The Cambridge Malting House, an experimental school, serves here as a case study for investigating the tensions within 1920s liberal elites between their desire to abandon some Victorian and Edwardian sets of values in favour of more democratic ones, and at the same time their insistence on preserving themselves as an integral part of the English upper class. Susan Isaacs, the manager of the Malting House, provided the parents – some of whom were the most famous scientists and intellectuals of (...) their age – with an opportunity to fulfil their ‘fantasy’ of bringing up children in total freedom. In retrospect, however, she deeply criticized those from their milieu for not fully understanding the real socio-cultural implications of their ideological decision to make independence and freedom the core values in their children’s education. Thus, 1920s progressive education is a paradigmatic case study of the cultural and ideological inner contradictions within liberal thought in the interwar era. The article also shows how psychoanalysis – which attracted many progressive educators – played a crucial role in providing liberals of all sorts with a new language to articulate their political visions, but, at the same time, explored the limits of the liberal discourse as a whole. (shrink)

In a world of glossy corporate social responsibility reports, the shallowness of the actual CSR results may well be its counterpart. We claim that the possible gaps between aspirations and implementations are due to the company's overrating abilities to deal with the irrational and complex moral world of business. Many academic approaches aim to lift business ethics up to a higher level by enhancing competences but will fail because they are too rationalistic and generalistic to match the pluralistic and situational (...) practice constituted by the mosaic of values and set of constraints. This is demonstrated by describing and analyzing the CSR development of the multinational caterer Sodexo and in particular its Dutch branch. We explain what they do and why they are not successful. We present a new tool named Ethical Room for Maneuver that centers experiences and concrete situations in a playground of inquiry and experiment to enhance abilities to operate in themoral world and to meliorate business and society with more effectiveness. (shrink)

Children’s digital playgrounds have evolved from commercialized digital spaces such as websites and games to include an array of convergent digital media consisting of social media platforms, mobile apps, and the internet of toys. In these digital spaces, children’s data is shared with companies for analytics, personalization, and advertising. This article describes children’s digital playgrounds as a data assemblage involving commercial surveillance of children, ages 3–12. The privacy sweep is used as a method to follow the personal information traces that (...) can be expected to be disclosed through typical use of two children’s digital playgrounds: the YouTube Kids app and Fisher-Price Smart Toy plush animal and companion app. To trace the data flows, privacy policies and other publicly available documents were analyzed using political economy and privacy informed indicators. This article concludes by reflecting upon the dataveillance and commercialization practices that trouble the privacy rights of the child and parent when data assemblages in children’s digital playgrounds are surveillant. (shrink)

For a long time, the accepted explanatory model of language acquisition was the so-called Principles and Parameters framework (P&P). P&P seemingly provides an elegant answer to the central puzzle of generative linguistics: How do children acquire their native language given the limited time and input resources available to them? Yet P&P tells a story that is evolutionarily implausible, and for this reason it has since been abandoned. I argue that this is an unwarranted move, and that it could and should (...) be avoided by reassessing the epistemic status of P&P. In particular, I argue that contrary to extant accounts, P&P ought to be retrospectively construed as a highly idealized (toy) model of language acquisition. The proposed reinterpretation is vindicated, I argue, insofar as it paves the way for a reconciliation of the two central explanatory challenges of modern generative linguistics. (shrink)

Play requires security from sober concems, and only recently have non-native North Americans feIt secure enough in wildemess lands to view them as potential playgrounds. Employing a pretend quality of play illusion, many kinds of play are derivatives from normally sober activities. I argue that the most genuine sorts of wildemess play derive from the activities of the original geographical explorers. It is thus possible to distinguish types of play for which wildemess is especially suited from types that merely happen (...) in the wildemess-i.e., for which wildemess is an accidental playground. Play values are important enough to receive serious consideration in the administration of wildemess lands, and Iconclude that our public policy ought to favor wildemess activities that most closely imitate the activities of the original geographical explorers. (shrink)

This paper is essentially the author's Gödel Lecture at the ASL Logic Colloquium '09 in Sofia extended and supplemented by material from some other papers. After a brief description of traditional reverse mathematics, a computational approach to is presented. There are then discussions of some interactions between reverse mathematics and the major branches of mathematical logic in terms of the techniques they supply as well as theorems for analysis. The emphasis here is on ones that lie outside the usual main (...) systems of reverse mathematics. While retaining the usual base theory and working still within second order arithmetic, theorems are described that range from those far below the usual systems to ones far above. (shrink)

