Existing understandings of gender affirm some types of gendered accounts as “authentic,” while others are discredited or obscured. As a consequence, many transgender people express anxiety about whether their experience of gender can be distilled into a narrative that is intelligible to others and appears consistent over time. In this article, I assess the identity narratives produced by two cohorts of trans respondents—binary-identified respondents, and non-binary respondents—as a means of understanding the narrative strategies that respondents employ to establish themselves as (...) “authentically” trans. To affirm themselves as trans, I find that non-binary participants tended to elide or to minimize potential inconsistencies in their stories, producing narratives that reflect dominant cultural accounts of trans experience—accounts that center an early-childhood affiliation with the “opposite” sex, endorsing and affirming binary gender distinctions. In turn, binary-identified participants often produced accounts that complicated or questioned these tropes. While non-binary individuals have been hailed as the primary arbiters of gender’s undoing, the social and institutional constraints that inform how we account for gender—which shape both our production of those accounts and others’ interpretations of them—suggest that binary-identified respondents may be better positioned to work towards this “undoing” than their non-binary counterparts. (shrink)

The purpose of this paper is to argue that however impressive and useful its results, neuroscience alone does not provide a complete theory of mind. We specifically enlist John Dewey to help dispel the notion that the mind is the brain. In doing so, we explore functionalism to clarify Dewey’s modified functionalist stance and argue for avoiding “the mereological fallacy.” Mereology is the study of part-whole relations. The mereological fallacy arises from confusing the properties of a necessary subfunction with the (...) properties that derive from the unity of the whole functional coordination. We conclude that the mind is a complex distributed biologicalsociocultural function that is not simply located anywhere and, therefore, is not completely in the possession of any one : it occurs wherever it has consequences. (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)

Are all God’s activities identical to God? If not, which are identical to God and which not? Although it is seldom noticed, the texts of Aquinas (at least on the surface) suggest conflicting answers to these questions, giving rise to a diversity of opinion among interpreters of Aquinas. In this paper, we draw attention to this conflict and offer what we believe to be the strongest textual and speculative support for and against each of the main answers to these questions.

As modern foreign policy and international relations encompass more and more scientific issues, we are moving towards a new type of diplomacy, known as "Science Diplomacy." Will this new diplomacy of the 21st century prove to be more effective than past diplomacy for the big issues facing the world, such as climate change, food and water insecurity, diminishing biodiversity, pandemic disease, public health, genomics or environmental collapse, mineral exploitation, health and international scientific endeavours such as those in the space and (...) the Antarctic? Providing a new area of academic focus that has only gathered momentum in the last few years, this book considers these questions by bringing together a distinguished team of international specialists to look at various facets of how diplomacy and science are influenced by each other. The book not only dissects the ways that politics, science and diplomacy have become intertwined, but also highlights how the world's seemingly most intractable problems can be tackled with international collaboration and diplomacy that is rooted in science, and driven by technology. It, therefore, challenges the conventional wisdom concerning the juxtaposition of science and the world of diplomacy. (shrink)

The present study examined gender and attitude toward science in fourth- and eighth-grade students in the United States and also assessed to what extent the relationship between science attitude and science achievement differed by gender. Results showed that both fourth- and eighth-grade boys demonstrated more confidence in science than girls, while eighth-grade boys also showed greater liking for science than girls. Additionally, gender moderated the relationship between science achievement and (a) liking science (for fourth-grade students) and (b) confidence in science (...) (eighth-grade students). Results are discussed in terms of addressing gender inequities in science education and career opportunities. (shrink)

Using data from 88 countries, we test hypotheses linking a country’s economic freedom and cultural values with the propensity and timing of decisions to impose stringent policies to combat the spread of Covid-19, as well as society’s compliance with those restrictive measures. Our analysis supports hypotheses that a country’s economic freedom and cultural dimensions of individualism and masculinity predict early implementation of stringent policies. After accounting for endogeneity, we find that individualism also helps explain residents’ compliance with stringent measures. These (...) findings illustrate how institutions and cultural values influence government policies and societal compliance. (shrink)

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing (...) what is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award. (shrink)

: A virtually unknown philosopher of the twentieth century, Spencer Heath was nevertheless well-known as a pioneer in the early development of commercial aviation. He retired from business in 1931 to devote the last thirty years of his life to his long-time interest in the philosophy of science and human social organization. He developed ….

