This essay examines narratives of fundamental change, which portray a break in the continuity between a pre-transition and post-transition transgender subject, in accounts of transgender transitions. Narratives of fundamental change highlight the various changes that occur during transition and its disruptive effects upon a trans subject’s continuous identity. First, this essay considers the historical appearance of fundamental change narratives in the social sciences, the media, and their use by families of trans people, partners of trans people, and trans people themselves. (...) After this is a consideration of Mark Johnson’s account of narrative as a meaning-making activity that occurs in the context of social norms. Johnson’s account is then applied to narratives of fundamental change to explain why these narratives occur, especially in relation to social norms and lived experience. The essay concludes by considering the trajectory of fundamental change narratives, looking at emerging transgender narratives, which stress a more integrated, complex account of transgender lives. (shrink)

Eve Sedgwick critiques paranoid methodologies for denying a plurality of affective approaches. Instead, she emphasizes affects such as hope, but her description of hope's openness does not address how hope can avoid discourses that appear to offer amelioration while deceptively masking subjugation. In this context, I will argue that suspicion in feminist political philosophy, as shown in the earlier work of Carole Pateman and Judith Butler, provides a cautious approach toward hope's openness without precluding hope altogether. This analysis will reconsider (...) the domination and empowerment debates in relation to affect, pointing toward compatibilities between the two perspectives. First, I will expand Sedgwick's analysis of hope to explain its potential as a feminist political affect. Second, I will examine the techniques of suspicion employed by Pateman and Butler and how they risk denying possibilities for hope. This will lead to a discussion of how Amy Allen's theory of power indicates that suspicion is compatible with hope. Finally, I will explain how the suspicious approaches of Pateman and Butler illuminate hope as an inherently risky, fragile project. This will show that suspicion does not necessarily take up the totalizing position of paranoia, but rather can productively ensure that hope is not led astray. (shrink)

While post- and decolonial theorists have thoroughly debunked the idea of historical progress as a Eurocentric, imperialist, and neocolonialist fallacy, many of the most prominent contemporary thinkers associated with the Frankfurt School--Jürgen Habermas, Axel Honneth, and Rainer Forst--have persistently defended ideas of progress, development, and modernity and have even made such ideas central to their normative claims. Can the Frankfurt School's goal of radical social change survive this critique? And what would a decolonized critical theory look like? Amy Allen fractures (...) critical theory from within by dispensing with its progressive reading of history while retaining its notion of progress as a political imperative, so eloquently defended by Adorno. Critical theory, according to Allen, is the best resouce we have for achieving emancipatory social goals. In reimagining a decolonized critical theory after the end of progress, she rescues it from oblivion and gives it a future. (shrink)

The trajectory of Paul Ricoeur’s thought from the fallible to the capable human person offers a hopeful vision of human nature constitutive of our shared political life. Yet, by necessity, hope arises in response to the tragic, which also features in Ricoeur’s work at the existential and ethical levels. At the same time hope and tragedy represent concepts at the limit of philosophical reasoning, introducing meeting points with religious discourse. Exploring those meeting points reveals the contribution of religious thinking to (...) the understanding of hope and tragedy and establishes Ricoeur’s political thinking as ultimately shaped by their interplay. (shrink)

Finding the heart of God -- Finding God's heart -- Have you seen God's face? -- Why does God sing? -- Searching God's mind -- When God is silent -- Did you know God thinks about you? -- God has unique plans for every unsaved person -- God remembers no longer -- Did you know God reads and writes? -- The unknowable of God -- God whispers -- DoesGod have a nose? -- Wax in God's ears -- God loves to (...) provide for our needs -- God's eyes see all -- What God hates -- God heals protectively -- A laughing God -- A tired Jesus -- What angers God? -- God is love -- The holiness of God -- God is good -- God is person -- God is the all-powerful God -- God is all-knowing -- God is everywhere present -- God is spirit -- God does not change -- The Trinity three in one. (shrink)

This open access book draws from 10 years of research into how epistemic insight can transform compartmentalized structures of learning. It presents a range of strategies and approaches for how educators, including schoolteachers, teacher educators, lecturers and education policy-makers, can facilitate epistemically insightful educational experiences. This book provides a distinctive contribution to the field of inter/multi/transdisciplinary education and will be of interested to anyone exploring the power and potential of these approaches.