Play requires security from sober concems, and only recently have non-native North Americans feIt secure enough in wildemess lands to view them as potential playgrounds. Employing a pretend quality of play illusion, many kinds of play are derivatives from normally sober activities. I argue that the most genuine sorts of wildemess play derive from the activities of the original geographical explorers. It is thus possible to distinguish types of play for which wildemess is especially suited from types that merely happen (...) in the wildemess-i.e., for which wildemess is an accidental playground. Play values are important enough to receive serious consideration in the administration of wildemess lands, and Iconclude that our public policy ought to favor wildemess activities that most closely imitate the activities of the original geographical explorers. (shrink)

In recent years, many studies have examined conservative Christian responses to shifting societal attitudes about sexuality. In this article we examine official discourse from the LDS Church found in General Conference talks and the official adult magazine of the Church, Ensign, to better understand how leaders of the religion have taught the members to abstain from the use of pornography. Using a grounded-theory approach, we noted a pattern to the lessons that included four elements: avoiding dangerous associations, taking personal responsibility, (...) maintaining inner purity, and seeking spiritual treatment. This study extends previous research by examining how Mormon leaders taught their followers to interpret and protect themselves from pornography. As such, our analysis demonstrates the elaboration of religious teachings that may facilitate the negative reactions to pornography researchers have observed in survey and outcome-based research on members of conservative religions. (shrink)

Starting from an emblematic episode described by Rorty in Trotsky and the Wild Orchids, which is an effective narrative example of making public a private experience, the article provides an inquiry into Rorty’s thinking around education, with a particular focus on his notions of contingency and luck.In particular, the article offers an analysis of Rorty’s frequent use of the term “luck,” in accordance with a literary (non-philosophical) method, which informs his understanding of the role and function of education and his (...) view of the educational process. The use of a literary method is useful to give shape and meaning to the contingency of human experience, creating a narrative thread to connect the past and present and make meaning of the present through the images of the past. Within this framework, Rorty understands “luck” as a specific and crucial condition that highlights the presence of an undetermined space within which education can make a difference in individual life. (shrink)

ABSTRACTEven though many sport philosophers have worked to delineate clear definitions of play and games, typical language usage often conflates the two phenomena and even provides an undue normati...

ABSTRACTEven though many sport philosophers have worked to delineate clear definitions of play and games, typical language usage often conflates the two phenomena and even provides an undue normati...

Using photographic documentation to understand the extraordinary in the ordinary and the experiences of young children in an early childhood education center, I began to wonder how children’s interactions define their identity formation. This research looked at how boys reconstruct their identity based on the knowledge gained from those around them. Specifically, the study investigated the ways in which boys explore gender roles in relation to pregnancy and birthing. Using a phenomenological approach, the purpose of this research was to explore (...) the meaning of young children’s gender and identity play, and the experiences they take to form their identity in the early childhood setting. During the course of the study I drew meanings from the boys’ pretend playing pregnancy and gender role development. From three emerging themes, I came to the conclusion that the boys were not necessarily defining “boy” or “girl”, but using their play to make meaning of another individuals’ experience as related to gender. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition May 2012. (shrink)

Since its inception in 1994, scriptural reasoning has been practiced by academics and religious laypeople on an international scale. Scriptural reasoning is an activity or practice where Jews, Christians, and Muslims read and study together short passages from their traditionally sacred texts. In this book, Jacob L. Goodson describes this activity by giving a tour through modern philosophy and showing how certain arguments, ideas, and theories from modern philosophers help make sense of this inter-religious practice. According to Goodson, one of (...) the most interesting aspects of the practice of scriptural reasoning concerns how its driven by a tension between pragmatism and semiotics—what he calls purposefulness (pragmatism) vs. playfulness (semiotics) throughout the book. Can inter-religious practices only be playful, in terms of an academic “leisure activity”? Or do inter-religious practices need to strive toward a greater end or even a higher purpose, such as peace-making among the Abrahamic faiths or inter-religious friendships? In each individual chapter, Goodson explores this tension within the practice of scriptural reasoning. Utilizing Immanuel Kant’s deontology, Goodson concludes by demonstrating how the practice of scriptural reasoning might work if only two rules are in place while participating in it. (shrink)

In an earlier issue, I argue (2014) that psychology and epistemology should distinguish religious credence from factual belief. These are distinct cognitive attitudes. Levy (2017) rejects this distinction, arguing that both religious and factual “beliefs” are subject to “shifting” on the basis of fluency and “intuitiveness.” Levy’s theory, however, (1) is out of keeping with much research in cognitive science of religion and (2) misrepresents the notion of factual belief employed in my theory. So his claims don’t undermine my distinction. (...) I conclude by suggesting some approaches to empirically testing our views. (shrink)

