meandering through the questions, reflections and provocations resistance history offers up through O. R. Tambo's life. As Ciraj Rassool points out, in this work Tambo appears not as an individual, but as an integral node in a web connecting various lives.1 This counter-neoliberal interpretation of Tambo's (...) life offers what Michael Löwy calls 'a heterodox form of the narrative of emancipation' rebuilding the struggle hero narrative along a decentred framework.2 By radically dislodging this narrative, Tambo is portrayed as the 'non-iconic icon' he was esteemed to embody, and in this move, the poem, notably, points to the dearth of dialectic politics, both in our quotidian praxis, and the commemoration of others.3 Aptly, Serote's work contributes to what Souleymane Bachir Diagne and Jean-Loup Amselle describe as a 'total decentring of all thought, one that rejects all "centrisms" and highlights instead branchings and connections, transfers, analogies and reciprocal influences between cultural places and intellectual fields that may be distant but are not distinct in space and time'.4 To this end, the poem presents us with a constellation of historical actors who flicker on the horizon, beckoning us to engage in the labour of freedom. (shrink)

This article proposes an approach to educational distribution that attempts to minimise enduring tensions among conflicting values. At the foundation of this approach is a threshold of educational adequacy based on what is needed for citizens to participate in a democratic society. This threshold is justified because it minimises conflict with parental rights and because it better manages ‘the bottomless pit’ problem of educational distribution. This threshold is then modified to stipulate that, after the threshold has been reached, public resources (...) should be distributed equally across students from all backgrounds. While this modification is essential to sending messages of equal citizenship, it also leaves a ‘moral residue’ because it allows wealthy parents to invest greater private resources in their children, thus preserving their children's competitive advantage. Minimising this harm requires policy mechanisms outside of schools that more aggressively break the link between educational outcomes, success in market competition, and social goods. Something ‘external’ to educational institutions is necessary, then, for the achievement of educational justice. (shrink)

A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...) legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft-directive” teaching. (shrink)

This paper is an update of the documents we have concerning the Acts of the Christian martyrs, focused on three main aspects: 1) the kind of acts we know of and their classification from the point of view of their historic value; 2) the versions or editions of the texts that are most accepted by scholars; 3) the relevance of the different parts that make up these documents in order to discern the original text from passages that were rewritten or (...) underwent later variations. In this way, the article offers an exhaustive list of the documents for use in researching Christian martyrs in the Roman period. (shrink)

Incomplete information is a commonly cited barrier to the adoption of new innovations. We present a decision-making experiment, conducted with farmers in the field, that explores the extent to which information which reduces ambiguity may be provided as a public good. In the experiment, participants make a series of decisions between a risky gamble and an ambiguous gamble. An initial private decision is followed by second choice in which participants know that their chosen gambles and outcomes will be publicly but (...) anonymously revealed. Selection of the ambiguous option in this decision thus provide public good information which can be used to update beliefs about the ambiguous gamble. After the public revelation, participants make one final choice between the two options which we use to assess learning. We also test communication as a mechanism to increase provision of the public good. We find evidence that people with preference to avoid ambiguity contribute to public good information while risk averse people free ride. Communication does not affect the overall public good provision, either in a positive or negative direction. Finally, we find that people draw appropriate inference from the information that the public good provides. We relate our findings to the issue of new technology adoption in agriculture which is of particular importance for our participants. (shrink)

If we are to posit, as do many liberal theorists, that autonomy is an educational goal that the state should endorse across cultural difference, key questions remain: What type of autonomy should we strive for, exactly, and how should this goal be achieved? Many liberal philosophers of education have argued that autonomy should enable cultural choice and that the development of autonomy requires students to be exposed to different beliefs and traditions. Shelley Burtt has challenged this dominant position, however, insisting (...) that autonomy (properly understood) can be developed within a “comprehensive education” that does not seek to sympathetically expose students to cultural difference. In this essay, Bryan Warnick responds that Burtt's arguments are inconsistent and lack cultural imagination, and that her underlying concept of autonomy is inadequate, primarily because it lacks a compelling picture of cultural self-criticism. There is a lack of appreciation, he argues, for how frameworks of cultural comparison are necessary in the development of this self-criticism. At the same time, Warnick argues that there is much to be learned from Burtt's analysis about the tough choices that need to be made as liberals seek to champion autonomy as an educational end across cultural difference. (shrink)

