How should the world's remaining carbon budget be divided among countries? We assess the role of a fault‐based principle in answering this question. Discussion of the role of historical emissions in dividing the global carbon budget has tended to focus on emissions before 1990. We think that this is in part because 1990 seems so recent, and thus post‐1990 emissions seem to constitute a lesser portion of historical emissions. This point of view was undoubtedly warranted in the early 1990s, when (...) discussion of fault‐based principles in this context began. While this view still has some intuitive force, we find that it and the associated focus on pre‐1990 emissions are now out of date. Emissions since 1990 in fact constitute a large and rapidly increasing proportion of emissions since 1750 – approximately half of the carbon emissions due to fossil fuel use and cement production, at the time of writing. We show that a restricted fault‐based principle, according to which emissions should be divided among countries on the basis of their emissions since 1990, is both viable and powerful. We consider standard objections to a fault‐based principle in this context, how such a principle might more concretely be applied, and its likely implications. (shrink)

In population ethics, Narveson’s dictum states: morality favours making people happy, but is neutral about making happy people. The thought is intuitively appealing; for example, it prohibits creating new people at the expense of those who already exist. However, there are well-known obstacles to accommodating Narveson’s dictum within a standard framework of overall betterness: any attempt to do so violates very plausible formal features of betterness. Therefore, the prevailing view is that the dictum is off-limits to consequentialists, who are thereby (...) committed to the unsavoury normative consequences of denying it. We argue against the prevailing view, by showing that Narveson’s dictum can be accommodated within “multidimensional” consequentialism. The key move is to deny the normative preeminence of overall betterness, instead taking moral decision-making to rest directly on “respects” of betterness. The multidimensional approach permits a consequentialist account of Narveson’s dictum in which betterness is well-behaved. It also yields a new way to think of the connection between goodness and rightness, thus revealing new terrain in the space of possible moral theories. (shrink)

In emphasising improvement, smooth coping and success over variability and regression, skill theory has overlooked the processes performers at all levels develop and rely on for managing bodily and affective fluctuations, and their impact on skilled performance. I argue that responding to the instability and variability of unique bodily capacities is a vital feature of skilled action processes. I suggest that embodied intelligence – a term I use to describe a set of abilities to perceptively interpret and make use of (...) information from body, mind, environment and task requirements, and to modulate one’s focus, awareness and action strategies accordingly – is critical for performing well-learned skills in vulnerable situations. It is critical for staying safe. To investigate these components of skilled action, I employ a cognitive ethnographic method, combined with apprenticeship on the static trapeze, to produce two ‘experience near’ case studies. These document in-situ experiences of awareness, self-regulation and embodied intelligence. Both reveal strong connections between a reflective awareness of bodily vulnerability and variability, and self-regulatory processes – specifically, the down- and up-regulation of anxiety. I then reflect on these case studies in relation to a prospective sense of agency, the awareness of control acts that may lead to performance outcomes. With increased clarity on these features of embodied intelligence and attention during action, other researchers can build on this study to further probe and map the maintenance and functions of embodied intelligence in dealing with the instability of skills. (shrink)

Cutting-edge scholarship in performance studies, cognitive science, sociology, literature, psychology, philosophy and sport science is brought together to ask: What do individuals bring to and do in collaborative embodied performance? How do group members with distinct capacities complement each other in skilled action? Innovative methodological approaches are applied to detailed case studies from martial arts, tango, social interaction, English Restoration Theatre, Body Weather, traditional and digitally-informed experiences of music composition, and failing at handstands. Each investigation exposes performance and theory as (...) mutually revealing, informative and captivating. Short chapters fall into thematic clusters exploring embodied coordination, cognition, and collaboration, followed by commentaries from leading scholars in performance studies and cognitive science. Each brings to light different facets of the performance ecology present in the collaborative moment, equipping performance makers, students and researchers with theoretical, methodological and practical inspiration to delve deeper into their own embodied practices and critical thinking. (shrink)

Dawes points out the fallacy in many commonly held beliefs in therapy and takes issue with many current treatment methods.

