Past research suggests that death pushes some individuals to strongly promote religious worldviews. The current work explores the role of conceptual metaphor in this process. Past research shows that metaphors can provide meaning and certainty, suggesting that death may therefore cause people to be more attracted to epistemically beneficial metaphoric descriptions of God. In three studies, we test this possibility against competing alternatives suggesting that death concerns may cause more selective metaphor preferences. Using both correlational and experimental methods, we find (...) that death concern is generally associated with embracing metaphors about God. (shrink)

Web-based access to engaging instructional materials for SEE instruction represents an increasingly viable and attractive opportunity for educators. This paper will review research findings that demonstrate important differences in more experienced and novice ethical responses to engaging online materials, including authentic cases, codes, and commentaries. Results demonstrate that experienced ethical thinkers are more likely than novices to appeal to middle level principles that identify professional role-specific obligations (RSO); to make greater use of professional knowledge in order to recognize moral issues (...) and relevant facts; and to employ more ‘contextually sensitive’ reasoning strategies when crafting resolutions to moral problems — e.g., identify alternative moral issues, assess the moral implications of actions, and provide alternative practical resolutions to conflicts. These findings suggest that when effectively integrated into SEE courses, authentic instructional materials have the potential to effectively challenge students and enhance student learning. however, there is evidence that the uses and benefits of these materials are not well understood. In the second part of this paper, five research-based instructional principles will be identified and discussed that can help SEE instructors better understand how to effectively integrate these materials into their courses. (shrink)

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress (...) toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students’ case responses in computational modeling and research ethics. (shrink)

In this book, Arthur Keefer offers a new interpretation of the book of Proverbs from the standpoint of virtue ethics. Using an innovative method that bridges philosophy and biblical studies, he argues that much of the instruction within Proverbs meets the criteria for moral and theological virtue as set out in Aristotle's Nicomachean Ethics and the works of St. Thomas Aquinas. Keefer presents the moral thought of Proverbs in its social, historical, and theological contexts. He shows how these (...) contexts shed light on the conceptualization of virtue, the virtues that are promoted and omitted, and the characteristics that make Proverbs a distinctive moral tradition. In giving undivided attention to biblical virtue, this volume opens the way for new avenues of study in biblical ethics, including law, narrative, and other aspects of biblical instruction and wisdom. (shrink)

The growing body of research on temporal and spatial experience lacks a comprehensive theoretical approach. Drawing on Giddens’ framework, we present time-space distanciation as a construct for theorizing the relations between culture, time, and space. TSD in a culture may be understood as the extent to which time and space are abstracted as separate dimensions and activities are extended and organized across time and space. After providing a historical account of its development, we outline a multi-level conceptualization of TSD supported (...) by research on cultural differences in the experience of time and space. We impact this conceptualization by examining two ethnographic case studies. We conclude by highlighting future research directions. TSD is an integrative, interdisciplinary, multi level construct with the potential to guide the burgeoning social science of time and space. (shrink)

Robert Solomon criticized the philosophy of death for abstracting from human reality to treat our mortality as a collection of metaphysical puzzles. Nowhere is death less abstract than in our response to the death of our loved ones. The public face of our response is the memorial service and the eulogies that move us. Our experience of a eulogy can be as cathartic as Aristotle theorized as part of great tragedy. However, treating the oration as a work of art seems (...) inappropriate; seeking to understand our engagement in aesthetic terms disrespectful to the grieving. This paper attempts to resolve this paradox by exploring analogies between the structures of eulogies and those of tragedy, and showing that, rather than traditional aesthetics' "promise of happiness," our engagement is concerned with the "promise of meaning." Psychological research on the nature of empathy theorizes that humans are hard-wired to feel the experiences of others and this is undoubtedly at work in our emotional responses to literature and eulogies. Drawing on the work of Dacher Keltner, the paper argues that the key to the aesthetics of eulogies and literature lies in their power to invoke our "awe" in response to their words. (shrink)