Unusually, Fratelli tutti and Laudato si’ both cite the work of French thinker Paul Ricoeur. It is unusual because reference to individual scholars can be rare in Catholic social teaching, and because Ricoeur was a philosopher, and not a Catholic. Yet Ricoeur’s work, which spanned nearly seventy years and incorporated both philosophy and engagement with religious resources, focused on meaningful communication in text and action for the work of living together. For an encyclical committed to rethinking and rejuvenating attitudes to (...) each other in public life, across disagreement, Ricoeur’s work provides an ideal conversation partner. His approach involves attending carefully to the ethical entanglement of self and other, mediated by the institution. This attention supports the driving concern and reasoning of Fratelli tutti—to recenter the agency of neighbor, people, and institution for the fragile political work of deliberation, cooperation, and action. (shrink)

Contemporary Catholic Social Teaching has increasingly come to bear on the moral and political horizons of our interdependent lives, seeking to address the nature and purpose of our common striving for human flourishing. Frequently, Rerum Novarum is identified as an origin point for CST as a distinctive thread within the deeper tradition of Catholic theology attentive to justice and the common good. The focus on justice in labour practices, especially living wages and social participation, demonstrates its contemporary relevance, but can (...) it contribute to the public debate on such issues, beyond the framework of its particular convictions? This article suggests that Rerum Novarum offers theological reasoning in and for the public sphere by way of its insistence on the social bond as foundation and task; the role of political and cultural plurality in formation and action; and a rich vision of public life as morally participatory for all. (shrink)

Empathy has for a long time, at least since the eighteenth century, been seen as centrally important in relation to our capacity to gain a grasp of the content of other people's minds, and predict and explain what they will think, feel, and do; and in relation to our capacity to respond to others ethically. In addition, empathy is seen as having a central role in aesthetics, in the understanding of our engagement with works of art and with fictional characters. (...) A fuller understanding of empathy is now offered by the interaction of research in science and the humanities. This volume draws together nineteen original chapters by leading researchers across several disciplines, together with an extensive Introduction by the editors. The individual chapters reveal how important it is, in a wide range of fields of enquiry, to bring to bear an understanding of the role of empathy in its various guises. It offers the ideal starting-point for the exploration of this intriguing aspect of human life. (shrink)

Imagination is celebrated as our vehicle for escape from the mundane here and now. It transports us to distant lands of magic and make-believe, and provides us with diversions during boring meetings or long bus rides. Yet the focus on imagination as a means of escape from the real world minimizes the fact that imagination seems also to furnish us with knowledge about it. Imagination seems an essential component in our endeavor to learn about the world in which we live--whether (...) we're planning for the future, aiming to understand other people, or figuring out whether two puzzle pieces fit together. But how can the same mental power that allows us to escape the world as it currently is also inform us about the world as it currently is? Ten original essays grapple with this neglected question; in doing so, they present a diverse array of positions ranging from cautious optimism to deep-seated pessimism. Blending perspectives from philosophy of mind, cognitive science, epistemology, aesthetics, and ethics, Knowledge Through Imagination sheds new light on the epistemic role of imagination. (shrink)

In recent analytic metaphysics, the view that ‘ordinary inanimate objects such as sticks and stones, tables and chairs, simply do not exist’ has been defended by some noteworthy writers. Thomasson opposes such revisionary ontology in favour of an ontology that is conservative with respect to common sense. The book is written in a straightforward, methodical and down-to-earth style. It is also relatively non-specialized, enabling the author and her readers to approach problems that are often dealt with in isolation in a (...) more unified way.Thomasson's arguments are mainly counter-attacks on six ‘eliminativist’ arguments against ordinary objects. A causal redundancy argument espoused by Trenton Merricks holds that to suppose that there are ordinary objects is to suppose that these objects have distinctive causal powers. However, the casual efficacy of a baseball, for example, is exhausted by that of some suitably arranged …. (shrink)

Creations of the Mind: Essays on Artifacts and their Representation, ed. Stephen Laurence and Eric Margolis, Oxford: Oxford University Press, 2007.

