In the past few years there has been a turn towards evaluating the empirical foundation of epistemic contextualism using formal (rather than armchair) experimental methods. By-and-large, the results of these experiments have not supported the original motivation for epistemic contextualism. That is partly because experiments have only uncovered effects of changing context on knowledge ascriptions in limited experimental circumstances (when contrast is present, for example), and partly because existing experiments have not been designed to distinguish between contextualism and one of (...) its main competing theories, subject-sensitive invariantism. In this paper, we discuss how a particular, "third-person", experimental design is needed to provide evidence that would support contextualism over subject-sensitive invariantism. In spite of the theoretical significance of third-person knowledge ascriptions for debates surrounding contextualism, no formal experiments evaluating such ascriptions that assess contextualist claims have previously been conducted. In this paper, we conduct an experiment specifically designed to examine that central gap in contextualism’s empirical foundation. The results of our experiment provide crucial support for epistemic contextualism over subject-sensitive invariantism. (shrink)

The intent of this article is to explore the extent to which we can apply to Buddhist ethics Martha Nussbaum's statement that "[l]iterary form is not separable from philosophical content, but is itself, a part of content - an integral part, then, of the search for and the statement of truth". We explore the transformative impact that narratives can have on moral life, using examples from the story literature of Theravāda Buddhist traditions in Sri Lanka and Southeast Asia. Focusing on (...) what Geoffrey Harpham has called "sub- ethics," the conditions that center moral life, we trace the ways in which narratives prefigure, configure, and refigure these conditions for human flourishing. (shrink)

Richard Whately’s views of arguments involving authority are very different in his Elements of Rhetoric and his Elements of Logic. This essay begins by documenting these differences and wondering why they are. It then proceeds to take a broader and more historical view of Whately’s discussions of authority and finds him occupying an important developmental ground between his predecessor Locke and contemporary views of the argument from authority. In fact, some of the things we now think are important in a (...) good argument from authority are anticipated by Whately. (shrink)

Two reverse supertasks—one new and one invented by Pérez Laraudogoitia —are discussed. Contra Kerkvliet and Pérez Laraudogoitia, it is argued that these supertasks cannot be used to conduct fair infinite lotteries, i.e., lotteries on the set of natural numbers with a uniform probability distribution. The new supertask involves an infinity of gods who collectively select a natural number by each removing one ball from a collection of initially infinitely many balls in a reverse omega-sequence of actions.

This is a critical and exegetical introduction to the work and thought of Hannah Arendt, one of the most powerful and important political thinkers of the twentieth century. The book traces the connections in Arendt's work between public life and political thinking and the ways in which each informs the other. In conclusion, the author suggests why Arendt provides a unique way of rendering the political visible and relevant to people in an everyday setting.

In this paper we define a family of many-valued semantics for hybrid logic, where each semantics is based on a finite Heyting algebra of truth-values. We provide sound and complete tableau systems for these semantics. Moreover, we show how the tableau systems can be made terminating and thereby give rise to decision procedures for the logics in question. Our many-valued hybrid logics turn out to be "intermediate" logics between intuitionistic hybrid logic and classical hybrid logic in a specific sense explained (...) in the paper. Our results show that many-valued hybrid logic is indeed a natural enterprise. (shrink)

In this paper we define a family of many-valued semantics for hybrid logic, where each semantics is based on a finite Heyting algebra of truth-values. We provide sound and complete tableau systems for these semantics. Moreover, we show how the tableau systems can be made terminating and thereby give rise to decision procedures for the logics in question. Our many-valued hybrid logics turn out to be "intermediate" logics between intuitionistic hybrid logic and classical hybrid logic in a specific sense explained (...) in the paper. Our results show that many-valued hybrid logic is indeed a natural enterprise. (shrink)

This book is a collection of papers on modals in the languages of Europe, written by experts in the area of modality. It provides readers with a wealth of data and addresses the issues of under which circumstances modals are borrowed, from which linguistic materials they typically arise in these languages, and whether and how modals form a system which is separate from other word classes.