Both of us have been involved with helping professions, especially new scientific or technological professions, develop ethics programs—for undergraduates, graduates, and practitioners. By “ethics program”, we mean any strategy for teaching ethics, including developing materials. Our purpose here is to generalize from that experience to identify the chief elements needed to get an ethics program started in a new profession. We are focusing on new professions for two reasons. First, all the older professions, both in the US and in most (...) other countries, now have ethics programs of some sort. They do not need our advice to get started. Second, new professions face special problems just because they are new—everything from deciding who belongs to the profession to formalizing ethical standards so that they can be taught. Our purpose in this paper is to generalize from our experience and to identify some of the fundamentals for getting an ethics program started in a new profession. We present our recommendations in the form of response to 6 questions anyone designing an ethics program for a new profession should ask. We realize that our brief discussion does not provide a complete treatment of the subject. Our purpose has been to point in the right direction those considering an ethics program for new profession. (shrink)

This is the first complete, one-volume English translation of the ancient Chinese text Xunzi, one of the most extensive, sophisticated, and elegant works in the tradition of Confucian thought. Through essays, poetry, dialogues, and anecdotes, the Xunzi articulates a Confucian perspective on ethics, politics, warfare, language, psychology, human nature, ritual, and music, among other topics. Aimed at general readers and students of Chinese thought, Eric Hutton’s translation makes the full text of this important work more accessible in English than ever (...) before. Named for its purported author, the Xunzi has long been neglected compared to works such as the Analects of Confucius and the Mencius. Yet interest in the Xunzi has grown in recent decades, and the text presents a much more systematic vision of the Confucian ideal than the fragmented sayings of Confucius and Mencius. In one famous, explicit contrast to them, the Xunzi argues that human nature is bad. However, it also allows that people can become good through rituals and institutions established by earlier sages. Indeed, the main purpose of the Xunzi is to urge people to become as good as possible, both for their own sakes and for the sake of peace and order in the world. In this edition, key terms are consistently translated to aid understanding and line numbers are provided for easy reference. Other features include a concise introduction, a timeline of early Chinese history, a list of important names and terms, cross-references, brief explanatory notes, a bibliography, and an index. (shrink)

Prior research shows that one's relationship with God is often patterned on interpersonal attachment style. In other words, the expectations people have about the supportiveness of close others tend to color perceptions of God. Past research also shows that well-being corresponds with a more secure view of others in attachment relationships, both interpersonal and divine. This raises an important theoretical question: Are the associations between attachment to God and well-being due to the unique nature of that bond or are they (...) merely due to the incidental overlap between human and divine attachment style? We predicted that having a more secure attachment toward God would tend to predict better well-being, even after statistically controlling for interpersonal attachments. We found broad support for this prediction in two large samples over a wide range of well-being indicators. These data suggest that attachment to God uniquely fosters well-being. (shrink)

In recent years, there has been a proliferation of new research on moral thinking informed by evolutionary theory. The new findings have emanated from a wide variety of fields. While there is no shortage of theoretical models that attempt to account for specific research findings, Matthew Keefer's goals in this essay are more general. First, he examines the strength of the evolutionary approach to understanding morality and moral emotions as adaptations to cooperation. Second, he considers the importance of unconscious (...) processing for generating ethical (or unethical) behavior and the complex relation among moral emotions, intuitions, and conscious moral reasoning. Third, he underscores the importance of understanding self-deception and self-serving biases in moral thinking and behavior. Keefer ends the essay with a discussion of some implications of these considerations for professional ethics and moral education. (shrink)

