Summary This study is a further attempt to apply correspondence training in the classroom in order to improve learning outcomes. Using this strategy a class of middle school pupils was encouraged to show more initiative, independence and self?regulation in planning and carrying out topic work. The pupils were required to forecast what they proposed to achieve in a certain period and then to check up at the end to see how far they had been successful. In addition, upon hearing an (...) audible signal, they were required to decide whether they were ?on?task? and whether they were working well. The outcome was that the pupils achieved a better work output in terms of both quantity and quality than before. In addition, they gained valuable experience in forward planning and in working independently. (shrink)

Theories of discourse bring to realism new ideas about how knowledge develops and how representations of reality are influenced. We gain an understanding of the conceptual aspect of social life and the processes by which meaning is produced. This collection reflects the growing interest realist critics have shown towards forms of discourse theory and deconstruction. The diverse range of contributions address such issues as the work of Derrida and deconstruction, discourse theory, Eurocentrism and poststructuralism. What unites all of the contributions (...) is a sense that it is essential to provide a realist alternative to the hitherto dominance of social constructionism, hermeneutics and postmodernism, over many of the issues discussed. By developing a realist perspective the different authors attempt to embed discourse within the structured nature of the reality of the world. Realism can situate language, discourse and ideology within context specific, or 'causally efficacious' circumstances. Realism can help to uncover issues of power, representation, and subjectivity and how discursive and other social practices produce real effects. This can help us understand the manner in which social structures are reproduced through various forms of ideology and discourse. And by knowing this, we can start to address questions concerning human emancipation and how the world is to be transformed. (shrink)

In this book Jonathan Adler offers a strengthened version of evidentialism, arguing that the ethics of belief should be rooted in the concept of belief--that...

The Oxford Translation of Aristotle was originally published in 12 volumes between 1912 and 1954. It is universally recognized as the standard English version of Aristotle. This revised edition contains the substance of the original Translation, slightly emended in light of recent scholarship three of the original versions have been replaced by new translations and a new and enlarged selection of Fragments has been added. The aim of the translation remains the same: to make the surviving works of Aristotle readily (...) accessible to English speaking readers. (shrink)

From mitochondria to meerkats, the natural world is full of spectacular examples of social behaviour. In the early 1960s W. D. Hamilton changed the way we think about how such behaviour evolves. He introduced three key innovations - now known as Hamilton's rule, kin selection, and inclusive fitness - and his pioneering work kick-started a research program now known as social evolution theory. This is a book about the philosophical foundations and future prospects of that program. [Note: only the Introduction (...) is available to download.]. (shrink)

In debates about animal sentience, the precautionary principle is often invoked. The idea is that when the evidence of sentience is inconclusive, we should “give the animal the benefit of the doubt” or “err on the side of caution” in formulating animal protection legislation. Yet there remains confusion as to whether it is appropriate to apply the precautionary principle in this context, and, if so, what “applying the precautionary principle” means in practice regarding the burden of proof for animal sentience. (...) Here I construct a version of the precautionary principle tailored to the question of animal sentience together with a practical framework for implementing it. I explain and defend the key features of this framework, argue that it is well-aligned with current practice in animal welfare science, and consider and reject a number of influential counterarguments to the use of precautionary reasoning in this area. (shrink)

Sentience is the capacity to have feelings, such as feelings of pain, pleasure, hunger, thirst, warmth, joy, comfort and excitement. It is not simply the capacity to feel pain, but feelings of pain, distress or harm, broadly understood, have a special significance for animal welfare law. Drawing on over 300 scientific studies, we evaluate the evidence of sentience in two groups of invertebrate animals: the cephalopod molluscs or, for short, cephalopods (including octopods, squid and cuttlefish) and the decapod crustaceans or, (...) for short, decapods (including crabs, lobsters and crayfish). We also evaluate the potential welfare implications of current commercial practices involving these animals. (shrink)

Practical Reality is a lucid original study of the relation between the reasons why we do things and the reasons why we should. Jonathan Dancy maintains that current philosophical orthodoxy bowdlerizes this relation, making it impossible to understand how anyone can act for a good reason. By giving a fresh account of values and reasons, he finds a place for normativity in philosophy of mind and action, and strengthens the connection between these areas and ethics.