The British writer John Wyndham (1903–1969) explored societal effects of surprising or mystical events. A paradigmatic example is _The Midwich Cuckoos_ (1957), which portrays identical-looking children born without sexual intercourse. I propose a reading strategy that focuses on the fictional spatial order and analyses how the construction of the children’s otherness interferes with the village’s demarcation. Furthermore, I interpret the mysterious pregnancies as a reference to basic embryo research in the 1950s – cloning. Finally, I scrutinize Wyndham’s negotiation of utilitarianism (...) throughout the novel and his critique of truly utilitarian decisions that are based on constructions of Otherness. (shrink)

Greater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with (...) hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models. (shrink)

Possivelmente como decorrência dos efeitos ameaçadores e destrutivos que as duas grandes guerras mundiais trouxeram para o mundo, na segunda metade do século XX tornou-se mais aguda a preocupação com os problemas planetários. E, nesta esteira, um dos fenômenos emergentes foi a proliferação de organizações supranacionais e instituições voltadas para uma preocupação com as questões internacionais, especialmente aquelas cujos impactos adquiriam âmbito global. A guerra fria, a competição pela hegemonia de nações imperialistas como EUA e União Soviética, impulsionou uma corrida (...) pelo protagonismo nas áreas militar, tecnológica e industrial, alavancando de maneira inédita e desmedida a exploração dos recursos ambientais. A busca dos resultados a qualquer custo, no intuito de otimizar os lucros, tornou-se a finalidade do capitalismo neoliberal ancorado em corporações multinacionais, que hoje se tornou preponderante em termos globais. E isso inclui o esgotamento dos recursos naturais, se isso for condição para lucros maiores. Em face deste cenário, apesar dos governos e instituições supranacionais se articularem no sentido de promover o desenvolvimento sustentável, de se organizarem eventos periódicos para a defesa do meio ambiente, as iniciativas implementadas mais parecem paliativos ante a voracidade dos mercados. Como, pois, enfrentar efetivamente este paradoxo? Existem perspectivas efetivas de sua ultrapassagem? A reflexão aqui trazida se propõe a abordar estas questões e as implicações a elas inerentes, partindo de uma base teórica discursiva de inspiração habermasiana para analisar o fenômeno da sustentabilidade em nível planetário, sob uma ótica democrática e cidadã (cosmopolita e ativa). (shrink)

In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt and Zizek. On that basis we identify four dominant educational leadership discourses: a personhood-based discourse, a profession-based discourse, a standard-based discourse, and a resource-based discourse. These discourses have—as we will show—various consequences for the way we think (...) and talk about education and educational leadership in our age. Using examples that stem from a project about educational leadership in Danish upper secondary school, we will illustrate how educational leaders’ beings and doings are ‘regulated’ by these discourses, which place them in a tension field where different and conflicting fantasies seem to be played out. Then, we will discuss how these fantasies can be challenged and how we can think and speak more intellectually about education and educational leadership. By using the term intellectual we are referring to educational leaders’ ability as human beings to critically reflect on their contemporary doings and beings within and beyond the existing social order. Hopefully this can help them to establish new ways for discussing not only what educational leadership is and should be about, but also what it could be about. (shrink)

In the study of the Hebrew Bible and ancient Israel, a consistent area of debate between mainstream and conservative scholars is whether or not the ancient Israelites were monotheists who worshiped El Elyon as their highest god, and whether or not the Hebrew Bible retains any of this. One particular passage of interest has been Deuteronomy 32: 8–9, which most academics interpret as El Elyon distributing the nation to his children, one of whom is Yahweh. This essay seeks to address (...) the rebuttals of conservative scholars who have sought to deny this, by arguing that ancient Israel’s conception of Yahweh was and that he was not a son of El in Deut. 32. This essay rejects these conclusions, principally arguing against the work of Michael S. Heiser, bringing attention to some neglected data which conservative academics have often overlooked in trying to elucidate this passage and demonstrating that the consensus reading of the passage makes the most sense of the text. (shrink)

La première note est consacrée à un bloc interprété par F. Courby comme un élément du dallage ayant porté le tombeau de Dionysos. Mais ce bloc constituait à l’origine un socle isolé ; ce n’est que dans une seconde phase qu’il a été associé à d’autres blocs pour former un plateau sur lequel on a implanté un pressoir. La seconde note se fonde sur de nouveaux relevés des canalisations aménagées dans les substructions Sud du temple des Alcméonides, destinées à réunir (...) deux sources. Celle de l’Ouest existait depuis longtemps ; son débouché était situé au pied du mur de terrasse qui avait porté le temple préalcméonide et qui constitue le premier aménagement monumental du sanctuaire. L’hypothèse d’un détournement de la fontaine Cassotis à l’intérieur du temple est rejetée. La troisième note est consacrée aux fragments d’une sima en marbre provenant d’une toiture inachevée ; l’existence de deux modules amène à postuler à l’existence d’un bâtiment à deux ailes, probablement contemporain du temple du ive s. et peut-être à confondre avec le «monument en calcaire gris ». (shrink)

