This paper presents results from a survey of 344 individuals who engage in climate change mitigation action, contributing to debates about whether it is necessary to promote 'nature experiences' and biospheric values to encourage pro-environmental behaviour. We investigate three factors - values, motivations and formative experiences - that underlie such behaviour, but that usually have been considered in isolation from each other. In contrast to previous studies of environmentalists' significant life experiences, outdoor/nature experiences were not frequently mentioned as being influential. (...) Altruistic concerns about climate change impacts on future human generations and on poorer or more vulnerable people were considered more motivating than other reasons for action. There was no significant difference in how respondents rated altruistic and biospheric values. Variations in responses from those involved in 'biospherically-oriented' organisations (such as traditional environmental or conservation organisations) versus those involved in climate change groups suggest that there are different routes into climate change mitigation action, and our results show that it is not essential to cultivate biospheric values or the love of nature to encourage such action. (shrink)

Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...) that is climate change, potentially dangerous. Instead, we propose integrating three well-established educational practices, Philosophy for Children, place-responsive pedagogies, and Critical Indigenous Pedagogy, to help teachers and students critically examine climate change controversy while still meeting the key goals of climate change education. (shrink)

This volume contributes to advancing an 'ecology of freedom,' which can critique current anthropocentric environmental destruction, as well as focusing on environmental justice and decentralized ecological governance.

Simon Cushing conducted the following interview with Allen Buchanan on 2 June 2014.

Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...) that philosophical inquiry is essential for dealing with controversial topics in the classroom. However, we point to the need for teachers to understand the role of the community of inquiry in addressing such topics. This has implications for teacher preparation. We, therefore, examine John Dewey’s use of experiential education to argue for rethinking teacher preparation, especially when dealing with controversial topics which point to the need for greater emphasis on how best to engage with them philosophically. To this end, we will argue in favour of a reconstruction of educational philosophy, specifically the community of inquiry, by integrating a Deweyan inspired place-based education that emphasises environment, experience, and social reconstruction learning. (shrink)

One challenge posed by climate change education is that, despite the scientific consensus on human induced climate change, the issue is controversial and politicised. A recent poll conducted in the USA revealed that 45% of respondents did not believe that human activity is a key cause of climate change, while 8.3% denied that climate change was occurring at all. The poll also found that those with conservative political beliefs were far more likely to deny anthropogenic climate change. The controversial nature (...) of climate change is a double-edged sword for educators—offering both benefits and risks. Controversial topics can be engaging for students, allowing them to critically examine competing perspectives, justify opinions and, thus, develop and practice critical thinking skills. On the other hand, they may provoke classroom conflict and expose teachers to backlash from students, parents, colleagues or even members of the public, including accusations of indoctrination. This risk has resulted in some teachers adopting problematic approaches to teaching about climate change, such as presenting students with an impartial account of ‘both sides’ of the debate. Some climate change sceptics groups have even developed their own curriculum materials and lobbied for their implementation in schools in order to provide students with a ‘balanced’ account of the issue. These problems, and suggestions for overcoming them, are explored by several papers in this special issue. (shrink)

Legal theorists have characterized physical evidence of brain dysfunction as a double-edged sword, wherein the very quality that reduces the defendant’s responsibility for his transgression could simultaneously increase motivations to punish him by virtue of his apparently increased dangerousness. However, empirical evidence of this pattern has been elusive, perhaps owing to a heavy reliance on singular measures that fail to distinguish between plural, often competing internal motivations for punishment. The present study employed a test of the theorized double-edge pattern using (...) a novel approach designed to separate such motivations. We asked a large sample of participants (N = 330) to render criminal sentencing judgments under varying conditions of the defendant’s mental health status (Healthy, Neurobiological Disorder, Psychological Disorder) and the disorder’s treatability (Treatable, Untreatable). As predicted, neurobiological evidence simultaneously elicited shorter prison sentences (i.e., mitigating) and longer terms of involuntary hospitalization (i.e., aggravating) than equivalent psychological evidence. However, these effects were not well explained by motivations to restore treatable defendants to health or to protect society from dangerous persons but instead by deontological motivations pertaining to the defendant’s level of deservingness and possible obligation to provide medical care. This is the first study of its kind to quantitatively demonstrate the paradoxical effect of neuroscientific trial evidence and raises implications for how such evidence is presented and evaluated. (shrink)

This is an encyclopedia entry on Synesthesia. It provides a summary of our current knowledge about the condition and it reviews the philosophical implications that have been drawn from considerations about synesthesia. It's import for debates about consciousness, perception, modular theories of mind, creativity and aesthetics are discussed.