This study examined three main issues among 364 primary school children: (1) self?reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground. Data were collected in individual and small group interviews. Overall, while most participants reported positive (...) relationships with their class teacher, and felt safe in their classroom and in the playground, a substantial minority did not. The correlations between level of being bullied and perceived safety in classroom and playground were significant but of modest size. Relationship with teacher did moderate the correlation for perceived safety in the classroom, but did not do so for perceived safety in the playground. No significant age or sex differences were obtained. The theoretical and practical implications of these findings were discussed. (shrink)

In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a specific nature-oriented design. This article is written from the perspective of a primary school teacher and presents the findings of a meta-analysis which looks at the impact nature experience has on (...) the development of children. Furthermore, the first results of a research study on green playgrounds in primary schools is discussed. The results so far seem to indicate that green school playgrounds have the potential of providing nature experience particularly for primary students. (shrink)

BackgroundThe objective of this study was to describe, through measurement of physical activity and observation of free outdoor play, the relation between children’s free play and the spatial layout of the playground. To accomplish this, we altered the spatial layout of the same playground to see how the layout affects the play activity and the physical activity levels in the same children.MethodsParticipants were six young children. Participants’ physical activity level and the duration of different types of action that (...) occurred in each area and their transitions were compared before and after the alteration of the play-equipment layout using the data from accelerometers and video recordings.ResultsA significant increase in physical activity occurred after the spatial layout alteration, which was related to action differences. Before the alteration, children tended to play in a similar manner for a given play area; however, after the alteration, pronounced interindividual variation in play activity across children was observed.ConclusionThe present pilot study found that in free play situations in the outdoor playground, the spatial layout of playground affects the pattern of play activity and the physical activity levels of young children. (shrink)

In this analysis, I employ Husserl’s three-part description of intentionality to show how a player/play act/play object model for consciousness helps us see play more clearly. I review Suits’ logic-based attempts to amend Huizinga’s overly inclusive characterization of play. However, I do so on what I see as stronger phenomenological grounds by describing four kinds of experience embedded in Suits’ work-play dichotomy. I analyze two species of play-fortified work – namely, work that requires intrinsic enhancement and work that does not. (...) I also describe two species of play – namely, play that is compromised and play that is unfettered. I conclude by summarizing advantages of phenomenological analyses and underlining the important distinctions this philosophic method uncovers within traditional work and play categories. (shrink)

Birch, Ginsburg, and Jablonka lay out a very convincing case for an important transition marker: unlimited associative learning. Especially welcome are the empirical predictions. I focus here not on the question of how to infer phenomenal consciousness from this behavioral metric, but on possible novel applications of this useful and fundamental framework. Specifically, I highlight two aspects of biology that are often not considered in philosophy of mind approaches that focus on natural species and evolutionary time scales. These are the (...) ability of minds and bodies to change drastically on the time scale of an individual experiencing subject, and bioengineering of novel living forms with no evolutionary history at the organism level. Both of these aspects provide interesting new contexts within which to explore UAL and its implications. (shrink)

One Laptop per Child attempts to bridge the "digital divide" between the rich and the poor, especially in third-world countries. In order to accomplish this, OLPC must introduce twenty-first century technology to the poverty-stricken, which can lead to more efficient means of education. Nicholas Negroponte, founder of OLPC, explains that in his opinion, "whatever big problem you can imagine, from world peace to the environment to hunger to poverty, the solution always includes education". The first step to improving education in (...) poverty-stricken countries, according to OLPC, is providing children with an inexpensive yet functional laptop, informally known as the $100 laptop. (shrink)

In this contribution to the symposium on Quill Kukla's _City Living_, I argue that the "objective properties" invisibly built into playgrounds can limit children's development of their agency. Playgrounds may seem insignificant because play may seem insignificant. However, playgrounds are where children develop as agents: it is through play that they learn to make decisions about their own bodies, express their own values, and negotiate with others. Yet at the playground, there is co-dependence between social practice and material object: (...) the latent surveillance by adults enforces and reinforces the rules that have been built into equipment like slides. Social and spatial inequalities can constitute self-amplifying feedback loops that sustain oppressive systems. Playgrounds do not merely reflect the social fact that children’s autonomy is not always taken seriously, they also condition and constitute this social fact. (shrink)

