Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students--primarily young people of color who have experienced or witnessed human rights abuses such as discrimination and poverty--are exposed for the first time to thinking about their own lives and the world through an empowering human rights lens. Unique in integrating theory and classroom practice, and in addressing (...) human rights issues with special relevance for communities of color in the US, Katz and Spero provide indispensable guidance for those studying and teaching human rights. (shrink)

Our model of haptic object recognition points to the importance of material, as well as geometric properties of objects. Collectively, these can elicit a recognition response after an initial contact, without sequential exploration. This model suggests a revision of the authors' proposals, which takes into account an individual's intention and the extent of exploratory movement.

To inform medical education reform efforts, we systematically collected information on the level of arts and humanities engagement in our medical school community. Attitudes regarding incorporating arts and humanities-based teaching methods into medical education and patient care were also assessed. An IRB-approved survey was electronically distributed to all faculty, residents, fellows, and students at our medical school. Questions focused on personal practice of the arts and/or humanities, as well as perceptions of, and experience with formally incorporating these into medical teaching. (...) Of 13,512 community members surveyed, 2,775 responded. A majority of respondents agreed or strongly agreed that medical education and patient care could be "enhanced" by the integration of the arts. There was enthusiastic support for the creation of a formal program in the arts at our medical school. Integration of the arts into medical education may have a role in improving the quality of medical training and would likely be well received by teachers and learners. (shrink)

Book reviewed in this article: To Do No Harm: DES and the Dilemmas of Modern Medicine. By Roberta J. Apfel and Susan M. Fisher.

Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...

Knowledge of eukaryotic life cycles and associated genome dynamics stems largely from research on animals, plants, and a small number of “model” (i.e., easily cultivable) lineages. This skewed sampling results in an underappreciation of the variability among the many microeukaryotic lineages, which represent the bulk of eukaryotic biodiversity. The range of complex nuclear transformations that exists within lineages of microbial eukaryotes challenges the textbook understanding of genome and nuclear cycles. Here, we look in‐depth at Foraminifera, an ancient (∼600 million‐year‐old) lineage (...) widely studied as proxies in paleoceanography and environmental biomonitoring. We demonstrate that Foraminifera challenge the “rules” of life cycles developed largely from studies of plants and animals. To this end, we synthesize data on foraminiferal life cycles, focusing on extensive endoreplication within individuals (i.e., single cells), the unusual nuclear process calledZerfall, and the separation of germline and somatic function into distinct nuclei (i.e., heterokaryosis). These processes highlight complexities within lineages and expand our understanding of the dynamics of eukaryotic genomes. (shrink)

In this paper the authors deal with the story of Saman Abbas, an 18-year-old girl of Pakistani origin, who disappeared in Italy and was killed by her family after she refused an arranged marriage. The case raised a public debate between right-wing parties, who accused the left-wing parties of being culpably blind to the danger of Islam and too tolerant towards illiberal cultures, and left-wing politicians who responded equating Saman’s murder with the domestic killing of Italian women. We argue that (...) neither position does justice to Saman’s story. We hold that Saman’s case is an example of intersectional oppression where gender oppression is intertwined with the immigrant’s oppression in a Western democracy. Thus, we counter the dilemma posed by Susan Okin, namely that there is an inherent conflict between the rights of minority cultures and the rights of women. In order to rebut Okin’s position, we rehearse multicultural positions concerning the protection of minority cultures, on the one side, and feminist positions regarding the promotion of autonomous choice, on the other. Our conclusion is that (a) multiculturalism cannot be identified with cultural rights, and (b) that what are autonomous choices and what are, instead, adaptive is difficult to ascertain and, especially, difficult to apply in politics. Structural oppression is instead the key normative notion for addressing equality among genders and among citizens at large. The intersectional oppression suffered by women like Saman cannot be addressed by a restriction of toleration for immigrant cultures or simply by security measures. To prevent more cases like Saman’s in the future, the immigrant oppression should be taken seriously as well. In the context of fairer terms of inclusion, conditions of reciprocal trust between minority and majority may develop and the deconstruction of the patriarchal view of family can start. (shrink)