Conditional sentences are among the most intriguing and puzzling features of language, and analysis of their meaning and function has important implications for, and uses in, many areas of philosophy. Jonathan Bennett, one of the world's leading experts, distils many years' work and teaching into this Philosophical Guide to Conditionals, the fullest and most authoritative treatment of the subject. An ideal introduction for undergraduates with a philosophical grounding, it also offers a rich source of illumination and stimulation for graduate (...) students and professional philosophers. (shrink)

What makes fast, cumulative cultural evolution work? Where did it come from? Why is it the sole preserve of humans? We set out a self-assembly hypothesis: cultural evolution evolved culturally. We present an evolutionary account that shows this hypothesis to be coherent, plausible, and worthy of further investigation. It has the following steps: (0) in common with other animals, early hominins had significant capacity for social learning; (1) knowledge and skills learned by offspring from their parents began to spread because (...) bearers had more offspring, a process we call CS1 (or Cultural Selection 1); (2) CS1 shaped attentional learning biases; (3) these attentional biases were augmented by explicit learning biases (judgements about what should be copied from whom). Explicit learning biases enabled (4) the high-fidelity, exclusive copying required for fast cultural accumulation of knowledge and skills by a process we call CS2 (or Cultural Selection 2), and (5) the emergence of cognitive processes such as imitation, mindreading and metacognition – ‘cognitive gadgets’ specialised for cultural learning. This self-assembly hypothesis is consistent with archaeological evidence that the stone tools used by early hominins were not dependent on fast, cumulative cultural evolution, and suggests new priorities for research on ‘animal culture’. (shrink)

This exploratory study applied Risley & Hart's correspondence training paradigm to reducing the troublesome behaviour of three 12 to 14 year‐old boys in an inner city high school in the West Midlands. Correspondence training involves negotiating individual reductions in levels of two classes of troublesome behaviour, talking out of turn and hindering other children . The boys were also assisted to collect data on their own behaviour in specific lessons. The school's existing system of rewards was utilised to reinforce the (...) boys for reducing their levels of troublesome behaviour to match each target level negotiated. Results indicate that all three boys successfully reduced their levels of troublesome behaviour and that all three completed an increased amount of homework when correspondence training was introduced. Anecdotal evidence from teachers corroborated the behaviour changes apparent in the boys’ self‐report data. Correspondence training is seen as a viable and worthwhile procedure for improving social behaviour in secondary pupils. (shrink)

Liberalism without Perfection offers an introduction to the debate between liberal perfectionism and political liberalism. This book is a new account and defence of Rawlsian political liberalism, one of the most discussed, but widely misunderstood and criticized theories in contemporary political theory.

There is no agreement on whether any invertebrates are conscious and no agreement on a methodology that could settle the issue. How can the debate move forward? I distinguish three broad types of approach: theory-heavy, theory-neutral and theory-light. Theory-heavy and theory-neutral approaches face serious problems, motivating a middle path: the theory-light approach. At the core of the theory-light approach is a minimal commitment about the relation between phenomenal consciousness and cognition that is compatible with many specific theories of consciousness: the (...) hypothesis that phenomenally conscious perception of a stimulus facilitates, relative to unconscious perception, a cluster of cognitive abilities in relation to that stimulus. This “facilitation hypothesis” can productively guide inquiry into invertebrate consciousness. What is needed? At this stage, not more theory, and not more undirected data gathering. What is needed is a systematic search for consciousness-linked cognitive abilities, their relationships to each other, and their sensitivity to masking. (shrink)

How does consciousness vary across the animal kingdom? Are some animals ‘more conscious’ than others? This article presents a multidimensional framework for understanding interspecies variation in states of consciousness. The framework distinguishes five key dimensions of variation: perceptual richness, evaluative richness, integration at a time, integration across time, and self-consciousness. For each dimension, existing experiments that bear on it are reviewed and future experiments are suggested. By assessing a given species against each dimension, we can construct a consciousness profile for (...) that species. On this framework, there is no single scale along which species can be ranked as more or less conscious. Rather, each species has its own distinctive consciousness profile. (shrink)

Summary Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three?quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too (...) much time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

This editorial introduces the Journal of Consciousness Studies special issue on "Animal Consciousness". The 15 contributors and co-editors answer the question "How should we study animal consciousness scientifically?" in 500 words or fewer.

We are all guided by thousands of norms, but how did our capacity for normative cognition evolve? I propose there is a deep but neglected link between normative cognition and practical skill. In modern humans, complex motor skills and craft skills, such as toolmaking, are guided by internally represented norms of correct performance. Moreover, it is plausible that core components of human normative cognition evolved as a solution to the distinctive problems of transmitting complex motor skills and craft skills, especially (...) skills related to toolmaking, through social learning. If this is correct, the expansion of the normative domain beyond technique to encompass more abstract norms of fairness, reciprocity, ritual and kinship involved the elaboration of a basic platform for the guidance of skilled action by technical norms. This article motivates and defends this “skill hypothesis” for the origin of normative cognition and sets out various ways in which it could be empirically tested. (shrink)

Jonathan Dancy aims to establish the possibility of reasoning to action, by showing how similar it is to reasoning to belief. He offers a general theory of reasoning, which smoothly admits the differences there may be between the two types, while also considering the possibility of reasoning to hope, to fear, to doubt, and to intention.