In his 1993 article George Bealer offers three separate arguments that are directed against the internal coherence of empiricism, specifically against Quine’s version of empiricism. One of these arguments is the starting points argument (SPA) and it is supposed to show that Quinean empiricism is incoherent. We argue here that this argument is deeply flawed, and we demonstrate how a Quinean may successfully defend his views against Bealer’s SPA. Our defense of Quinean empiricism against the SPA depends on showing (1) (...) that Bealer is, in an important sense, a foundationalist, and (2) that Quine is, in an important sense, a coherentist. Having established these two contentions we show that Bealer’s SPA begs the question against Quinean empiricists. (shrink)

It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an “unprecedented solution” to climate change, or (2) leave students unprepared (...) to adapt to a global catastrophe. Using these criteria, he analyzes several possible ways to help students adapt to disaster, including teaching survivalism, encouraging forms of emotional resilience (like the Stoic apatheia), and helping students to appreciate the current moment. These adaptive responses seem to violate the first criterion. At the same time, an educational response focused entirely on climate activism seems to violate the second criterion. Warnick ends by exploring ways to accommodate the need for both adaptation and social engagement, finding promise in the idea of a tragic activism. (shrink)

In recent literature, panpsychism has been defended by appeal to two main arguments: first, an argument from philosophy of mind, according to which panpsychism is the only view which successfully integrates consciousness into the physical world (Strawson 2006; Chalmers 2013); second, an argument from categorical properties, according to which panpsychism offers the only positive account of the categorical or intrinsic nature of physical reality (Seager 2006; Adams 2007; Alter and Nagasawa 2012). Historically, however, panpsychism has also been defended by appeal (...) to a third argument based on considerations about the nature and observability of causation. This argument has not been much discussed in recent times. Here is a concise version from William James: "… the concrete perceptual flux, taken just as it comes, offers in our own activity-situations perfectly comprehensible instances of causal agency … If we took these experiences as the type of what actual causation is, we should have to ascribe to cases of causation outside of our life, to physical cases also, an inwardly experiential nature. In other words, we should have to espouse a so-called “pan-psychic” philosophy" (James 1911: 218). James here suggests that we have direct experience of causation in our own agency. He thereby directly contradicts David Hume, who famously denied that we have any experience of causation. James goes on to claim that if this experience is representative of causation in general, it follows that all causation is mental, and that panpsychism is true. This kind of argument for panpsychism can be called the argument from (experience of) causation. This chapter offers, first, a history of this argument and arguments closely related to it, and second, an analysis of the argument – is it valid, are its premises in any way defensible, and how does it relate to the other, more popular arguments for panpsychism from philosophy of mind and categorical properties? (shrink)

Ibn al-ʻArabī, 1165-1240; views on freedom; Sufism; Islamic philosophy.

In his 1993 article George Bealer offers three separate arguments that are directed against the internal coherence of empiricism, specifically Quine’s version of empiricism. In doing so, Bealer identifies three fundamental principles of Quine’s empiricism. First, the principle of empiricism states that.

In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: “Why are schools conceptualized as appropriate places to enact this form of gun violence?” The authors analyze the social meaning of American schooling by using empirical data, everyday observations, films, and poetry, and then connect these points (...) of meaning to stories of individual school shooters. Through this analysis, three aspects of school stand out. First, schools are places of both real and symbolic violence, where force and power often rule the day. Second, schools are places connected to expectations of hope and refuge, friendship and romance, and when these expectations are not met, bitter resentment flows against schools. Third, suburban schools are seen as places of expressive individualism, which, in rare cases, is manifest in terms of “expressive violence.” Together, these points of meaning can make schools, for some youth, seem like appropriate places to express violent intentions. The essay concludes by speculating about how this analysis can be applied to prevent school shootings. (shrink)