A review of the literature indicates that linear models are frequently used in situations in which decisions are made on the basis of multiple codable inputs. These models are sometimes used normatively to aid the decision maker, as a contrast with the decision maker in the clinical vs statistical controversy, to represent the decision maker "paramorphically" and to "bootstrap" the decision maker by replacing him with his representation. Examination of the contexts in which linear models have been successfully employed indicates (...) that the contexts have the following structural characteristics in common: each input variable has a conditionally monotone relationship with the output; there is error of measurement; and deviations from optimal weighting do not make much practical difference. These characteristics ensure the success of linear models, which are so appropriate in such contexts that random linear models may perform quite well. 4 examples involving the prediction of such codable output variables as GPA and psychiatric diagnosis are analyzed in detail. In all 4 examples, random linear models yield predictions that are superior to those of human judges. (shrink)

_Thoughts and Utterances_ is the first sustained investigation of two distinctions which are fundamental to all theories of utterance understanding: the semantics/pragmatics distinction and the distinction between what is explicitly communicated and what is implicitly communicated.

Home, digital technologies and data are intersecting in new ways as responses to the COVID-19 pandemic emerge. We consider the data practices associated with COVID-19 responses and their implications for housing and home through two overarching themes: the notion of home as a private space, and digital technology and surveillance in the home. We show that although home has never been private, the rapid adoption and acceptance of technologies in the home for quarantine, work and study, enabled by the pandemic, (...) is rescripting privacy. The acceleration of technology adoption and surveillance in the home has implications for privacy and potential discrimination, and should be approached with a critical lens. (shrink)

Going beyond the hype of recent fMRI "findings," this interdisciplinary collection examines such questions as: Do women and men have significantly different brains? Do women empathize, while men systematize? Is there a "feminine" ethics? What does brain research on intersex conditions tell us about sex and gender?

Including the perspectives of scientists about the nature and process of science is important for an authentic and nuanced portrayal of science in science education. The small number of studies that have explored scientists’ worldviews about science has thus far generated contradictory findings, with recent studies claiming that scientists simultaneously hold contradictory sophisticated and naïve views. This article reports on an exploratory study that uses the framework of Bhaskar’s critical realism to elicit and separately analyse academic scientists’ ontological and epistemological (...) views about science in semi-structured interviews. When the views of scientists are analysed through the lens of critical realism, it is clear that it is possible to hold a realist ontological commitment about what knowledge is of, simultaneously with a fallibilist epistemological commitment about knowledge itself. The apparent incongruence of scientists’ so-called naïve and sophisticated views about science is resolved when analysed using a critical realist framework. Critical realism offers a simple and coherent framework for science educators that avoids many of the problems of positivism and social constructivism by finding a middle ground between them. The three pillars of critical realism: ontological realism, epistemological fallibilism and judgmental rationality help to make sense of how socially constructed scientific knowledge can be anchored in an independent reality. (shrink)

Most substantive (content-bearing) words are polysemous, but polysemy is cross-categorial; for instance, the lexical forms ‘stone’ and ‘front’ are associated with families of interrelated senses and these senses are spread across their manifestations as three words, noun, verb and adjective. So, the ultimate unit underpinning polysemy is not a word but the categoryless root of the related words, which must, in some sense, track the interrelated families of senses. The main topic of this paper is the vexed question of the (...) meaning of roots and the backdrop is a view of words as delineated syntactic domains which allow assignment of atomic content (non-compositional meaning), and whose actual meanings are, in the first instance, pragmatically inferred in the throes of communication, some of them subsequently becoming established, so stored in a lexicon and directly retrieved in comprehension. Three different positions on the meanings of roots are outlined, and their merits and shortcomings are discussed: (a) inherent underspecified meanings; (b) meanings conditioned by grammatical context (allosemy); (c) meaninglessness. I argue that, overall, the current state of the evidence favours the third position: roots are categoryless, meaningless (perhaps phonological) indices. (shrink)