Jonathan Y. Tsou examines and defends positions on central issues in philosophy of psychiatry. The positions defended assume a naturalistic and realist perspective and are framed against skeptical perspectives on biological psychiatry. Issues addressed include the reality of mental disorders; mechanistic and disease explanations of abnormal behavior; definitions of mental disorder; natural and artificial kinds in psychiatry; biological essentialism and the projectability of psychiatric categories; looping effects and the stability of mental disorders; psychiatric classification; and the validity of the (...) DSM's diagnostic categories. The main argument defended by Tsou is that genuine mental disorders are biological kinds with harmful effects. This argument opposes the dogma that mental disorders are necessarily diseases that result from biological dysfunction. Tsou contends that the broader ideal of biological kinds offers a more promising and empirically ascertainable naturalistic standard for assessing the reality of mental disorders and the validity of psychiatric categories. (shrink)

Structured interviews were carried out with 176 secondary school teachers to elicit their views/opinions about their initial professional training and their later practical experience, with particular reference to classroom behaviour management. The results showed that the vast majority of teachers believe classroom management skills to be of major importance to them professionally. Nearly three‐quarters of them were dissatisfied with the preparation in this area of professional skills provided by their initial training courses. Many thought that their colleagues spent too much (...) time on matters of order and control and 38% thought that they, themselves, did also. Generally, they showed an interest in attending training courses in classroom behaviour management. Many felt that such training could reduce stress among teachers and might help to reduce troublesome behaviour among their pupils. Nearly all of them thought that it would be of benefit to their younger colleagues who were just beginning their careers. (shrink)

Summary Twenty?four primary schools were randomly selected from all those listed in a local education authority in the West Midlands of England. Heads or deputy headteachers of 21 of these schools were interviewed using a structured interview schedule very similar to the one used for a recent survey of secondary schools. Data were obtained about the general rule structures of the schools and the system of sanctions and rewards used to maintain them. The findings were then compared with those from (...) the secondary survey. Primary schools were less likely than secondary schools to have written rule structures but most were in the process of producing them in response to new pressures. It was more common for all the teachers in the primary school to be considered responsible for seeing that rules were kept. Generally, primary school headteachers identified fewer sanctions being used to uphold their rules than in secondary schools. The number of rewards used in both types of school was about equal. Comment is made on the difference between sanctions and rewards identified as being used in schools and some observed classroom practice. (shrink)

Over the past two decades, Ginsburg and Jablonka have developed a novel approach to studying the evolutionary origins of consciousness: the Unlimited Associative Learning framework. The central idea is that there is a distinctive type of learning that can serve as a transition marker for the evolutionary transition from non-conscious to conscious life. The goal of this paper is to stimulate discussion of the framework by providing a primer on its key claims and a clear statement of its main empirical (...) predictions. (shrink)