The effective altruism movement (EA) is one of the most influential philosophically savvy movements to emerge in recent years. Effective Altruism has historically been dedicated to finding out what charitable giving is the most overall-effective, that is, the most effective at promoting or maximizing the impartial good. But some members of EA want the movement to be more inclusive, allowing its members to give in the way that most effectively promotes their values, even when doing so isn’t overall-effective. When we (...) examine what it means to give according to one’s values, I argue, we will see that this is both inconsistent with what EA is like now and inconsistent with its central philosophical commitment to an objective standard that can be used to critically analyze one’s giving. While EA is not merely synonymous with act utilitarianism, it cannot be much more inclusive than it is right now. (shrink)

There are widespread calls for school education to put more emphasis on developing students’ appreciation of the power and limitations of science. Without effective teaching, there is a risk that sensationalist media claims will unduly influence students’ perceptions of the power of science to already explain and predict aspects of our daily lives. Secondly, schools have a role in preparing students for a future in which they are likely to work and play alongside increasingly humanlike machines. The study reported here (...) assessed the feasibility of a survey to discover students’ stances on the predictive and explanatory power of science in relation to personality, behaviour and the mind The study forms part of a larger project that seeks to identify ways that schools can develop students’ epistemic insight when they consider big questions about the nature of reality and human personhood. Beginning with a broad conceptualisation of personhood designed to pick up on questions in the science-religion dialogue, we drew on interviews and focus groups with students in upper secondary school to formulate a set of statements that seemed to be effective in stimulating discussion about the power and limitations of science. The questionnaire was administered to 311 secondary students. Students’ responses indicate that they were engaged by the theme and that they were generally not working with a secure overarching scientistic or nonscientistic framework. When we grouped students according to how they responded to the narrower theme of personality and behaviour, one in five of the cohort was labelled as strongly scientistic. We also found that in their comments at different points in the survey, the majority of students expressed ideas and everyday phrases associated with scientism. The article concludes with implications for future research and further recommendations for teachers. (shrink)

Does critical theory still need psychoanalysis? In Critique on the Couch, Amy Allen offers a cogent and convincing defense of its ongoing relevance. Countering the overly rationalist and progressivist interpretations of psychoanalysis put forward by contemporary critical theorists such as Jürgen Habermas and Axel Honneth, Allen argues that the work of Melanie Klein offers an underutilized resource. She draws on Freud, Klein, and Lacan to develop a more realistic strand of psychoanalytic thinking that centers on notions of loss, negativity, ambivalence, (...) and mourning. Far from leading to despair, such an understanding of human subjectivity functions as a foundation of creativity, productive self-transformation, and progressive social change. At a time when critical theorists are increasingly returning to psychoanalytic thought to diagnose the dysfunctions of our politics, this book opens up new ways of understanding the political implications of psychoanalysis while preserving the progressive, emancipatory aims of critique. (shrink)

Introduction : the politics of our selves -- Foucault, subjectivity, and the enlightenment : a critical reappraisal -- The impurity of practical reason : power and autonomy in Foucault -- Dependency, subordination, and recognition : Butler on subjection -- Empowering the lifeworld? autonomy and power in Habermas -- Contextualizing critical theory -- Engendering critical theory.

The COVID-19 pandemic has raised a host of ethical challenges, but key among these has been the possibility that health care systems might need to ration scarce critical care resources. Rationing p...

This challenging study places fiction squarely at the centre of the discussion of metaphysics. Philosophers have traditionally treated fiction as involving a set of narrow problems in logic or the philosophy of language. By contrast Amie Thomasson argues that fiction has far-reaching implications for central problems of metaphysics. The book develops an 'artifactual' theory of fiction, whereby fictional characters are abstract artifacts as ordinary as laws or symphonies or works of literature. By understanding fictional characters we come to understand how (...) other cultural and social objects are established on the basis of the independent physical world and the mental states of human beings. (shrink)

Discerning adaptations from by-products is a defining feature of evolutionary science. Mehr, Krasnow, Bryant, and Hagen posit that music is an adaptation that evolved to function as a credible signal. We counter this claim, as we are not convinced they have dispelled the possibility that music is an elaboration of extant features of language.

This grounded study investigated the negotiation of authorship by faculty members, graduate student mentors, and their undergraduate protégés in undergraduate research experiences at a private research university in the northeastern United States. Semi-structured interviews using complementary scripts were conducted separately with 42 participants over a 3 year period to probe their knowledge and understanding of responsible authorship and publication practices and learn how faculty and students entered into authorship decision-making intended to lead to the publication of peer-reviewed technical papers. Herein (...) the theoretical model for the negotiation of authorship developed through the analysis of these interviews is reported. The model identifies critical causal and intervening conditions responsible for the coping strategies faculty and students employ, which, in our study, appear to often produce unfortunate consequences for all involved. The undergraduate student researchers and their graduate student mentors interviewed in this study exhibited a limited understanding of authorship and the requirements for authorship in their research groups. The power differential between faculty and students, the students’ limited epistemic development, the busy-ness of the faculty, and the faculty’s failure to prioritize authorship have been identified as key factors inhibiting both undergraduate and graduate students from developing a deeper understanding of responsible authorship and publication practices. Implications for graduate education and undergraduate research are discussed, and strategies for helping all students to develop a deeper understanding of authorship are identified. (shrink)

Liz Jackson is Professor of Education and Head of Department of International Education at the Education University of Hong Kong. Liz served as the President of the Philosophy of Education Society...