This essay is an attempt to understand how technological metaphors, particularly computer metaphors, are relevant to moral education. After discussing various types of technological metaphors, it is argued that technological metaphors enter moral thought through their functional descriptions. The computer metaphor is then explored by turning to the hacker ethic. Analysis of this ethic reveals parallels between the experience of computer programming and the moral standards of those who are enmeshed in computer technology. This parallel suggests that the hacker ethic (...) is being pushed by a computer metaphor and its functional descriptions in a direction of individualism and systems thinking. After examining some possible implications of the computer metaphor, this essay offers suggestions concerning how technological metaphors may be critiqued. (shrink)

In this essay Bryan Warnick examines two recent analyses of the practice of paying students for grades, with a focus on educational justice. Philosopher Derrick Darby argues against cash-for-grades programs on the grounds that such programs leave educational inequality intact. Warnick contends that Darby's arguments are incomplete. Increasing levels of educational “adequacy” is morally desirable, Warnick argues, even if inequality remains unchanged. There is also an obligation to engage in “localized practice reforms” that benefit small groups of disadvantaged students, even (...) if such reforms do not change the structural problems that lead to inequality. At the same time, engaging in a close analysis of “cash” as an incentive does reveal specific reasons why the inequality that persists under cash-for-grades might be particularly troublesome. In contrast to Darby, Alexander Sidorkin argues that paying students for learning is not only allowed, but ethically obligatory. Schooling, for Sidorkin, is a form of labor and labor demands fair compensation. Warnick challenges the idea that schooling is a form of exploited labor by looking across a range of issues, including the nonpecuniary benefits of schooling. At the same time, it seems that schooling could become a form of exploited labor, given current trends. Overall, the justice of cash incentive programs remains an open question. The essay concludes with a discussion about how we can move forward with a philosophical analysis of cash-for-grades programs. (shrink)

In this essay Bryan Warnick explores how rights to religious expression should be understood for students in public schools. Warnick frames student religious rights as a debate between the conflicting values associated with the Free Exercise Clause and the values associated with the Establishment Clause of the United States Constitution. He then asks how the special characteristics of the school environment should guide us in prioritizing those values. The overall weight of the considerations, particularly concerns about civic education, leads to (...) a two-pronged approach to religious rights. The first prong involves a robust protection of student religious exercise; the second involves an equally robust regime of school disassociation from student religious exercises. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Achilles and Hector: The Homeric HeroBryan R. WarnickAchilles and Hector: The Homeric Hero, by Seth Benardete. South Bend, IN: St. Augustine's Press, 2005, 140 pp., $17.00 cloth, $10.00 paper.Seth Benardete (1930-2001) was one of the twentieth century's premiere scholars of the classical world. His prominence was largely due to his technical excellence in both ancient philosophy and classical philology, a rare combination that allowed him to become, as (...) Harvey Mansfield has written, "Our greatest student of the relation between poetry and philosophy."1 He wrote groundbreaking discussions of Greek literature (especially the tragedies) and the Platonic dialogues. His work culminated in his study of The Odyssey, The Bow and the Lyre (1997), a book that compared the plot of epic poetry to the development of a Platonic dialogue.Before Benardete achieved lasting fame, however, he was a doctoral student at the University of Chicago, working with Leo Strauss and the Committee on Social Thought and developing friendships with people like Allan Bloom. The writing of his dissertation is the stuff of scholarly legend. According to the story, it developed from a pile of nonsensical notes on the Iliad to a work of budding genius in four weeks. This dissertation, "Achilles and Hector: The Homeric Hero," was published in St. John's Review in 1985, and it has now been reprinted so that we can examine for ourselves the significance of Benardete's early work.As the title suggests, Benardete's dissertation looks at the theme of heroism in Homer, focusing on the Iliad. He examines the relationships between the poem's smallest parts and its largest themes. The book is divided into two sections. In the first section, Benardete grapples with how the small components of the Iliad, the epithets and similes, work together meaningfully to inform the larger heroic themes of the epic. The second section examines Homer's view of the tragic hero through an analysis of the plot. The analytic skill exhibited in both sections is fascinating: some parts of the study are brilliant, others strained, but none are boring.Benardete's purpose in the first section, he says, is to "vindicate the epithets" (135). This vindication is necessary because, as scholarship on the oral nature of the Homeric epics has developed, the significance of the smaller components has seemed to diminish. The epithets and similes have come to be seen as mere crutches for the oral poet; they are linguistic tools whose characteristics allow them to be plugged into Homer's unrelenting dactylic hexameter whenever a particular rhythmic pattern is needed. The poet uses the epithet of "swift-footed" Achilles, then, not so much because he particularly wants to say something meaningful about Achilles' swiftness, but because the particular rhythmic pattern of the epithet is a handy way to complete a line of poetry. The meaning of things like the epithets in any particular moment, it has seemed to many, should therefore be taken with a grain [End Page 115] of salt. In contrast, Benardete wants to argue that each particular use of an epithet has a significant meaning that informs, and even constructs, the epic's larger themes (for Benardete's purposes, the theme of heroism).Benardete's success in this goal is somewhat uneven, as even he later came to realize. A few of his conclusions appear rather stretched and neglect to consider the whole in the analysis of the parts. For example, Benardete looks at the Trojan epithets megathymoi ("great spirited") and hippodamoi ("tamers of horses") and finds them to be two manifestations of a constant Trojan character. One epithet is for the activities of war (megathymoi), the other one for peace (hippodamoi). But for Benardete, they both say the same thing about the constantly emotional, almost animalistic nature of Homer's Trojans, who are perfectly defined by passionate warfare: "The Trojans are more readily affected than the Achaeans, who can remove their armor and be different in peace than in war: but the Trojans cannot so easily shake off their temper" (21). While certainly interesting, such an analysis neglects to take into account prominent scenes like the one in which Astyanax, Hector... (shrink)