Zusammenfassung In diesem Beitrag werden Ergebnisse einer empirischen Studie zum Lernen in Sportvereinen vorgestellt. Es kann gezeigt werden, dass Mitglieder durch ihre Vereinsaktivitäten eine Reihe von Kompetenzen erwerben können, die ihnen nicht nur das Handeln innerhalb des Vereins ermöglichen, sondern auch in anderen Kontexten, z.B. der Berufswelt, anwendbar sind. Die Ergebnisse, die auf der Selbsteinschätzung von freiwillig Engagierten beruhen, zeigen weiterhin, dass der Verein als ein Lernort angesehen werden kann, an dem vor allem durch konkrete Erfahrungen, durch den Austausch mit (...) anderen Menschen bzw. durch das Ausprobieren der eigenen Fähigkeiten gelernt wird. Bewusste und zielgerichtete Lernaktivitäten scheinen dagegen eher eine untergeordnete Stellung einzunehmen. Sportvereine unterscheiden sich von anderen Vereinen in Bezug auf die erwerbbaren Inhalte sowie die Teilnahme der Mitglieder an formellen Lernveranstaltungen. (shrink)

Bearing witness is a familiar if diversely employed concept. On the one hand, it concerns the accuracy and validity of practical affairs, for example in a court of law, at a wedding, or in a law office. On the other hand, the term can embody powerful religious, social, and/ or moral meaning, whether in bearing witness to historical trauma and human suffering, or in paying heed to everyday, seemingly ordinary aspects of nature and of human life. In this article, we (...) address the question of what renders a witness trustworthy. We characterize ethical and epistemic constituents of witnessing. We examine the work of several exemplary witnesses: W. G. Sebald, Saidiya Hartman, Jonathan Lear, Etty Hillesum, and John Berger alongside Jean Mohr. These sources help us think about the education of a person who aspires to bear witness, whether it be to traumatic events or to quotidian life in educational or other settings. We present criteria of trustworthiness that can support reflection on what we take to be the important place of bearing witness in educational inquiry and practice. (shrink)

This book explores how a sense of wonder and the musicality of silence can be a rehumanizing force in education, health and welfare, countering overly anthropocentric and instrumental worldviews. Wonder - in an aesthetic, philosophical, and spiritual sense - brings human beings in resonance with the world again.

I thank Professors Finnigan and Garfield (Jay) and the editors of Philosophy East and West for inviting me to join in this discussion of Chinese Buddhism. I have not taken many opportunities in my career to write about Zen Buddhism and Daoism, although I have been fascinated by their connection. I remember quite clearly a discussion I had with Jay some years back in which I broached the idea that Daoism had contributed important dialectical steps leading to the formulation of (...) Zen, which I join the Chinese tradition in regarding as the highest version of the Buddhist insight. Jay argued to me at that time that the necessary insights were actually all available in Nāgārjuna. I am accordingly pleased to see him .. (shrink)

A prominent contemporary anti-skeptical strategy, most famously articulated by Keith DeRose, aims to cage the skeptic′s doubts by contextualizing subjunctive conditional accounts of knowledge through a conversational rule of sensitivity. This strategy, I argue, courts charges of circularity by selectively invoking heavy counterfactual machinery. The reason: such invocation threatens to utilize a metric for modal comparison that is implicitly informed by judgments of epistemic sameness. This gives us reason to fear that said modal metric is selectively cherry-picked in advance to (...) support the very anti-skeptical conclusion for which the contextualist longs. (shrink)

I advocate an ad hominem reading of the hedonism that appears in the final argument of the Protagoras. I that attribute hedonism both to the Many and to Protagoras, but my focus is on the latter. I argue that the Protagoras in various ways reflects Plato’s view that the sophist is an inevitable advocate for, and himself implicitly inclined toward, hedonism, and I show that the text aims through that characterization to undermine Protagoras’ status as an educator. One of my (...) objectives in the course of my arguments is to explore connections between the final argument of the Protagoras and the Man-Measure Doctrine as it is developed in the Theaetetus. (shrink)