Search in an environment with an uncertain distribution of resources involves a trade-off between exploitation of past discoveries and further exploration. This extends to information foraging, where a knowledge-seeker shifts between reading in depth and studying new domains. To study this decision-making process, we examine the reading choices made by one of the most celebrated scientists of the modern era: Charles Darwin. From the full-text of books listed in his chronologically-organized reading journals, we generate topic models to quantify his local (...) (text-to-text) and global (text-to-past) reading decisions using Kullback-Liebler Divergence, a cognitively-validated, information-theoretic measure of relative surprise. Rather than a pattern of surprise-minimization, corresponding to a pure exploitation strategy, Darwin’s behavior shifts from early exploitation to later exploration, seeking unusually high levels of cognitive surprise relative to previous eras. These shifts, detected by an unsupervised Bayesian model, correlate with major intellectual epochs of his career as identified both by qualitative scholarship and Darwin’s own self-commentary. Our methods allow us to compare his consumption of texts with their publication order. We find Darwin’s consumption more exploratory than the culture’s production, suggesting that underneath gradual societal changes are the explorations of individual synthesis and discovery. Our quantitative methods advance the study of cognitive search through a framework for testing interactions between individual and collective behavior and between short- and long-term consumption choices. This novel application of topic modeling to characterize individual reading complements widespread studies of collective scientific behavior. (shrink)

In considering the debate about the meaning of ‘disease’, the positions are generally presented as falling into two categories: naturalist, e.g., Boorse, and normativist, e.g., Engelhardt and many others. This division is too coarse, and obscures much of what is going on in this debate. I therefore propose that accounts of the meaning of ‘disease’ be assessed according to Hare's (1997) taxonomy of evaluative terms. Such an analysis will allow us to better understand both individual positions and their interrelationships. Most (...) importantly, it will show that it is unlikely that there is a single unique disease-concept at issue. Rather, different authors are, for the most part, considering different concepts. (shrink)

This edited volume of original contributions deals with the economic and political thought of Michael Polanyi. Requiring little prior knowledge of Polanyi, this volume further develops a somewhat neglected side of Polanyi's work. In particular it examines the 'tacit integration', of subsidiary details into focal objects or actions as central to all knowing and action. It traces ontological counterparts in the structures of comprehensive entities and complex actions, and a multi-level universe in which lower levels have their boundary conditions, the (...) extents to which they apply, determined by those of the next higher level, whilst each possessing its own laws or operative principles. This schema of 'dual control' preserves the reality and relative autonomy of each level, and its interactions with others, against the various reductions. The essays in this volume also employ and develop important additional concepts and distinctions such as: 'corporate' and 'spontaneous' order; 'public' and 'private' liberties; 'general' and 'specific authority'; and 'moral inversion'; which, as the essays show, are necessary for understanding and maintaining a free society and the freedom of institutions within it. Among the topics treated with them are: more of the prerequisites of freedom in public liberties dedicated to principles and transcendent values; totalitarianism and society as spontaneous order; the balance of general and specific authority in society and particular institutions; reductionism, totalitarianism and consumption in consumer societies, as moral inversions; the mutual interactions of economics and politics as distinct and autonomous but interacting levels; the sociological aspects of economics; and Polanyi's own contributions to sociology. Although, as indicated, Polanyi has his special terms, the essays in this volume, like his works, give them meaning with concrete examples and so avoid merely shuffling a mass of abstractions. Together the essays show that his work is a rich seam of ideas and inspiration for yet further extension and application--Publisher. (shrink)

Learning to Teach in a New Era prepares preservice teachers to embrace the opportunities and meet the challenges of teaching in the twenty-first century. Closely aligned with the Australian Professional Standards for Teachers and the Australian Curriculum, this book is an invaluable resource for early childhood, primary and secondary preservice teachers that can be carried through their entire degree and into the workplace. The text is divided into three parts: professional knowledge, professional practice and professional engagement. Students will gain an (...) understanding of the teaching profession and the policies and laws that govern it; develop practical skills in pedagogy, technology, curriculum, assessment and reporting, planning and classroom management; and learn vital skills in communication and ethical practice. Each printed text comes with a unique access code to the interactive ebook. Fully integrated with the print book, this enhanced version houses useful assessment tools such as questions and video resources. (shrink)