Political metaphors do more than punch up messages; they can systematically bias observers’ attitudes toward the issue at hand. What, then, is an effective strategy for counteracting a metaphor’s influence? One could ignore or criticize the metaphor, emphasizing strong counterarguments directly pertaining to the target issue. Yet if observers rely on it to understand a complicated issue, they may be reluctant to abandon it. In this case, a “metaphor extension” strategy may be effective: Encourage observers to retain the metaphor but (...) reinterpret its meaning by considering other, less obvious implications. The current studies support this claim. Under conditions where participants gained a strong epistemic benefit from a rhetorical metaphor, they were more persuaded by a rebuttal that extended that metaphor. The studies use converging operational definitions of epistemic benefit and offer insight into how political attitudes are made and unmade. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reports of the Death of the AuthorDonald KeeferReports of the death of the author have been greatly exaggerated. Throughout Western history, the death of a hero, the disappearance of something sacred, the fall of a leader, or the defeat of a powerful people has signaled cultural crises and the coming of anxiety-filled transformations towards an unknowable future. When Friedrich Nietzsche wrote the belated obituary on the death of God, (...) he was well aware of its enormity. He complains that millennia will pass before humanity will overcome its living in the “immense frightful shadow” of God. 1 Roland Barthes’s 1968 notice on “The Death of the Author,” however, announces an analogous loss of the “Author-God” with nothing but smug confidence: “We know to give writing its future, it is necessary to overthrow the myth: the birth of the reader must be at the cost of the death of the Author.” 2 Since his actual death in 1980, and despite his writings contra the author, Barthes has become the sort of Author declared moribund in his article, as he is attentively read and dutifully quoted with adulation by artists, art and literary critical theorists alike. 3For Abigail Solomon-Godeu, writing on photography, the death of the author, and by extension, the artist and composer, as theorized by Barthes, was a cornerstone in a new age of cultural production and consumption. Readers would be liberated from the tyranny of authorial authority. She links the transgressive edge of “appropriative art,” found in such works as photographer Sherry Levine’s photographs of famous photographs, to playing out the cultural consequences of Barthes’s manifesto. “The dismantling of the notion of unique subjectivity Barthes understood as a salutary blow struck against ossified and essential retrograde bourgeois humanism.” 4 The paramount irony is [End Page 78] that the Four Henchman of the Authorial Apocalypse, Roland Barthes, Michel Foucault, Jacques Derrida, and Paul De Man, are given the godlike status of founding fathers of postmodernism by practically every writer on the current art scene. The program to “challenge the symbolic itself,” is accepted as a sacred charge by the new cultural clerisy. 5Nearing three decades of postmortem of the author, what has changed? The “death of the author” has given birth not to the reader, but to a booming industry of “discursive practices,” or the production of texts on texts. And clearly, not one of the producers of these texts would happily give credit to discourse itself for their byline. Despite postmodern misgivings about authority and propriety, we can still be sued for appropriating without their permission words and ideas theoretically the product of language itself! 6 Isn’t it high time that we began to demand some sort of truth in advertising or reporting on matters such as these?Margit Sutrop has lamented in the pages of this journal the resilient attitudes of those cultural critics who take as axiomatic Barthes’s claims: “Even the sharpest philosophical analysis has had no influence on those speaking about the death of the author.” 7 In fact, many of the critiques are so good, one must wonder if our continuing concern with Barthes isn’t bordering on overkill. Sutrop sees that Barthesian proponents have too much invested in the thesis to be moved. She then acknowledges that arguments might prove fruitless against the force of a metaphor. This is a very troubling concession however. There is nothing surprising about a community’s lack of self-criticism except when that community advertises itself as the party that dares to challenge all. The convenience of certain “truths,” or beliefs not subject to correction ought always to make us suspicious.The truth is Barthes’s attack has much less to do with authors than with a style of reading: “We know that a text is not a line of words releasing a single ‘theological’ meaning (the ‘message’ of the Author-God), but a multi-dimensional space in which a variety of writings, none of them original, blend and clash” (DOA, p. 146). The tenacity of Barthes’s supporters is a function of the sort of reading that Barthes licenses here and in his other works. Clearly... (shrink)

This book utilizes various frameworks to explore race, language, gender, discrimination, identity, immigration, poverty, social justice, and pedagogy. The contributors highlight the importance of using critical perspectives in contemporary discussions about education in the Southern United States.