Power is clearly a crucial concept for feminist theory. Insofar as feminists are interested in analyzing power, it is because they have an interest in understanding, critiquing, and ultimately challenging the multiple array of unjust power relations affecting women in contemporary Western societies, including sexism, racism, heterosexism, and class oppression. In "The Power of Feminist Theory," Amy Allen diagnoses the inadequacies of previous feminist conceptions of power, and draws on the work of a diverse group of theorists of power, including (...) Michel Foucault, Judith Butler, and Hannah Arendt, in order to construct a new feminist conception of power. The conception of power developed in this book enables readers to theorize domination, resistance, and solidarity, and, perhaps more importantly, to do so in a way that illuminates the interrelatedness of these three modalities of power. (shrink)

This book has its origins in the output from a conference that took place in Oxford in the Autumn of 2016. The conference represented a ground-breaking attempt to bring together interdisciplinary researchers and practitioners in order to have a meaningful dialogue about the many issues that surround science and religion in an educational setting. Topics that have been at the forefront of the study of science and religion, such as evolution and the origins of the Universe, were considered from new (...) perspectives. In particular, the notion of conflict as a necessary model for the relationship between science and religion was challenged and new approaches considered. Conflict itself was considered in new ways, recognising that it too can be creative and constructive if dealt with appropriately. The debates and questions relating to science and religion continue and will continue for quite some time. The work reported in this book, we believe, represents a step forward at all levels, not least the thorny problem of how we present these debates and questions to young people. (shrink)

Questions which bridge science and religion cross many boundaries, and this is especially the case in schools and other educational institutions. The boundaries that a curriculum puts around different types of knowledge and different ways of constructing knowledge work well in so many ways in education, but they can become barriers to asking and exploring questions that bridge science and religion if they become systematic and entrenched. At the heart of this book and this introductory chapter, there is a belief (...) that a model of the relationship between science and religion that presumes conflict to be the only way in which they can be viewed does neither science nor religion justice. (shrink)

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers (...) in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship, or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University. (shrink)

The novel COVID-19 pandemic has placed medical triage decision-making in the spotlight. As life-saving ventilators become scarce, clinicians are being forced to allocate scarce resources in even the wealthiest countries. The pervasiveness of air travel and high rate of transmission has caused this pandemic to spread swiftly throughout the world. Ethical triage decisions are commonly based on the utilitarian approach of maximising total benefits and life expectancy. We present triage guidelines from Italy, USA and the UK as well as the (...) Jewish ethical prospective on medical triage. The Jewish tradition also recognises the utilitarian approach but there is disagreement between the rabbis whether human discretion has any role in the allocation of scarce resources and triage decision-making. (shrink)

A vision of a living code of ethics is proposed to counter the emphasis on negative phenomena in the study of organizational ethics. The living code results from the harmonious interaction of authentic leadership, five key organizational processes (attraction–selection–attrition, socialization, reward systems, decision-making and organizational learning), and an ethical organizational culture (characterized by heightened levels of ethical awareness and a positive climate regarding ethics). The living code is the cognitive, affective, and behavioral manifestation of an ethical organizational identity. We draw (...) on business ethics literature, positive organizational scholarship, and management literature to outline the elements of positive ethical organizations as those exemplary organizations consistently practicing the highest levels of organizational ethics. In a positive ethical organization, the right thing to do is the only thing to do. (shrink)

Opponents of abortion sometimes hold that it is impermissible because fetuses are persons from the moment of conception. But miscarriage, which ends up to 89 % of pregnancies, is much deadlier than abortion. That means that if opponents of abortion are right, then miscarriage is the biggest public-health crisis of our time. Yet they pay hardly any attention to miscarriage, especially very early miscarriage. Attempts to resolve this inconsistency by adverting to the distinction between killing and letting die or to (...) the difficulty of preventing miscarriage fail, leaving a dilemma. Opponents of abortion should either advocate a substantial shift in our political and medical priorities or else give up the view that fetuses are persons from the moment of conception. (shrink)

Caring for Liberalism brings together chapters that explore how liberal political theory, in its many guises, might be modified or transformed to take the fact of dependency on board. In addressing the place of care in liberalism, this collection advances the idea that care ethics can help respond to legitimate criticisms from feminists who argue that liberalism ignores issues of race, class, and ethnicity. The chapters do not simply add care to existing liberal political frameworks; rather, they explore how integrating (...) dependency might leave core components of the traditional liberal philosophical apparatus intact, while transforming other aspects of it. Additionally, the contributors address the design of social and political institutions through which care is given and received, with special attention paid to non-Western care practices. This book will appeal to scholars working on liberalism in philosophy, political science, law, and public policy, and it is a must-read for feminist political philosophers. (shrink)

A qualitative analysis of societal silences, demonstrating how the unsaid directs social action and shapes individual and collective lives.

