In this paper I defend the compossibility of presentism and time travel from two objections. One objection is that the presentist’s model of time leaves nowhere to travel to; the second objection attempts to equate presentist time travel with suicide. After targeting some misplaced scrutiny of the first objection, I show that presentists have the resources to account for the facts that make for time travel on the traditional Lewisian view. In light of this ability, I argue that both of (...) the objections fail. (shrink)

To what extent is the scientist's endeavor qua scientist influenced by his philosophic image of himself? A preliminary and partial answer to this question is suggested by a study of eight physiological thinkers of the second half of the eighteenth century, a period during which biology was much influenced by the scientific and philosophical ideas of Isaac Newton. At this time, physiologists invoked certain "principles," "properties," and "powers" which were deemed useful as explanatory devices, even though they could not themselves (...) be explained. The use of these devices in physiology was often defended in terms of their supposed similarity to devices used in mathematics and Newtonian physics. The results of this practice are considered critically, partly in the light of current studies of scientific explanation. (shrink)

ExcerptI.The work of Georg Lukács has languished in critical neglect since a period of intense interest in his work in the 1960s and early 1970s. Lately, however, there are signs of a revival of interest. The reasons for this are multiple. On the one hand, art theorists and literary critics are turning to Lukács's concept of realism in order to help understand the political and realist turn of contemporary art and literary works.1 In a separate development, social and political theorists (...) are turning again to Lukács's concept of reification as a way of understanding the peculiar social pathologies of…. (shrink)

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...) from 81 United States colleges and universities offering IESPs. Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students’ interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools. (shrink)

Of great importance to many non-consequentialists is a claimed moral difference between doing and allowing harm. I argue that non-consequentialism is best understood, however, as consisting in three morally distinct categories where commentators typically identify two: standard doings of harm, standard allowings of harm, and denials of resources. Furthermore, the moral distinctness of denials of resources is independent of whether denials are doings or allowings of harm, I argue. I argue by way of matched examples, as well as by way (...) of two widely accepted features of non-consequentialism: stringent rights of persons, and the susceptibility of resources to distribution within political society. (shrink)

What is it about serial killers that grips our imaginations? They populate some of our most important literature and art, and to this day, Jack the Ripper intrigues us. In this paper, we examine this phenomenon, exploring the idea that serial killers in part represent something in us that, if not good, is at least admirable. To get at this, we have to peel off layers of other causes of our attraction, for our attraction to serial killing is complex (it (...) mixes with repulsion, too). For example, part of the attraction is curiosity associated with the pragmatic desire to understand serial killers. Another part is the allure of safe violence, the very same allure that causes us to slow down to look at traffic accidents and that makes movies like Saw box office gold. Once we are through the initial layers of attraction, we expose the one we are interested in. Humans are not really Homo sapiens (the wise human), but rather Homo oboediens (the rule‐following human), and these rules can become oppressive. Serial killers, properly sanitized, show us something, albeit in a twisted way, that we long for – a life unfettered by rules, a life where we can do exactly what we want. We close by noting the paradox that an actual serial killer is not free at all. (shrink)

This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges (...) germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized. (shrink)

This chapter contains sections titled: The Allure of Monsters Explaining the Allure: First Look Stalking the Deeper Reasons Closing in for the Kill Removing Empathy The Prison of Rules Conclusion.

This essay explicates a structural theory of the historical evolution of world-systems. Rather than using societies as the unit of analysis the authors use intersocietal interaction networks (world-systems). This enables them to take theoretical account of the systemic development processes that are regional and inter-regional in scope and to formulate a more powerful theory that explains how thousands of egalitarian small-scale world-systems evolved, expanded and merged to become the hierarchical and global world-system of today.

The stringent demands of discipleship were not, therefore, presented by Jesus as a universally applicable ethic of heroic proportions—and still less as an esoteric avenue to salvation—but only as the preconditions for the work of the Kingdom to be done.

In this course we will examine several philosophical puzzles concerning time. We all seem to experience time in a very fundamental and direct way. Yet once we begin to reflect on what time really is, it is easy to feel as puzzled as St Augustine was, who wrote: “If no one asks me, I know what [time] is. If I wish to explain it to him who asks me, I do not know.” The first set of issues we will discuss (...) concern the question whether time is ‘real.’ Time appears to consist of past, present and future. But do the past and the future exist in the same way as the present or is only the present real? Does time ‘flow’? In what ways is time different from space? What would it be to ‘spatialize’ time? Next we will ask whether certain views of time imply that there can be no freedom of the will. One might worry that if facts about the future (including facts about what I will do tomorrow) already existed in the same way as facts about the present exist, then I could not be free to choose what I will do. After all, how can I be free to decide to skip class tomorrow, if it is ‘already’ a fact today that I will attend class? What, if anything, is the connection between various views of time and ‘fatalism’? The third topic we will discuss is time travel. First we will ask whether time travel is a conceptual possibility. As we will see, there are certain conceptual puzzles associated with the possibility of time travel. For example, one might think that if time travel is possible, then I should be able to travel back in time and kill my father before the date of my conception. But this scenario seems to lead to a contradiction. Some have taken considerations such as these to argue that the very idea of time travel is incoherent. Is this right? If not, why not? Then we will look at what the theory of relativity says about the nature of time in general and about the physical possibility of time travel more specifically. Finally we will examine several issues concerning the asymmetry of time.. (shrink)

Despite many attempts, Kierkegaard's philosophy has been less than well received in education. The Kierkegaardian themes of irony, indirect communication, subjectivity, stages of existence, despair, and seduction have proven difficult to translate into educational praxis. Several factors drive this state, including the lack of curricular reasoning, curricular frameworks, and the depth of the reading of Kierkegaard. These factors can be deduced from a thorough review of the past efforts to bring Kierkegaard into the educational dialogue, from which conclusions about model (...) educational praxis can be made. (shrink)

It is increasingly clear that chromatin is not just a device for packing DNA within the nucleus but also a dynamic material that changes as cellular environments alter. The precise control of chromatin modification in response to developmental and environmental cues determines the correct spatial and temporal expression of genes. Here, we review exciting discoveries that reveal chromatin participation in many facets of plant development. These include: chromatin modification from embryonic and meristematic development to flowering and seed formation, the involvement (...) of DNA methylation and chromatin in controlling invasive DNA and in maintenance of epigenetic states, and the function of chromatin modifying and remodeling complexes such as SWI/SNF and histone acetylases and deacetylases in gene control. Given the role chromatin structure plays in every facet of plant development, chromatin research will undoubtedly be integral in both basic and applied plant biology. BioEssays 24:234–243, 2002. © 2002 Wiley Periodicals, Inc.; DOI 10.1002/bies.10055. (shrink)

This review provides a current perspective on the insertion of genes into plants. Some of the knowledge on the structure and control of plant genes gained recently from genetic engineering approaches is described, together with developments that can be expected to emerge from further exploitation of gene transfer techniques.