Watching children at play is favorite pastime for many elderlies. However, the growing safety concerns have prompted parents to become increasingly resistant to the idea of having strangers watch their children in parks and playgrounds. This creates an intergenerational gap in communication with potentially detrimental consequences for all social groups. Oral interviews were conducted and written surveys distributed that validated the hesitance of seniors, especially in the United States, to spend time at children’s playgrounds despite their finding the vicinity of (...) children stimulating. Behavioral observations were conducted at playgrounds to quantify the positive and negative effects of supervisors’ ages on children’s play and thus indirectly assess whether there can be mutual benefits of making the presence of older people at playgrounds, which is customary in many countries, more culturally acceptable. Observations focused on the behavior of a pair of siblings showed that there is an increased probability of both conflicts and joyful expressions when the children were in the presence of a middle-aged person than when they were watched over by the elderlies. This has suggested that freer expressions stimulated in the presence of parent-like figures simultaneously induce the undesired and the desired behavioral patterns in the form of propensities for conflict and propensities for expressions of joy, respectively. This has confirmed that the observational stance has a critical effect on the observational outcome and that the age of the watchers has an effect on the behavior of children at play, with the age correlating directly with the calmness of the play, but also with a lower degree of exhilaration. (shrink)

I’m at the playground with my baby, and a smiling adult inquires, “Is it a boy or a girl?” Scientific studies show that if I say X, they will see my baby as doing A, being A, feeling A—versus if I say Y.1 They’ll likely make different assumptions about whether my baby is able to climb up the playground structures and sit without support, and they’ll encourage my baby to engage in different activities.2 And of course, they’ll respond (...) to them differently depending on whether they think the baby is a boy or a girl. What do I do if I don’t want that to happen? One way to respond to the question is not to reveal the gender, or rather, to reject the assumption that my baby already has a gender, which is arguably a weird move, breaking out of a smoothly functioning, well-oiled social exchange. Here I want to talk about this weird move: How weird it is? What are some of the reasons to make the move anyway, and what are some of the concerns? (shrink)

Taboo terms offer a playground for linguistic creativity in language after language, and sign languages form no exception. The present paper offers the first investigation of taboo terms in sign languages from a cognitive linguistic perspective. We analyze the linguistic mechanisms that introduce offense, focusing on the combined effects of cognitive metonymy and iconicity. Using the Think Aloud Protocol, we elicited offensive or crass signs and dysphemisms from nine signers. We find that German Sign Language uses a variety of (...) linguistic means to introduce and enhance offense, many of which rely on iconic properties of the taboo sign. In conjunction with cross-linguistically common metonymic word-formation strategies, the degree of visual explicitness of a sign increases its potential to offend. Semantically similar taboo signs based on the same metonymic anchor but differing in their degree of iconicity also differ in offensiveness. This allows for creating dysphemisms and euphemisms via phonological changes to a sign. We further show that embodiment creates modality-enhanced ‘vicarious embarrassment’ in the viewer that results in the respective signs being judged obscene or offensive. Further, lexical blending and non-manual enhancement play a role in the creation of dysphemisms in DGS. Lastly, we propose that iconicity as a cognitive structuring principle of linguistic expressions constrains the possible semantic extensions of iconic taboo terms. (shrink)

Meritocracy claims to reward the meritorious with more resources, thereby achieving social efficiency and justice in a level playground. This article argues that the rise of meritocracy in a society is the institutional consequence of adopting progressive humanism, an ideal-type worldview that advocates the harmonious co-realization of individual achievement and social contribution. However, meritocracy is a self-defeating illusion because, even in a level playground, it only rewards conspicuous and wasteful display of ‘merit’ rather than genuine contributions to society. (...) Similar to the promise of an afterlife to Catholicism, the illusion of meritocracy constitutes an indispensable theodicy to progressive humanism. For societies holding such worldviews, meritocracy is a necessary illusion that cannot be dispelled by institutional reforms or political movements. (shrink)

Background:This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation.Objectives:After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated.Research design:In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were (...) added using simple (yes/no) and Likert rating answer formats.Participants and research context:At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor’s program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey.Ethical considerations:The survey was voluntary and anonymous. Students were free to write their name and additional comments.Findings:Students consider ethical theories—as taught within the proposed framework—as practically applicable, useful, and transferable into practice.Discussion:Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem.Conclusion:The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to “frame” and “name” the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice. (shrink)