The twentieth-century Dutch philosopher Herman Dooyeweerd left behind an impressive canon of philosophical works and has continued to influence a scholarly community in Europe and North America, which has extended, critiqued, and applied his thought in many academic fields. Jonathan Chaplin introduces Dooyeweerd for the first time to many English readers by critically expounding Dooyeweerd's social and political thought and by exhibiting its pertinence to contemporary civil society debates. Chaplin begins by contextualizing Dooyeweerd's thought, first in relation to present-day (...) debates and then in relation to the work of the Dutch philosopher Abraham Kuyper. Chaplin outlines the distinctive theory of historical and cultural development that serves as an essential backdrop to Dooyeweerd's substantive social philosophy; examines Dooyeweerd's notion of societal structural principles; and sets forth his complex classification of particular types of social structure and their various interrelationships. Chaplin provides a detailed examination of Dooyeweerd's theory of the state, its definitive nature, and its proper role vis-a-vis other elements of society. Dooyeweerd's contributions, Chaplin concludes, assist us in mapping the ways in which state and civil society should be related to achieve justice and the public good. "This superb study simultaneously introduces and critically engages the work of one of the most important and neglected Christian thinkers of the twentieth century, while showing its connection to the pluralist tradition and bringing it to bear on the contemporary debate about civil society. More than just providing an overview of Dooyeweerd's thought, it seeks to advance his intellectual project and show its contemporary relevance. It is essential reading not only for those interested in the neo-Calvinist tradition, but for anyone interested in Christian social thought, structural pluralism, or the nature and fate of civil society." --_Kenneth L. Grasso, Texas State University _ "The subtlety, scope, and insightfulness of Dooyeweerd's social philosophy were unparalleled among Protestant thinkers in the past century. Yet his contributions are not well known. Jonathan Chaplin promises to remedy this neglect. His lucid and masterful study brings a new and transformative voice to contemporary debates about the future of a democratic society." --_Lambert Zuidervaart, Institute for Christian Studies and University of Toronto_ "Finally, an authoritative book that brings to brilliant light and life Herman Dooyeweerd's Christian philosophy of law, politics, and society. For the past half century, the profound and original teachings of this prolific Dutch sage have been lost on most readers. Jonathan Chaplin has rescued Dooyeweerd from his own obscure prose, poor translations, and cultic mystique to reveal his astonishing and engaging insights into our lives as persons and peoples, rulers and citizens, preachers and parishioners, parents and children. This will be the go-to book on Dooyeweerd for many years to come." --_John Witte, Jr., Emory University_ "Herman Dooyeweerd was both deep and original. Much of his writing is an articulation of rather undeveloped lines of thought in his Dutch predecessor, Abraham Kuyper. In the course of his exposition, Chaplin effectively highlights Dooyeweerd's significance for a theory of civil society and for present-day social theory in general." --_Nicholas Wolterstorff, Yale University and the Institute for Advanced Studies, University of Virginia_. (shrink)

This is an edited transcript of a lecture given at the LSE in March 2023. The lecture introduces the “meaning of life” question via Tolstoy’s Confession, then considers the strengths and limitations of religious and secular answers to the question.

It would be unwise to dismiss the possibility of human brain organoids developing sentience. However, scepticism about this idea is appropriate when considering current organoids. It is a point of consensus that a brainstem-dead human is not sentient, and current organoids lack a functioning brainstem. There are nonetheless troubling early warning signs, suggesting organoid research may create forms of sentience in the near future. To err on the side of caution, researchers with very different views about the neural basis of (...) sentience should unite behind the “brainstem rule”: if a neural organoid develops or innervates a functioning brainstem that registers and prioritizes its needs, regulates arousal, and leads to sleep-wake cycles, then it is a sentience candidate. If organoid research leads to the creation of sentience candidates, a moratorium or indefinite ban on the creation of the relevant type of organoid may be appropriate. A different way forward, more consistent with existing approaches to animal research, would be to require ethical review and harm-benefit analysis for all research on sentience candidates. (shrink)

All 24 secondary schools in a West Midlands local education authority were visited and a structured interview was conducted with the head or another senior teacher. An interview schedule was used to record details concerning the rule structure which had been established to control the conduct of the pupils. Information was also gathered about the sanctions and rewards used to maintain this behaviour and from most schools copies of the rules were available. It was found that almost all schools had (...) rule systems that were in written form and that these were made available to staff and students, chiefly through booklets or other material given to pupils when they first enrolled. All schools backed up their rules, whether written or not by a series of sanctions, most of which related to non?conforming behaviour. Some sanctions were applied to poor work but this was usually treated by special provision or special tutoring. Most also used rewards but these tended to be reserved for good performance. There were few cases where good behaviour was found to be rewarded systematically in any way. (shrink)

BL Features of the new edition: The translation has been completely rewritten, and the commentary thoroughly revised in the light of recent scholarship There is an additional glossary, and extended bibliography The Posterior Analytics contains some of Aristotle's most influential thoughts in logic, epistemology, metaphysics, and the philosophy of science. The first book expounds and develops the notions of a demonstrative argument and of a formal, axiomatized science; the second discusses a cluster of problems raised by the axioms or principles (...) of such a science, and investigates in particular the theory of definition. (shrink)

Introduction As its title indicates, this book is intended to provide an introduction to the main topics currently discussed under the rather unclear ...

Color provides an instance of a general puzzle about how to reconcile the picture of the world given to us by our ordinary experience with the picture of the world given to us by our best theoretical accounts. The Red and the Real offers a new approach to such longstanding philosophical puzzles about what colors are and how they fit into nature. It is responsive to a broad range of constraints --- both the ordinary constraints of color experience and the (...) more theoretical constraints of color science, psychology, semantics, and ontology. (shrink)