How are we to understand the phenomenology of imagining? Attempts to answer this question often invoke descriptors concerning the “vivacity” or “vividness” of our imaginative states. Not only are particular imaginings often phenomenologically compared and contrasted with other imaginings on grounds of how vivid they are, but such imaginings are also often compared and contrasted with perceptions and memories on similar grounds. Yet however natural it may be to use “vividness” and cognate terms in discussions of imagination, it does not (...) take much reflection to see that these terms are ill understood. In this paper, I review both some relevant empirical literature as well as the philosophical literature attempt to get a handle on what it could mean, in an imaginative context, to talk of vividness. As I suggest, this notion ultimately proves to be so problematic as to be philosophically untenable. (shrink)

This essay develops a concept of curiotization, through which people are reduced to a curio for the fascination of others. I argue that trans people as they have appeared in media, philosophy, and narratives of history are curiotized as forever fascinating, new, titillating, and controversial. In contrast to the narrative of momentous trans progress in the mid-2010s, I point out that frameworks such as the "Transgender Tipping Point" worked to position its "trans moment" as unprecedented and always on the threshold (...) of arrival. To work through a specific example, I point to decades of renewed fascination over trans women being capable of breastfeeding and the long history of trans fascination in popular music. I conclude by emphasizing the obscured world-historical presence of transsexuality as it coincides with the history of pharmaceuticals, hormone technologies, and birth control. In contrast to a "goldfish memory optics" through which trans people become eternally new, fascinating, and debatable, I stress the importance of restoring the complexity of "trans" and its histories back into an understanding of the present. (shrink)

Human languages vary in many ways but also show striking cross-linguistic universals. Why do these universals exist? Recent theoretical results demonstrate that Bayesian learners transmitting language to each other through iterated learning will converge on a distribution of languages that depends only on their prior biases about language and the quantity of data transmitted at each point; the structure of the world being communicated about plays no role (Griffiths & Kalish, , ). We revisit these findings and show that when (...) certain assumptions about the relationship between language and the world are abandoned, learners will converge to languages that depend on the structure of the world as well as their prior biases. These theoretical results are supported with a series of experiments showing that when human learners acquire language through iterated learning, the ultimate structure of those languages is shaped by the structure of the meanings to be communicated. (shrink)

This essay meditates on the short film American Reflexxx and the violent laughter directed at a non-trans woman in public space when she was assumed to be trans. Drawing from work on the ideological and institutional dimensions of transphobia by Talia Bettcher and Viviane Namaste, alongside Sara Ahmed's writing on the cultural politics of disgust, I reverse engineer this specific instance of laughter into a meditation on the social meaning of transphobic laughter in public space. I then look at racialized (...) transphobic laughter directed against Tyra Hunter and Miriam Rivera to emphasize transmisogynist laughter as a denial of contact, intimacy, and care. Building on Kate Manne's work on misogyny, I conclude that a key aspect of transmisogyny is the use of transfeminine people as a source of dehumanized, disavowed, and disposable care and intimacy. Laughter and accompanying violence against trans women serves to reinforce this dynamic. (shrink)

In this essay I will explore an understanding of the potential moral agency of robots; arguing that the key characteristics of physical embodiment; adaptive learning; empathy in action; and a teleology toward the good are the primary necessary components for a machine to become a moral agent. In this context; other possible options will be rejected as necessary for moral agency; including simplistic notions of intelligence; computational power; and rule-following; complete freedom; a sense of God; and an immaterial soul. I (...) argue that it is likely that such moral machines may be able to be built; and that this does not diminish humanity or human personhood. (shrink)

This paper argues that feminists have yet to develop a satisfactory account of power. Existing feminist accounts of power tend to have a one-sided emphasis either on power as domination or on power as empowerment. This conceptual one-sided-ness must be overcome if feminists are to develop an account complex enough to illuminate women's diverse experiences with power. Such an account is sketched here.