The ideas upon which public education was founded in the last half of the nineteenth century were wrong. And despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today. So argues one of the most original and highly regarded educational theorists of our time in 'Getting It Wrong from the Beginning'. Kieran Egan explains how we have come to take mistaken concepts about education for granted and why this dooms our (...) attempts at educational reform. (shrink)

Herbert Spencer was regarded by the Victorians as the foremost philosopher of the age, the prophet of evolution at a time when the idea had gripped the popular imagination. Until recently Spencer's posthumous reputation rested almost excusively on his social and political thought, which has itself frequently been subject to serious misrepresentation. But historians of ideas now recognise that an acquaintance with Spencer's thought is essential for the proper understanding of many aspects of Victorian intellectual life, and (...) the present selection is designed to answer this need. It provides a cross-section of Spencer's works from his more popular and approachable essays to a number of the volumes of the Synthetic Philosophy itself. (shrink)

This is a brief rejoinder to Harvey Siegel’s ‘Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison’ (35·4), which was itself a critical response to my own recent paper in this journal (33·2). This is an attempt to sum up the key points of the Deweyan pragmatism that I argue for, and hence those that Siegel opposes. It is not an attempt to settle the debate, but rather to clarify our differences.

Harvey Siegel’s conception of critical thinking is riddled with unnecessary and confusing dualisms. He rigidly separates ‘critical skill’ and ‘critical spirit’, the philosophical and the causal, ‘is’ and ‘ought’, and the moral and the epistemological. These dualisms are easily traced to his desire to defend an absolutist and decontextualised epistemology. To the Deweyan naturalist these dualisms are unnecessary. Appealing to the pragmatist notion of beliefs as embodied habits of action evincing emotion, I show how language, meanings and the mind, including (...) the mind of the critical thinker, emerge from our biological being. (shrink)

Many philosophers have noted that normative error theorists appear to be committed to saying ‘Error theory is true, but I have no reason to believe it’, which seems paradoxical. In defence of error...

[Cause and effect], if they are distinct, are also identical. Even in ordinary consciousness that identity may be found. We say that a cause is a cause, only when it has an effect, and vice versa. Both cause and effect are thus one and the same content: and the distinction between them is primarily only that the one lays down, and the other is laid down.The Logic of Hegel, Translated from ““The Encyclopaedia of the Philosophical Sciences,”” 3rd ed., trans. William (...) Wallace, §153; hereafter cited as ““Lesser Logic”” parenthetically in the text by section number. Similarly, in the Science of Logic Hegel writes: ““Cause is cause only in so far as it produces an effect, and cause is nothing but this determination, to have an effect, and effect is nothing but this, to have a cause. Cause as such implies its effect, and effect implies cause; in so far as cause has not yet acted, or if it has ceased to act, then it is not cause, and effect in so far as its cause has vanished, is no longer effect but in indifferent actuality””. See also Hegel’s discussion of rain and wetness, color and pigment, and act and motion in ibid., 560–61. (shrink)

_Democracy and Education Reconsidered_ highlights the continued relevance of John Dewey’s _Democracy and Education_ while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in (...) scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars. (shrink)

Excerpt from Passages From the Philosophy of Herbert Spencer Perhaps to the average reader these lines from T be Foundations of Belief, by Arthur James Bal four, would seem to characterize the doctrine of Herbert Spencer. But the real student of his Philosophy Would resent the injustice of such an in terpretation. As though from a glance at a figure upon the border of an intricate piece Of tapestry, one could conceive the design and colour scheme of the (...) whole. Herbert Spencer could not avoid the conviction that there exists no rational foundation for the be lief in the continuance of conscious personality after death. He believed that the human intellect in its present state of development, could offer no solution to the great problem of identity. He neither af firmed nor denied but with unremitting labour and his life's devotion he produced a Philosophy which gave an inestimable impulse to modern thought if not to Science. In his Syntlzetic Pbilosopliy he revealed the mysterious unity of all existence he traced the progress of Evolution in life, mind, society and morality. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)