In his 1993 article George Bealer offers three separate arguments that are directed against the internal coherence of empiricism, specifically Quine’s version of empiricism. In doing so, Bealer identifies three fundamental principles of Quine’s empiricism. First, the principle of empiricism states that.

This paper provides an account of the development of the logos concept in Heidegger’s writings on language and examines the implications of logos for a philosophy of language. In Being and Time/ Heidegger described logos as prelanguage, a preliminary perception of the world which often finds expression in verbal communication. This view is made clear by Heidegger's account of the act of speaking in which formless prior understanding (logos) is shaped into verbal expression. Heidegger's analysis of the communicative act in (...) Being and Time viewed logos as one of the ways in which man can experience his world. In his later writings, however, logos is the path to Being. Language precedes man and is the "house of Being." By this Heidegger means that man lives in language which is the major force in the creation of his world. Heidegger's view of language, then, is a protest against the modern tendency to view language as a mere tool, thereby stripping it of its value and connotative dimensions. (shrink)

Covers such topics as epistemology and education, feminist philosophy of education, race and education, school dress codes, and sex education. The use of film, literature, art, case studies, and other disciplines or situations/events provide illustrations of human experiences which work as gateways to questions philosophers try to address.

This chapter contains sections titled: Introduction I Peters on Ritual in Education II R. S. Peters on Ritual and Imitation: An Assessment Future Directions References.

Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are shaped as they are. This article attempts to refine this theoretical approach by focusing on the paradox of individualism, which suggests that individualism must always be dependent on (...) community. We examine 5 films (Rushmore 1988, The Breakfast Club 1985, Mona Lisa Smile 2003, School of Rock 2003, and Stand and Deliver 1988) and argue that, although the values of individualism are certainly celebrated, these films also show, perhaps unwittingly, that the achievements of individualism require robust student communities. We describe how student communities function in these films, what achievements they make possible, and what obstacles they face. (shrink)

This chapter contains sections titled: Overview Ralph Waldo Emerson John Dewey Richard Rorty Martha Nussbaum Conclusion.