As the international art market globalizes the indigenous image, it changes its identity, status, value, and purpose in local and larger contexts. Focusing on a school of Australian Aboriginal painting that has become popular in the contemporary art world, Robyn Ferrell traces the influence of cultural exchanges on art, the self, and attitudes toward the other. Aboriginal acrylic painting, produced by indigenous women artists of the Australian Desert, bears a superficial resemblance to abstract expressionism and is often read as (...) such by viewers. Yet to see this art only through a Western lens is to miss its unique ontology, logics of sensation, and rich politics and religion. Ferrell explores the culture that produces these paintings and connects its aesthetic to the brutal environmental and economic realities of its people. From here, she travels to urban locales, observing museums and department stores as they traffic interchangeably in art and commodities. Ferrell ties the history of these desert works to global acts of genocide and dispossession. Rethinking the value of the artistic image in the global market and different interpretations of the sacred, she considers photojournalism, ecotourism, and other sacred sites of the western subject, investigating the intersection of modern art and postmodern culture. She ultimately challenges the primacy of the "European gaze" and its fascination with sacred cultures, constructing a more balanced intercultural dialogue that deemphasizes the aesthetic of the real championed by western philosophy. (shrink)

Often side-lined or simplified, evil women challenge societal norms of womanhood. This volume explores how evil women have been constructed, punished, and erased within literature, culture, and film and how this contributes to our understanding of womanhood.

Polysemy, understood as instances of a single linguistic expression having multiple related senses, is not a homogenous phenomenon. There are regular (apparently, rule‐based) cases and irregular (resemblance‐based) cases, which have different processing profiles. Although a primary source of polysemy is pragmatic inference, at least some cases become conventionalised and linguistically encoded. Three main issues are discussed: (a) the key differences between regular and irregular cases and the role, if any, of a “core meaning”; (b) the distinction between pragmatic polysemy and (...) semantic polysemy; and (c) the role of syntactic meaning in both generating and constraining polysemy. (shrink)

Proper linear models are those in which predictor variables are given weights such that the resulting linear composite optimally predicts some criterion of interest; examples of proper linear models are standard regression analysis, discriminant function analysis, and ridge regression analysis. Research summarized in P. Meehl's book on clinical vs statistical prediction and research stimulated in part by that book indicate that when a numerical criterion variable is to be predicted from numerical predictor variables, proper linear models outperform clinical intuition. Improper (...) linear models are those in which the weights of the predictor variables are obtained by some nonoptimal method. The present article presents evidence that even such improper linear models are superior to clinical intuition when predicting a numerical criterion from numerical predictors. In fact, unit weighting is quite robust for making such predictions. The application of unit weights to decide what bullet the Denver Police Department should use is described; some technical, psychological, and ethical resistances to using linear models in making social decisions are considered; and arguments that could weaken these resistances are presented. (shrink)

In the current socio‐political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re‐thinking the nature of mind‐body relations. While the orientation of this paper is ultimately phenomenological, it takes as its point of departure recent feminist scholarship, which is demonstrating that attending to physiology can provide insight into the complexity of mind‐body relations. Elizabeth Wilson's account of the role of the (...) gut in psychological processes suggests a far less hierarchical relation between brain and body than rationalism allows. Such insights are also supported by recent phenomenological inquiries into cognition and the body. My question is, what implications do these insights have for how the nature of embodiment is understood, and, by extension, learning? This paper explores how informal, non‐cognitive modes of knowing, or of engaging with the world, inform learning in higher education contexts. More specifically, it raises the question of what role non‐cognitive modes of engagement, such as sensibility, have in augmenting, enabling or delimiting the learning process. (shrink)

Within the philosophy of language, pragmatics has tended to be seen as an adjunct to, and a means of solving problems in, semantics. A cognitive-scientific conception of pragmatics as a mental processing system responsible for interpreting ostensive communicative stimuli (specifically, verbal utterances) has effected a transformation in the pragmatic issues pursued and the kinds of explanation offered. Taking this latter perspective, I compare two distinct proposals on the kinds of processes, and the architecture of the system(s), responsible for the recovery (...) of speaker meaning (both explicitly and implicitly communicated meaning). (shrink)