Weaving together her most influential writings of the 1990s, Bronwyn Davies offers a unique engagement with poststructuralism that defies the boundaries between theory and embodied practice. Whereas poststructuralists are often accused of excessive abstraction, Davies' sophisticated and nuanced discussions of subjectivity, agency, epistemology, feminism, and power are embedded in vital depictions of lived experience and empirical research. A renowned scholar of education and gender formation, Davies shows the importance of poststructural perspectives for her own research in classrooms, on playgrounds, with (...) literary texts, and her own life history. Lucid prose—accessible for students and refreshing for researchers and theorists alike—makes postructural concepts usable as conceptual frameworks for interpreting and analyzing the social world. (shrink)

There is something important about the way human primates use touch in social encounters; for example, consider greetings in airports (hugs vs. handshakes) and the way children push each other in a playground (a quick push to warn, a really hard one when it is serious!). Human primates use touch as a way of conveying a wide range of social information. In this chapter I will argue that one of the best ways of understanding social cognition in non-human primates (...) is through touch. Moreover, I will argue that if we would like to describe the evolutionary history of social cognition, touch is one of the ideal modes to operationalize social interaction across different kinds of primates. (shrink)

Purpose:Human navigation skills are essential for everyday life and rely on several cognitive abilities, among which visual-spatial competences that are impaired in subjects with cerebral palsy. In this work, we proposed navigation tasks in immersive virtual reality to 15 children with CP and 13 typically developing peers in order to assess the individual navigation strategies and their modifiability in a situation resembling real life.Methods:We developed and adapted to IVR an application based on a 5-way maze in a playground that (...) was to be navigated to find a reward. The learning process, navigation strategies, and adaptation to changes were compared between participants with CP and their TD peers and correlated with visual-spatial abilities and cognitive competences.Results:Most participants with CP needed more attempts than TD participants to become proficient in navigation. Furthermore, the learning phase was correlated to visual-spatial memory but not with cognitive competences. Interestingly, navigation skills were comparable between groups after stabilization. While TD participants mainly relied on allocentric strategies based on environmental cues, egocentric strategies based on body motion prevailed in participants with CP. Furthermore, participants with CP had more difficulties in modifying their navigation strategies, caused by difficulties in executive processes beyond the visual-perceptual impairment, with an inefficient shift between implicit and explicit competences.Conclusions:The navigation abilities in participants with CP seem to be different from their TD peers in terms of learning and adaptation to new conditions; this could deeply affect their everyday life and ultimately participation and inclusion. A regular assessing and focused rehabilitative plans could help to better navigate the environment and affect self-perception. (shrink)

Lighten up about mathematics! Have fun. If you read this book, you will have to endure bad math puns and jokes and out-of-date pop culture references. You'll learn some really cool mathematics to boot. In the process, you will immerse yourself in living, thinking, and breathing logical reasoning. We like to call this proofs, which to some is a bogey word, but to us it is a boogie word. You will learn how to solve problems, real and imagined. After all, (...) math is a game where, although the rules are pretty much set, we are left to our imaginations to create. Think of this book as blueprints, but you are the architect of what structures you want to build. Make sure you lay a good foundation, for otherwise your buildings might fall down. To help you through this, we guide you to think and plan carefully. Our playground consists of basic math, with a loving emphasis on number theory. We will encounter the known and the unknown. Ancient and modern inquirers left us with elementary-sounding mathematical puzzles that are unsolved to this day. You will learn induction, logic, set theory, arithmetic, and algebra, and you may one day solve one of these puzzles. (shrink)