The expertise defense is the best-known response by armchair philosophers to the challenge posed by experimental philosophers regarding the trustworthiness of intuitions. In a series of recent experiments, Experimental philosophers have recently focused on professional philosophers, claiming that, contrary to what the expertise defense assumes, philosophers’ intuitions are no less susceptible to the influence of irrelevant factors (the direct strategy). Additionally, drawing from literature on expertise, they contend that, unlike other domains of expertise, practice does not improve philosophers’ intuitions (the (...) indirect strategy). In this paper, adopting a skill-based perspective on expertise, my primary objective is to defend the expertise defense against both direct and indirect strategies. Based on the skill-based account, I present three arguments against the direct strategy by challenging its power, scope and methodology. Furthermore, borrowing empirical findings from recent literature on expertise, I argue against the indirect strategy that four skills that constitute philosophical expertise regarding thought experiments can be improved through various forms of practice, including deliberate practice. However, my moderate defense departs from typical versions of the expertise defense since I argue that while recent experiments by experimental philosophers cannot undermine the expertise defense, they provide valuable insights into philosophical expertise. (shrink)

Greek text, english translation and commentary on the surviving fragments of Empedocles (fragments as known in 1981, does not include more recent finds).

Contrary to Vaesen's argument that humans are unique with respect to nine cognitive capacities essential for tool use, we suggest that although such cognitive processes contribute to variation in tool use, it does not follow that these capacities arenecessaryfor tool use, nor that tool use shaped cognition per se, given the available data in cognitive neuroscience and behavioral biology.

This book offers a powerful interpretation of the philosophy of William James. It focuses on the multiple directions in which James's philosophy moves and the inevitable contradictions that arise as a result. The first part of the book explores a range of James's doctrines in which he refuses to privilege any particular perspective: ethics, belief, free will, truth and meaning. The second part of the book turns to those doctrines where James privileges the perspective of mystical experience. Richard Gale then (...) shows how the relativistic tendencies can be reconciled with James's account of mystical experience. An appendix considers the distorted picture of James's philosophy that has been refracted down to us through the interpretations of his work by John Dewey. (shrink)

Academic misconduct is a threat to the validity and reliability of online examinations, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic. This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with an evaluation of (...) the quality of the research evidence which addressed these questions. 25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited. However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population. Future approaches to online exams should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity. (shrink)

Previous scholarship has focused on inductive and deductive patterns as the two predominant modes of reasoning. In this paper, we argue that there are many ways that people from diverse cultures organize their justificatory reasoning in conversation with others and that these patterns are connected, in part, to cultural beliefs and values. We report on a study of people who identify themselves as being in one of four cultural groups: African Americans, Asian Americans, Asians, and European Americans. The types of (...) organization they used in their conversations included deductive, inductive, abductive, and narrative patterns. Abduction occurred as often as induction and deduction across groups. Narratives were used equally by all of the groups, but they occurred less frequently than the other types. Asian Americans used inductive patterns more than other types, and Asians were most likely to reason deductively. These choices did not appear to have an effect on partners' judgments, although Asians received the lowest appropriateness ratings, and both Asians and Asian Americans were given the lowest effectiveness ratings. (shrink)

Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher (...) in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher’s experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume. (shrink)

What are conspiracy theories? And what, if anything, is epistemically wrong with them? I offer an account on which conspiracy theories are a unique way of holding a belief in a conspiracy. Specifically, I take conspiracy theories to be self-insulating beliefs in conspiracies. On this view, conspiracy theorists have their conspiratorial beliefs in a way that is immune to revision by counter-evidence. I argue that conspiracy theories are always irrational. Although conspiracy theories involve an expectation to encounter some seemingly disconfirming (...) evidence (allegedly planted by the conspirators), resistance to all counter- evidence cannot be justified on these grounds. (shrink)

There are obvious benefits to be gained from the study of logic: heightened ability to express ideas clearly and concisely, increased skill in defining one's terms, enlarged capacity to formulate arguments rigorously and to analyze them critically. But the greatest benefit, in my judgment, is the recognition that reason can be applied in every aspect of human affairs.

This paper is devoted to the study of some subvarieties of the variety Qof Q-Heyting algebras, that is, Heyting algebras with a quantifier. In particular, a deeper investigation is carried out in the variety Q 3 of three-valued Q-Heyting algebras to show that the structure of the lattice of subvarieties of Qis far more complicated that the lattice of subvarieties of Heyting algebras. We determine the simple and subdirectly irreducible algebras in Q 3 and we construct the lattice of subvarieties (...) (Q 3 ) of the variety Q 3. (shrink)