Medical interventions are usually categorized as “invasive” when they involve piercing the skin or inserting an object into the body. Beyond this standard definition, however, there is little discussion of the concept of invasiveness in the medical literature, despite evidence that the term is used in ways that do not reflect the standard definition of medical invasiveness. We interviewed psychiatrists, patients with depression, and members of the public without depression to better understand their views on the invasiveness of several psychiatric (...) electroceutical interventions (treatments that involve electrical or magnetic stimulation of the brain) for the treatment of depression. Our study shows that people recognize several kinds of invasiveness: physical, emotional, and lifestyle. In addition, several characteristics of therapies influence how invasive they are perceived to be; these include the perceived capacity of an intervention to result in harm; how localized the effects of the intervention are; the amount of control retained by the person receiving the intervention; how permanent its effects are perceived as being; and how familiar it seemed to participants. Our findings contribute to a small literature on the concept of invasiveness, which emphasizes that categorizing an intervention as invasive, or as noninvasive, evokes a variety of other normative considerations, including the potential harm it poses and how it compares to other potential therapies. It may also draw attention away from other salient features of the intervention. (shrink)

I propose that an account of metaphor understanding which covers the full range of cases has to allow for two routes or modes of processing. One is a process of rapid, local, on-line concept construction that applies quite generally to the recovery of word meaning in utterance comprehension. The other requires a greater focus on the literal meaning of sentences or texts, which is metarepresented as a whole and subjected to more global, reflective pragmatic inference. The questions whether metaphors convey (...) a propositional content and what role imagistic representation plays receive somewhat different answers depending on the processing route. (shrink)

Everyday practice is steeped in ethical considerations for nursing and healthcare professionals, but the theory behind ethics is removed from day to day care. This concise book shows how ethics implicates your work in a straightforward way. All the essential knowledge of ethics you need for passing your course is covered, including the principles of bioethics, rights and moral philosophy.

Abstract:In recent years, the field of animal rights has increasingly focused on trying to change the legal status of animals from things to rights-bearing legal persons. This has most prominently been seen in the work of Steven Wise and the Nonhuman Rights Project (NhRP). The NhRP has initiated various habeas corpus proceedings on behalf of certain animals who it argues are entitled the status of legal persons and the fundamental right to bodily liberty. The NhRP appeals to existing principles of (...) common law. It argues that its animal clients are 'practically autonomous,' which, it asserts, is sufficient for them to be entitled to the status of legal persons and to the fundamental right to bodily liberty. Herein, the author argues that whilst Wise and the NhRP have garnered a significant amount of mainstream attention in the animal rights field, less mainstream attention has been paid to understanding how our treatment of some groups of humans and all animals are connected, and how having a deeper understanding of this could assist in producing better strategies for legal change. In this article, the author considers the status quo treatment of animals by reference to the concept of dualistic thinking and explores how the status quo is underpinned by anthropocentrism. In light of these observations, the author critiques the work of Steven Wise and the NhRP by considering how this approach perpetuates the same anthropocentric ideals that underpin the status quo treatment of animals. The author ultimately advocates for an intersectional approach to seeking legal reform and discusses what legal change might look like if an intersectional approach is adopted. (shrink)

Most people working on linguistic meaning or communication assume that semantics and pragmatics are distinct domains, yet there is still little consensus on how the distinction is to be drawn. The position defended in this paper is that the semantics/pragmatics distinction holds between encoded linguistic meaning and speaker meaning. Two other ‘minimalist’ positions on semantics are explored and found wanting: Kent Bach’s view that there is a narrow semantic notion of context which is responsible for providing semantic values for a (...) small number of indexicals, and Herman Cappelen and Ernie Lepore’s view that semantics includes the provision of values for all indexicals, even though these depend on the speaker’s communicative intentions. Finally, some implications are considered for the favoured semantics/pragmatics distinction of the fact that there are linguistic elements which do not contribute to truth-conditional content but rather provide guidance on pragmatic inference. (shrink)