Deanna Kuhn's theory of informal argumentation (1991) evaluates arguments according to a theory/evidence model where subjects first articulate a theory and then must provide critical testing of alternatives on the basis of evidence. Using this model, Kuhn reports that many subjects fail to supply adequate evidence for their 'theories' and are often unable or unwilling to generate alternatives. In this paper an account of practical reasoning is provided that suggests an alternate interpretation for Kuhn's subjects' poor perfonnance. It is argued (...) that treating practical arguments as failed theoretical justifications causes Kuhn to misrepresent the contribution of many of her subjects' arguments. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Transformative Journey of TransplantationValen KeeferThe moisture from the ocean floated effortlessly through the air as it glided over the rocky cliff. The steady stream of mist covered my face and frizzy hair with beaded water droplets. I had been sitting on a bench alone for hours admiring the Northern California coast at a magnificent overlook featuring a bird’s-eye view of the endless sea and campground I called home (...) for the past month. The stunning mountain landscape behind me, the soothing colors of the coastal shrubbery, and the smell of eucalyptus made for a trifecta of surreal beauty. The ocean disappeared from my view and I became engulfed in the precipitation and felt like I was suspended in a cloud. I was soaking in every moment as it was the last day of my solo RV trip.The fog slowly separated and exposed bits and pieces of the ocean again and then a breathtaking rainbow came into sight. Each end appeared to be touching either side of the campground like it was giving it a hug. I was eye-level with the center and highest point of the rainbow, arching above our home on wheels. I stood on the bench with my arms wide open, embracing nature and the gift of life in all its glory. This moment would not have possessed such deep meaning if it wasn’t for the journey that came before it—the transformative journey of transplantation.Some may think of transplantation as a singular event when in reality, it’s a lifelong journey that can start with a diagnosis many years prior. My transplant journey began when I was diagnosed with polycystic kidney disease (PKD) at 10-years-old. Being diagnosed with a hereditary disease that has deeply impacted multiple generations of our family and with no known treatment or cure was a lot to carry as a child.My youth was full of love from my parents and filled with illness and the limitations and long-term impacts of growing up with multiple chronic illnesses. My education on PKD was the brutal real-life experiences of enduring it firsthand—with no support groups, resources, or internet to seek answers. I always felt different during a time when you’d do anything to fit in. I couldn’t play sports and had to sit on the sidelines in gym class. I was often in the nurse’s office, hospital, or recovering from a surgery. I hid my scars and unattractive body while changing in gym class. Friendships were really hard. Relationships were even harder.Growing up with chronic illnesses takes away from the fun of dreaming. It’s like that bright future full of endless possibilities is blocked by a huge mountain you know you have to summit first with no supplies, no friends, and no paved path to follow.Complications from PKD followed me from high school right into college, when I spent almost a year in the hospital. Both of my kidneys were removed, I was on dialysis, had pancreatitis, received over 70 blood transfusions, survived an internal bleed, and was in dire need of a lifesaving kidney transplant.At 19-years-old, I was too sick to be placed on the transplant waiting list, but needed a kidney to survive. My parents were living at the Ronald McDonald House, wondering if they would be the next ones to lose their teenage daughter. A close family friend forever changed our lives when she restored my health by selflessly donating her kidney to me. While it was an arduous path to transplantation, in some ways, the journey was just beginning.Fifteen years following my kidney transplant and summiting what I thought was going to be the most challenging mountain of my health journey, I found myself back on death’s doorstep with another battle ahead. I was in need of a second miracle, this time a lifesaving liver transplant. It was PKD again. The bile ducts in my liver were so gnarly that they looked like limbs of an oak tree rather than the desired smooth straw-like appearance. Their malformations led to chronic liver infections and multiple sepsis... (shrink)

Information can be public among a group. Whether or not information is public matters, for example, for accounts of interdependent rational choice, of communication, and of joint intention. A standard analysis of public information identifies it with (some variant of) common belief. The latter notion is stipulatively defined as an infinite conjunction: for p to be commonly believed is for it to believed by all members of a group, for all members to believe that all members believe it, and so (...) forth. This analysis is often presupposed without much argument in philosophy. Theoretical entrenchment or intuitions about cases might give some traction on the question, but give little insight about why the identification holds, if it does. The strategy of this paper is to characterize a practical-normative role for information being public, and show that the only things that play that role are (variants of) common belief as stipulatively characterized. In more detail: a functional role for “taking a proposition for granted” in non-isolated decision making is characterized. I then present some minimal conditions under which such an attitude is correctly held. The key assumption links this attitude to beliefs about what is public. From minimal a priori principles, we can argue that a proposition being public among a group entails common commitment to believe among that group. Later sections explore partial converses to this result, the factivity of publicity and publicity from the perspective of outsiders to the group, and objections to the aprioricity of the result deriving from a posteriori existential presuppositions. (shrink)