We show how faceted search using a combination of traditional classification systems and mixed-membership topic models can go beyond keyword search to inform resource discovery, hypothesis formulation, and argument extraction for interdisciplinary research. Our test domain is the history and philosophy of scientific work on animal mind and cognition. The methods can be generalized to other research areas and ultimately support a system for semi-automatic identification of argument structures. We provide a case study for the application of the methods to (...) the problem of identifying and extracting arguments about anthropomorphism during a critical period in the development of comparative psychology. We show how a combination of classification systems and mixed-membership models trained over large digital libraries can inform resource discovery in this domain. Through a novel approach of “drill-down” topic modeling—simultaneously reducing both the size of the corpus and the unit of analysis—we are able to reduce a large collection of fulltext volumes to a much smaller set of pages within six focal volumes containing arguments of interest to historians and philosophers of comparative psychology. The volumes identified in this way did not appear among the first ten results of the keyword search in the HathiTrust digital library and the pages bear the kind of “close reading” needed to generate original interpretations that is the heart of scholarly work in the humanities. Zooming back out, we provide a way to place the books onto a map of science originally constructed from very different data and for different purposes. The multilevel approach advances understanding of the intellectual and societal contexts in which writings are interpreted. (shrink)

Over the last several decades, scholars and practitioners have progressively acknowledged that we cannot consider cities as the place where nature stops anymore, resulting in urban environments being increasingly appreciated and theorized as hybrids between nature and culture, entities made of socio-ecological processes in constant transformation. Spanning the fields of political ecology, environmental studies, and sociology, this new direction in urban theory emerged in concert with global concern for sustainability and environmental justice. This volume explores the notion that connecting with (...) nature holds the key to a more progressive and liberatory politics. (shrink)

In this open peer commentary, we categorize the possible “neuroscience in national security” definitions of misuse of science and identify which, if any, are uniquely presented by advances in neuroscience. To define misuse, we first define what we would consider appropriate use: the application of reasonably safe and effective technology, based on valid and reliable scientific research, to serve a legitimate end. This definition presents distinct opportunities for assessing misuse: misuse is the application of invalid or unreliable science, or is (...) the use of reliable scientific methods to serve illegitimate ends. Ultimately, we conclude that while national security is often a politicized issue, assessing the state of scientific progress should not be. (shrink)

General principles of human cognition can help to explain why languages are more likely to have certain characteristics than others: structures that are difficult to process or produce will tend to be lost over time. One aspect of cognition that is implicated in language use is working memory—the component of short‐term memory used for temporary storage and manipulation of information. In this study, we consider the relationship between working memory and regularization of linguistic variation. Regularization is a well‐documented process whereby (...) languages become less variable (on some dimension) over time. This process has been argued to be driven by the behavior of individual language users, but the specific mechanism is not agreed upon. Here, we use an artificial language learning experiment to investigate whether limitations in working memory during either language learning or language production drive regularization behavior. We find that taxing working memory during production results in the loss of all types of variation, but the process by which random variation becomes more predictable is better explained by learning biases. A computational model offers a potential explanation for the production effect using a simple self‐priming mechanism. (shrink)

Identifying wordlike units in language is typically done by applying a battery of criteria, though how to weight these criteria with respect to one another is currently unknown. We address this question by investigating whether certain criteria are also used as cues for learning an artificial language—if they are, then perhaps they can be relied on more as trustworthy top‐down diagnostics. The two criteria for grammatical wordhood that we consider are a unit's free mobility and its internal immutability. These criteria (...) also map to two cognitive mechanisms that could underlie successful statistical learning: learners might orient themselves around the low transitional probabilities at unit boundaries, or they might seek chunks with high internal transitional probabilities. We find that each criterion has its own facilitatory effect, and learning is best where they both align. This supports the battery‐of‐criteria approach to diagnosing wordhood, and also suggests that the mechanism behind statistical learning may not be a question of either/or; perhaps the two mechanisms do not compete, but mutually reinforce one another. (shrink)

Work on farms and in restaurants is characterized by highly gendered and racialized divisions of labor, low wages, and persistent inequalities. Gender, race, and ethnicity often determine the spaces where people work in the food system. Although some research focuses on gendered divisions of labor in restaurants and on farms, few efforts look more broadly at intersectional inequalities in food work. Our study examines how inequality is perpetuated through restaurant and farm work in the United States and, specifically, how gender (...) and race/ethnicity influence where people work, their tasks and responsibilities, and their work experiences. In describing restaurant work, people in the restaurant industry typically refer to the front and back of the house to distinguish between different working spaces, jobs, and workers. We use this spatial metaphor of front and back of the house to analyze intersectional inequalities of food work in restaurants and on farms. The data derive from conversations with 63 restaurant and farm owners, managers, and workers in California and Pennsylvania. Our findings suggest that gendered and racialized bodies often define who works in the front and back of the “house,” and that owners and workers often naturalize gender and racial divisions of labor in food work. Despite these patterns, we found evidence of attempts to reduce these inequalities on farms and in restaurants. (shrink)

In this paper we look at the manual analysis of arguments and how this compares to the current state of automatic argument analysis. These considerations are used to develop a new approach combining a machine learning algorithm to extract propositions from text, with a topic model to determine argument structure. The results of this method are compared to a manual analysis.