In Free Will and Luck, Mele presents a case of an agent Ernie, whose zygote was intentionally designed so that Ernie A-s in 30 years, bringing about a certain event E. Mele uses this case of original design to outline the zygote argument against compatibilism. In this paper I criticize the zygote argument. Unlike other compatibilists who have responded to the zygote argument, I contend that it is open to the compatibilist to accept premise one, that Ernie does not act (...) freely and is not morally responsible for anything he does. I argue that compatibilists should deny premise two. Diana’s effective intention to create Ernie’s zygote such that Ernie A-s in 30 years and her intervention to bring about his A-ing mark a significant difference between Ernie and normal agents in a deterministic universe with regard to how their zygotes were created that affects whether those agents act freely and are morally responsible for so acting. (shrink)

Anthropocentrism is "the belief that there is a clear and morally relevant dividing line between humankind and the rest of nature, that humankind is the only principal source of value or meaning in the world" p. 51.

The last decade has seen the transformation of the study of sexuality from a marginalized effort to a fully respected discipline at many major universities. There are numerous publications devoted solely to the topic and queer theory, a force to be reckoned with, has its own celebrities. Nonetheless, queer studies is considered to be the brainchild of the humanities, with the social sciences slowly coming around to apply its principles to empirical research. Long, Slow Burn, a powerful collection of essays (...) by Kath Weston, argues that social science has been talking about sex all along; to deny this one would have to overlook Kinsey's pioneering sex research in the 1950s, or the psychiatrist Evelyn Hooker's pathbreaking study of homosexuality, but also in the "sex talk" that lies at the heart of classic debates on kinship, inequality, cognition, and other foundational topics in the social sciences. What is different now, Weston claims, is the way sexuality has been isolated from other contemporary issues. Long, Slow Burn lays out a radically different approach to the study of sexuality. Not content with its ghettoization as a contained subfield, Weston refuses to draw an artificial line around sexuality. Her essays do not attempt to make sexuality a discrete object of study. Rather, each essay "sexes up" a conventional subject, such as kinship, race or labor, proving that once you start paying attention to sexuality, you can never look at social issues in the same way again. Long, Slow Burn offers an intervention, an attempt to see sexuality as it permeates the multiple fibers of our social fabric. It demonstrates that sexuality has always been a part of the social sciences, but more importantly, is the key to their future. (shrink)

Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process of designing an image (Bild) of the changes to (...) be furthered in the educand, and ii. to explain this process component of Bildung. This process is theoretically structured as a subject‐object transformation, and the attempt is made to explain this from an idealistic perspective. Building upon this foundation, the article shows how the process of designing an image for Bildung can be furthered educationally. (shrink)

A number of reports have suggested that patients who undergo deep brain stimulation may experience changes to their personality or sense of self. These reports have attracted great philosophical interest. This paper surveys the philosophical literature on personal identity and DBS and draws on an emerging empirical literature on the experiences of patients who have undergone this therapy to argue that the existing philosophical discussion of DBS and personal identity frames the problem too narrowly. Much of the discussion by neuroethicists (...) centers on the nature of the threat posed by DBS, asking whether it is best understood as a threat to personal identity, autonomy, agency, or authenticity, or as putting patients at risk of self-estrangement. Our aim in this paper is to use the empirical literature on patients’ experiences post-DBS to open up a broader range of questions - both philosophical and practical, and to suggest that attention to these questions will help to provide better support to patients, both before and after treatment. (shrink)

This article responds to Marzia Milazzo's article ‘On white ignorance, white shame, and other pitfalls in critical philosophy of race’, in which Milazzo argues that the concepts white shame, white guilt, white privilege, white habits, white invisibility and white ignorance are pitfalls in the process of decolonisation. Milazzo contends that the way these concepts are theorised in much critical philosophy of race minimises white people's active interest in reproducing the racial status quo. While I agree with Milazzo's critique of white (...) shame and white guilt, I argue that these affective responses are fundamentally different to the remaining concepts. Drawing on critical whiteness studies and agnotology, I argue that white privilege, white invisibility and white ignorance are valuable conceptual tools for revealing white people's active investment in maintaining racial inequality. Whereas Milazzo sees a contradiction between white people's active interest in maintaining racial inequality and concepts like white invisibility and white ignorance, I argue that, correctly theorised, these concepts resolve this apparent contradiction. I contest Milazzo's call to reject white privilege, white invisibility and white ignorance, arguing that these concepts are useful tools in the project of decolonisation. (shrink)