Traditionally, empathy is conceived of as a cognitive function that governs how people think during social interactions, and is considered as largely impervious to change. However, developments in psychology and neuroscience show that empathy is grounded in neural substrates of emotionally communicative behaviour and so is learned through imitation and other forms of cultural learning. This also means that abnormal patterns of empathic function can develop through adverse life experiences, or that empathy may fail to develop in young people with (...) neurodevelopmental disorders. Nevertheless, by focussing on empathy as a quality of social interaction and affective expression in the here and now, and by appreciating that it is as a special form of sensorimotor skill, pathways to training and fostering better development of empathy can be identified. (shrink)

1. Sae sidae rŭl yŏrŏ gan saramdŭl -- 2. Ŏdum ŭi sidae.

Bazzocchi disposes the text of the Tractatus in a user-friendly manner, exactly as Wittgenstein's decimals advise. This discloses the logical form of the book by distinct reading units, linked into a fashioned hierarchical tree. The text becomes much clearer and every reader can enjoy, finally, its formal and literary qualities.

The AGI alignment problem has a bimodal distribution of outcomes with most outcomes clustering around the poles of total success and existential, catastrophic failure. Consequently, attempts to solve AGI alignment should, all else equal, prefer false negatives (ignoring research programs that would have been successful) to false positives (pursuing research programs that will unexpectedly fail). Thus, we propose adopting a policy of responding to points of philosophical and practical uncertainty associated with the alignment problem by limiting and choosing necessary assumptions (...) to reduce the risk of false positives. Herein we explore in detail two relevant points of uncertainty that AGI alignment research hinges on---meta-ethical uncertainty and uncertainty about mental phenomena---and show how to reduce false positives in response to them. (shrink)

In a recent article Duncan Purves, Ryan Jenkins, and B. J. Strawser argue that in order for a decision in war to be just, or indeed the decision to resort to war to be just, it must be the case that the decision is made for the right reasons. Furthermore, they argue that this requirement holds regardless of how much good is produced by said action. In this essay I argue that their argument is flawed, in that it mistakes what (...) makes an agent morally good for what makes an act morally good. I argue that the main thrust of Purves et al.’s argument in fact undermines the conclusion they wish to draw, and that the reasons for one’s action do not make an in principle difference to the morality of actions in war. I further argue that this position undermines the traditional ad bellum just war constraint of right intention, and that the morality of actions in war is, at core, only concerned with outcomes. I conclude by clarifying that one’s reasons for action do in fact matter when deciding to enter war or kill in war, but only because one’s reasons significantly impact the way in which one acts. The purpose of this paper is to clear the theoretical space by showing why intentions/reasons do not in principle matter when assessing the morality of war (or killing), but this should not be taken as an argument that we should ignore intentions/reasons altogether. (shrink)

This bilingual volume—English and German on facing pages—brings together the writings Wittgenstein composed during his stay in Dublin between October 1948 and March 1949, one of his most fruitful periods. He later drew more than half of his remarks for Part II of Philosophical Investigations from this Dublin manuscript. A direct continuation of the writing that makes up the two volumes of Remarks on the Philosophy of Psychology, this collection offers scholars a glimpse of Wittgenstein's preliminary thinking on one of (...) his most important works. G. H. von Wright and Heikki Nyman both teach at the University of Helsinki. (shrink)

In America, White and affluent middle-school students outperform minority students and those of low socioeconomic status on measures of academic performance. This achievement gap is partly attributable to differences in academic engagement. A promising strategy for engaging students is to elicit an academic possible identity: an image of oneself in the future as an accomplished student. Tests of this strategy’s efficacy show mixed results, however. According to Identity-Based Motivation Theory, this is because a salient possible identity enhances goal engagement when (...) it is perceived to be strongly connected to one’s current identity. Still, the connection between temporally remote identities is an abstract concept that students may have difficulty grasping. According to Conceptual Metaphor Theory, this connection may be easier to conceptualize metaphorically in terms of a dissimilar concrete experience – in particular, a physical journey between locations. Integrating these theories, prior studies show that priming a journey-metaphoric framing of an academic possible identity increased academic engagement among college students. The current study tested whether this prime would similarly motivate middle-school students in an economically disadvantaged school setting. Results show that students framing their academic possible identity as a destination on a physical path, versus without a provided metaphor, reported higher academic engagement. This finding extends metaphor priming effects to low-income and minority adolescents, a crucial population in educational research, and points to low-cost, theoretically grounded interventions for boosting academic engagement. (shrink)