The beginning of the journey -- What this book is about : using ideas from mathematics, economics, and physics to tackle the big questions in philosophy : what is real? what can we know? what is the difference between right and wrong? and how should we live? -- Reality and unreality -- On what there is -- Why is there something instead of nothing? the best answer I have : mathematics exists because it must and everything else exists because it (...) is made of mathematics, with an excursion into artificial intelligence -- Unfinished business -- Unfinished business from chapter two : the nature and purpose of economic models -- How Richard Dawkins got it wrong -- Why Dawkins's argument against intelligent design can't be right and a mathematical analysis of the arguments for the existence of God -- Belief -- Daydream believers -- Most beliefs are ill-considered because most false beliefs are costless to hold -- The next several chapters will explore the consequences of this observation before we return to the question of where our beliefs and knowledge come from -- Unfinished business -- Unfinished business from the preceding chapter : how color vision works, sound, and water waves, the sheer craziness of economic protectionism -- Do believers believe? -- Our ill-considered beliefs about religion : why I believe that almost nobody is deeply religious -- On what there obviously is -- Our ill-considered beliefs about free will, ESP, and life after death -- Diogenes's nightmare -- How is legitimate disagreement possible if you're arguing with someone who is as intelligent and informed as you are, shouldn't you put just as much weight on your opponent's arguments as your own? -- The fact that we persist in disagreeing is strong evidence that we don't really care what's true -- Knowledge -- Knowing your math -- Where mathematical knowledge comes from and logic and why evidence and logic are not enough -- Unfinished business -- Unfinished business from the preceding chapter : the tale of hercules and the hydra, with an excursion into the lore of very large numbers -- Incomplete thinking -- Godel's incompleteness theorem and what it doesn't say about the limits of human knowledge -- The rules of logic and the tale of a Potbellied pig -- The power of logical thought, with excursions into the most counterintuitive theorem in all of mathematics and the tale of a potbellied pig -- The rules of evidence -- What we can and can't learn from evidence, with excursions into the value of preschool and how internet porn prevents rape -- The limits to knowledge -- What physics does and doesn't tell us about what we can and cannot know -- Understanding Heisenberg's uncertainty principle -- Unfinished business -- The oddness of the quantum world and why it matters to game theorists -- Right and wrong -- Telling right from wrong -- Some hard questions about right and wrong and about life and death -- The economist's golden rule -- A rule of thumb for good behavior -- How to be socially responsible -- Putting the rule of thumb into practice -- On not being a jerk -- Goofus and gallant on immigration policy -- The economist on the playground -- Our ill-considered beliefs about fairness in the market place and in the voting booth, contrasted with our carefully considered beliefs about fairness on the playground -- Unfinished business -- How ancient talmudic scholars anticipated modern economic theory -- The life of the mind -- How to think -- Some basic rules for clear thinking, mostly about economics, but also about arithmetic, neurobiology, sin, and eschewing blather -- What to study -- Advice to college students : stay away from the English department and approach the philosophy department with caution, with an excursion into the remarkable life of Frank Ramsey. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 31.4 (2001) 41-53 [Access article in PDF] Bad Words Denise Riley Introduction The worst words revivify themselves within us, vampirically. Injurious speech echoes relentlessly, years after the occasion of its utterance, in the mind of the one at whom it was aimed: the bad word, splinterlike, pierces to lodge. In its violently emotional materiality, the word is indeed made flesh and dwells amongst us—often long outstaying its welcome. (...) Old word-scars embody a "knowing it by heart," as if phrases had been hurled like darts into that thickly pulsating organ, but their resonances are not amorous. Where amnesia would help us, we can't forget.This sonorousness of vindictive words might help to characterize how, say, racist speech works on and in its targets. But doesn't such speculation also risk becoming an advocacy for the cultivation of insensitivity on the part of those liable to get hurt—or worse, a criticism of their linguistic vulnerability: "They just shouldn't be so linguistically sensitive"? There's much to be said for studiously practicing indifference. But the old playground chant of "sticks and stones may break my bones, but words can never hurt me" was always notoriously untrue. The success of the tactics of indifference will also depend on the vicissitudes of the words' fate in the world, which is beyond my control. I change, too. As the terrain upon which malevolent accusation falls, I am malleable, while the harsh words themselves undergo their own alterations across time, and so their import for me weakens or intensifies accordingly. At times the impact of violent speech may even be recuperable through its own incantation; the repetition of abusive language may be occasionally "redemptive" through the irony of iteration, which may drain the venom out of the original insult and neutralize it by displaying its idiocy. 1 Yet angry interpellation's very failure to always work as intended (since at particular historical moments, I may be able to parody, to weaken by adopting, to corrode its aim), is also exactly what, at other times, works for it. In any event, interpellation operates with a deep indifference as to where the side of the good may lie, and we can't realistically build an optimistic theory of the eventual recuperability of harm. Here there's no guaranteed rationality, nor any inescapable irrationality. Repetition breeds its own confident mishearing, 2 but its volatile alterations lean towards neither automatic amelioration nor inevitable worsening.This observation, though, leaves us with the still largely uninvestigated forensics of spoken injury. Verbal attacks, in the moment they happen, resemble stoning. Isn't it making heavy weather, then, to ask how they do damage: isn't the answer plain, that they hurt just as stones hurt? At the instant of their impact, so they do. Yet the peculiarity of violent words, as distinct from lumps of rock, is their power to resonate within their target for decades after the occasion on which they were weapons. Perhaps an urge for privacy about being maliciously named may perpetuate the words' remorseless afterlife: [End Page 41] [Begin Page 42] I keep what I was told I was to myself, out of reserve, shame, a wish not to seem mawkish and other not-too-creditable reasons such as guarding the word so it can't slip away to be lost in the broad linguistic flood; yet even if I manage to relinquish this fatal stance of nursing my injury, it may well refuse to let go of me. Why, though, should even the most irrational verbal onslaught lodge in us, and why should it stubbornly resist ejection, and defy its own fading? For an accusation to inhere, must its human target already be burdened with her own prehistory of vulnerability, in the shape of some psychic susceptibility; must it even depend on her anticipating readiness to accept or even embrace the accusation that also horrifies? Maybe, then, there's some fatal attraction from the aggression uttered in the present toward earlier established reverberations within us, so that to grasp this phenomenon, we have to leave a linguistic account and turn instead to a prelinguistic... (shrink)