Teaching children to ask and answer questions is critically important if they are to learn to talk and reason effectively together, particularly during inquiry-based science where they are required to investigate topics, consider alternative propositions and hypotheses, and problem-solve together to propose answers, explanations, and prediction to problems at hand. This study involved 108 students (53 boys and 55 girls) from seven, Year 7 teachers’ classrooms in five primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one (...) of two conditions: the metacognitive questioning condition (Trained condition) or the prescriptive questioning condition (Untrained condition). Data on students’ discourse and reasoning and problem-solving (RP-S) were collected across Times 1 and 2. The results showed that while there were significant differences in the discourse categories of the students in the two conditions at Time 1, the only significant difference was in questioning behaviour at Time 2 with the students in the trained condition continuing to ask more questions than their untrained peers. Given that these students had been taught to specifically ask ‘thinking’ questions that probed and interrogated information, these results are not surprising. A follow-up examination of students’ discourse during their small group discussions illustrated how these students interacted with each other to probe and interrogate information by providing explanations and reasons to make their thinking explicit and by using analogies to verbally represent concepts they were trying to express. Results on the follow-up reasoning and problem-solving (RP-S) tasks indicated that students in the Trained and Untrained conditions improved their scores from Time 1 to Time 2 although the change was not significantly different between conditions. (shrink)

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the children during these tasks. The results (...) show that while there were no significant differences in the children's explanatory behaviour across the two time periods, there were significant differences in the total verbal interactions between the children in the cognitive questioning condition and their peers in the community of inquiry and comparison conditions. Furthermore, the children in the cognitive questioning condition obtained higher reasoning and problem-solving scores than peers in the other conditions. Interestingly, while there were no significant differences between the teachers’ basic and extended mediating behaviours in the three conditions at Times 1 and 2, there was a significant difference in extended mediation behaviours with the teachers demonstrating nearly three times more extended mediation to promote students’ learning at Time 2 than they did at Time 1. Teacher intervention in providing guidance in how to interact during cooperative, inquiry-based science appears to be critical to helping students engage in higher-level thinking and learning. (shrink)

The pandemic has been the most vivid agent of change that many of us have known. But it has not changed everything: plenty of the institutions, norms, and practices that sustain racial capitalism, settler colonialism, and cisheteropatriarchy have either weathered the storm of the crisis or been nourished by its effects. And yet enough has changed for us to see that the pandemic has profoundly recontextualised those structures and systems of violence, bringing us into a fresh negotiation with, for example, (...) the question of how we discuss and imagine freedom. Responding in part to this unexpected provocation, activist-scholars Robyn Maynard and Leanne Betasamosake Simpson forged a collaboration from the lockdown of 2020, corresponding by letter to create their forthcoming book, Rehearsals for Living, due to be published by Haymarket Books (US) and Knopf (Canada) in 2022. In this interview, we asked them to explain the epistolary form of the book and expand on the concept of “rehearsal”, before inviting them to reflect on a series of issues that animate our current crises: the politics of recognition; the notion of apocalypse; ways to disrupt linear temporalities; practises of reciprocity against proprietary logics; the gendered violence of state apparatuses; and worldbuilding as a method of resistance. In their expansive answers, Robyn and Leanne draw on their experiences as organisers and educators, commenting on anticolonial struggles, the Movement for Black Lives, and the rise of abolition discourse. Stressing the need to build a multiplicity of shared homespaces in the face of racial/colonial capitalism and organized abandonment, they challenge us to rethink the predicaments and possibilities of the present, enabling us to imagine futures liberated of extractivist, carceral governance – “planting more liberatory futures in the present”, as Robyn puts it. The task of sowing those seeds is a collective praxis of rewriting the narratives that constitute us, refusing to hear that nothing can change and insisting that everything must. (shrink)