Theorists at the interface of medicine and the humanities have recently suggested that interpretation as a literary activity can be applied to the practice of clinical medicine. This article reviews such theories and their literary metaphors and methods. In pushing these ideas further, it is proposed that a number of guidelines can be applied to interpretation as a practical activity for clinical medicine.

In the target article, Schilbach et al. defend a perspective that focuses on the neural basis of social cognition during live, ongoing interactions between individuals. We argue that a second-person neuroscience would benefit from formal approaches borrowed from economics and behavioral ecology and that it should be extended to social interactions in nonhuman animals.

La rondelle d'argile HT Wc 3024, trouvée fortuitement en surface en 1987, semble bien démontrer la validité d'une hypothèse proposée deux ans avant sa découverte : le nombre d'empreintes de sceau sur le pourtour d'une rondelle indique le nombre d'objets impliqués dans la transaction dont cette rondelle porte témoignage (dans le cas présent, aux six empreintes de sceau correspond le chiffre six qui suit l'idéogramme de la brebis).

Suppose that wc identify physical objccts, in thc first instance, by extension, as things like stones, tables, trees, people and other animals: the persisting macroscopic constituents of the world in which we live. Of course, there is a substantive question of what it is to be y such things in the way relevant to categorization as a physical object. So this can hardly be the final word on the matter. Still, it is equally clear that this gives us all a (...) perfectly respectable initial conception of what we are talking about; and it is an entirely adequate starting point for what follows. (shrink)

ABSTRACT Let wF, wC+, and wC− be three distinct worlds, each of which contains only a single point-sized material particle, and in each of which spacetime is: uniformly flat, constantly positively curved, and constantly negatively curved, respectively. By the relationist’s lights, these worlds seem to be qualitatively identical. Nevertheless, for each world, there are propositions concerning possible arrangements of material points that are true in that world, but false in the other two. I argue that, surprisingly, the relationist can ground (...) these differences in the distinct non-modal and intrinsic relations that are instantiated in each of wF, wC+, and wC–. (shrink)

Let wF, wC+, and wC– be three distinct worlds, each of which contains only a single point-sized material particle, and in each of which spacetime is: uniformly flat, constantly positively curved, and constantly negatively curved, respectively. By the relationist’s lights, these worlds seem to be qualitatively identical. Nevertheless, for each world, there are propositions concerning possible arrangements of material points that are true in that world, but false in the other two. I argue that, surprisingly, the relationist can ground these (...) differences in the distinct non-modal and intrinsic relations that are instantiated in each of wF, wC+, and wC–. (shrink)

Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within our CPIs (...) – a consequence that can be particularly harmful when practicing P4C with minority youth. To accurately adjudicate the value of public school classrooms for P4C – especially for those CPIs whose members are primarily Black, Latinx, Indigenous, or other youth of color — I contextualize the Trojan horse argument in the history of race and education in the United States. Through this historical analysis, I conclude that the reformist position becomes increasingly more untenable and that the material history of race and education in fact supports a pessimistic understanding of P4C in education. I end by reflecting on P4C’s need to rethink its privileging of schools as a primary site for philosophical inquiry and caution practitioners against using “social progress” as a justification for how and where they practice their craft. Instead, I encourage them to rethink how and where they practice P4C, based on the local historical and material conditions of the participants. (shrink)

Welfare conditionality (WC) is a crucial ingredient of social policies around the world. Welfare conditionality demands that recipients meet specific behavioral goals to either access the benefit for the first time or retain the benefit's ongoing advantages. This article argues that any justification of WC must seriously consider procedural protections (PPs) and how they shape the policy's outcome. Procedural protections are institutional principles and mechanisms that guarantee fairness in the administrative decision-making process. This essay normatively evaluates appeal procedures—a key component (...) of PPs—in the context of conditional cash transfer programs (CCTs) implemented during the last two decades in Latin America. It explains why CCTs often fail to provide their recipients with adequate appeal procedures to protect them against administrative errors and poor decision making. These plans can be unfair redistributive programs not because of the type of conditionalities they promote but, rather, due to the limited PPs they provide. (shrink)

In his paper ‘Scmantic Theory and Tacit Knowlcdgc’, Gareth Evans uscs a familiar kind of cxamplc in ordcr to render vivid his account of tacit knowledge. We arc to consider a finite language, with just one hundrcd scntcnccs. Each scntcncc is made up of a subjcct (a name) and a prcdicatc. The names are ‘a’, ‘b’, . . ., T. The prcdicatcs arc ‘F’, ‘G’, . . ., ‘O’. Thc scntcnccs have meanings which dcpcnd in a systematic way upon their (...) construction. Thus, all scntcnccs containing ‘a’ mean something about john; all scntcnccs containing ‘b’ mean something about Harry; all scntcnccs containing ‘F’ mean something about being bald; all scntcnccs containing ‘G’ mean something about being happy; and so 011. For this vcry simple language L, wc arc to consider various semantic theories. We could consider thcorics whosc dclivcranccs about wholc scntcnccs are of.. (shrink)