Apologies have long been considered an important social action in many languages for dealing with frictions of everyday interaction and restoring interpersonal harmony in response to an offense. Although there has been an increasing amount of research on apologies in non-Western languages, little research involves children. Japan is an interesting case in which to examine apologies. In particular, Japan has been called a “culture of apology“ in the sense that speakers often `apologize' (ayamaru) in a wide range of communicative contexts. (...) This article examines children's socialization to a culture of apology as evidenced by a large corpus of audiovisual recordings made over the last decade in households, playgrounds, and a preschool in Japan. In particular, it examines ways Japanese caregivers (e.g. parents, preschool teachers) use the expressions Gomen ne and Gomen-nasai ([I'm/We're] sorry) when addressing third parties, including not only other people (e.g. children's peers) but also a range of entities in the surround (e.g. animals, supernatural objects, objects in the environment such as a stone), and ways they prompt children to say these expressions to such third parties. This analysis suggests that apology situations are an important site through which children are socialized to empathy and relationships in the social world. It also examines ways children use these expressions when addressing peers and inanimate objects, and ways they prompt others including peers and even on occasion adults to say them. These findings suggest that while children deploy strategies in ways that reflect the socialization process, they also deploy them in ways that construct this process in creative ways. (shrink)

Democracy in its currently dominant liberal form has proven supportive of unprecedented human flourishing. However, it also appears increasingly plagued by political polarization, strained to cope with the digitalization of the political discourse, and threatened by authoritarian backlash. A growing sense of the anthropic risks—with runaway climate change as the leading example—thus often elicits concern regarding democracy’s capability of mitigating them. Apparently, lacking a sufficient degree of the citizens’ consensus on the priority issues of the day, it can find itself (...) unable to muster the resolve and resources necessary to alter its “business as usual” path even where disasters loom ever larger in its track. Against these concerns, I argue that democracy’s potential remains far from depleted. While political irrationality needs to be considered a major obstacle to successfully managing the anthropic risks, many existing reform proposals appear capable of reining it in. My main suggestion is to seek ways to facilitate a speedier and more effective exploration of the landscape of the possible democratic mechanisms of collective choice. A virtual platform to support such an exploration—which I call ‘democracy’s digital playground’—may allow us to find innovative ways of managing anthropic risks without compromising our commitment to democratic values. (shrink)

This article examines how narratives mediate human interactions with environments to create a sense of place and identity. We begin with a review of the Greek poem Phaenomena to see how constellations brought a human dimension to the cosmos as well as a sense of predictability. A review of Jean-Paul Sartre’s Nausea illustrates the conception of indifferent space that erases the human presence, and how the imagination comes into play to fill the void. We examine how narratives work to model (...) aspects of environments and draw out meaning where before there was raw substance. Two seminal poems of Baudelaire then present a more subjective modeling of the environment. Pablo Neruda let his poetic vision be reflected in his three homes as protective playgrounds for his imagination. The article concludes that the models we examined are sheltering niches that help us feel at home in the world. As environments turn out to be more interactive, fragile, and complex than previously thought, our narratives also have to reflect on their impact on the sense of home they propose. (shrink)

One of the most interesting features of the computer is its ability to create virtual environments. These environments allow us to interact with objects that are simulated by the computer and are not real. They thus allow us to realize actions that have no repercussions whatsoever on the non-virtual world. This seems to qualify virtual environments as an ideal playground to do all kinds of things that would be labelled ethically wrong if realized in the real world. Nevertheless, we (...) have the feeling that certain types of virtual actions – raping computer simulated girls for example – are not right at all, in spite of the fact that we know that no actual person is harmed by this. In the light of phenomena like virtual rape and violence, philosophical reflection on the ethical status of actions realized in virtual worlds has become inevitable. This paper will provide the groundwork for such a reflection, by answering the following questions: Can we apply the predicates of ‘right’ and ‘wrong’ to actions realized in virtual worlds? And if this turns out to be problematic, how can we explain our feeling of discomfort with certain types of virtual behaviour, i.e. our feeling that there is something ‘not at all right’ about, for example, virtual rape? These questions will be answered in the three sections of this paper.The first section deals with the necessary condition for the application of the predicates of ‘right’ and ‘wrong’ to virtual actions: freedom in the virtual environment.In the second section, we will endeavour to demonstrate that the fulfilment of this necessary condition is not sufficient when it comes to the application of these predicates to virtual actions.The last section explains how we can still be uncomfortable with certain virtual actions, even though the said actions escape ethical judgment. (shrink)

In November 2022, OpenAI released ChatGPT, an incredibly sophisticated chatbot. Its capability is astonishing: as well as conversing with human interlocutors, it can answer questions about history, explain almost anything you might think to ask it, and write poetry. This level of achievement has provoked interest in questions about whether a chatbot might have something similar to human intelligence or even consciousness. Given that the function of a chatbot is to process linguistic input and produce linguistic output, we consider the (...) question whether a sophisticated chatbot might have inner speech. That is: Might it talk to itself, internally? We explored this via a conversation with ‘Playground’, a chatbot which is very similar to ChatGPT but more flexible in certain respects. We asked it questions which, plausibly, can only be answered if one first produces some inner speech. Here, we present our findings and discuss their philosophical significance. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What Now?Mike AbellThe cry broke the church’s uncomfortable silence. It actually was more of a moan than a cry. It was deeper, coming from her core. I’d heard it only once before and knew it as a sound caused by a loss that will never be recovered. No one in the church had to turn to discover its source. We all knew the mother had entered to say goodbye (...) to her 19–month–old son.We watched as the now composed mother, along side her husband, followed the small casket—a family rendered incomplete. As they passed our pew, my wife clutched my arm and we wept tears of sympathy, guilt and fear.Just 15 months earlier our now, 2–and ½–year–old son, Jun, had been diagnosed with a brain tumor not dissimilar from the child in the casket. The tumor has a different name, but it’s equally complicated, and comparably rare and aggressive.Over nine months, Jun endured two craniotomies, three rounds of induction chemo, three rounds of high dose chemo with stem cell rescue, 28 days of proton radiation, a sub–dural shunt placement, a port placed and removed, a broviac placed and removed and many, many blood and [End Page 16] platelet transfusions. As of his last scan, there was no evidence of tumor.Jun has now been out of treatment for six months. His hair has grown back. He’s stronger. The meals have stopped arriving. And we no longer are the recipients of sad eyes at playgrounds and restaurants.In many ways we have returned to a somewhat normal life. If you didn’t know Jun was in remission for a brain tumor, you wouldn’t know. Despite all this, cancer still strangles us with fear.Brain tumors often come back. Too often. We’ve heard a few different numbers on the likelihood. And while we’ve never paid too much attention to statistics, they are too scary to ignore. Especially knowing that should it recur, there is no cure. This is our day–to–day reality.A lot of our time is spent analyzing, over analyzing and obsessing. We watch him closely. Every time he stumbles, coughs, or sleeps fifteen minutes longer than normal, we wonder if it’s something more. I’ve called our oncologist about a 99–degree temperature. Something I wouldn’t have done during treatment (I usually waited to 100). I’ve questioned whether hiccups are a sign of recurrence. Admittedly, I’ve even Googled that last one just to be sure.All the anxiety builds the closer you get to an MRI date. My son has scans every three months so I’m beginning to recognize the cycle. It starts a couple weeks out. Normally it begins as a twinge the moment the date is set. But each day it grows, occupying more and more of my mind. This is not to say, I don’t think about it everyday. I do. But the thoughts become more paranoid and frequent. Worst–case scenarios play out. It’s different from the time during treatment. We always had the comfort of knowing that there is still more treatment.By the time we reach MRI day, bring Jun back to the machine room, watch the anesthesiologist put him under, and leave him to be scanned for the next two and half hours, I feel close to nauseas. In my mind, at this point, someone knows. I know they may be a technician and are not necessarily trained to read an MRI. But they know. They’ve seen it before.There usually is a waiting period between the time of the scan and the time you can meet with your oncologist or someone else qualified to read and interpret the scan. I do whatever I can to make that window as narrow as possible. I leave radiology with a disc in hand and head directly to the clinic to pass it off. I’ve heard of people waiting days for an appointment. That’s not an option for me. There would be no eating, no sleeping, and no resting heart rate without knowing. Fortunately, our oncologist is... (shrink)