In this eye-opening look at the doctor-patient decision-making process, physician and law professor Jay Katz examines the time-honored belief in the virtue of silent care and patient compliance. Historically, the doctor-patient relationship has been based on a one-way trust -- despite recent judicial attempts to give patients a greater voice through the doctrine of informed consent. Katz criticizes doctors for encouraging patients to relinquish their autonomy, and demonstrates the detrimental effect their silence has on good patient care. Seeing (...) a growing need in this age of medical science and sophisticated technology for more honest and complete communication between physician and patients, he advocates a new, informed dialogue that respects the rights and needs of both sides. In a new foreword to this edition of The Silent World of Doctor and Patient , Alexander Morgan Capron outlines the changes in medical ethics practice that have occurred since the book was first published in 1984, paying particular attention to the hotly debated issues of physician-assisted suicide and informed consent in managed care. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Susan Laird, “Musical Hunger: A Philosophical Testimonial of Miseducation”Estelle R. JorgensenSusan Laird’s lament of her “musical under-education,” her youthful lack of opportunity for the sorts of experiences for which she hungered and its life-long after-effects, and her invocation of hunger as a metaphor for music education raise compelling questions. In a feminized field such as music, particularly piano playing, her hunger is particularly poignant. Also, (...) the notion of “musical taste” takes on new meaning, and the musical, educational, and ethical questions this metaphor evokes reveal its richness as a means of thinking about music education. This metaphor joins others such as Barbara Thayer Bacon’s metaphor of the quilt, Jane Roland Martin’s metaphor of the home, Iris Yob’s metaphor of pilgrimage, Elizabeth Gould’s metaphor of the nomad, Virginia Richardson’s metaphor of the steward, and Randall Allsup’s metaphor of the garage band, each of which illumines music education differently.1 Without one, we miss important insights into the thought and practice of music education; when taken together, they offer a richer view than were we to see music education in terms of one alone. [End Page 75]Although metaphor evokes imaginative thought and practice in music education, it is also limited. As Nelson Goodman aptly puts it, metaphor is a “matter of teaching an old word new tricks” and an “expedition abroad in which associations with one realm are applied in another.”2 Its power lies in its evocative and imaginative quality as it startles and surprises, challenges familiar ways of thinking and doing, and opens new possibilities for how we might think, act, and be differently. Although Laird would not want to literalize musical hunger or equate it with physical hunger—physical and spiritual realms intersect but they are not equivalent—it is possible to freeze a metaphor or literalize the vitality out of it. Testing it systematically, we enter the ground between metaphor and model, or what Iris Yob thinks of as the metaphorical model.3 While metaphor may prompt an intellectual journey, it cannot take us the entire way. In its particularistic and imaginative appeal, it opens reflection though it cannot suffice. A metaphor may also have a dark side. For example, envisaging the teacher’s role as salvific in providing bread for the hungry or preventing gluttony or food addictions may foster a paternalistic view that substitutes the teacher’s view of a student’s long term interests for the student’s directly-known and immediately perceived needs and interests, thereby subverting Laird’s expressed interest in the student’s desires. The educational “sin” of addiction may also be “redeemed” in Schefflerian fashion by pointing to important contributions of musicians who were doubtless excessive in their musical engagements.4 These possibilities suggest that we shall need to examine critically the metaphor and what it means for music education and move beyond the metaphor to its related models of music education.One of the interesting questions that Laird’s metaphor of hunger raises is the possibility of spiritual hunger, especially in a pervasively materialistic world. Matters related to spirituality have been addressed variously by writers in music education, whether it be the “healing” and ecologically-oriented approach of June Boyce-Tillman, the evolutionary and anthropologically grounded holistic approach of Anthony Palmer, the ethically-based approach of David Carr, the introspective and politically-charged writing of Cathy Benedict and Randall Allsup, the feminist perspectives of Elizabeth Gould, Charlene Morton, Roberta Lamb, and Deanne Bogdan, or the religiously grounded work of Iris Yob.5 Notions of spiritual hunger might be seen differently within the various lenses that these writers bring to music education but they all underscore the importance of knowing that goes beyond the literal, utilitarian, generalizable, and vocational to address the life of mind and body that Susanne Langer terms “feeling” and with which the arts, myths, rituals, and religions have to do.6 As such, they rebuke general education that is limited to reading, writing, and arithmetic, and driven by tests, standards, and mandates that often give short shrift to matters of human spirituality. Still, as the recent unanimous resolution in favor of... (shrink)

Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core (...) cognition are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations in having more abstract contents and richer functional roles. Carey argues that the key to understanding cognitive development lies in recognizing conceptual discontinuities in which new representational systems emerge that have more expressive power than core cognition and are also incommensurate with core cognition and other earlier representational systems. Finally, Carey fleshes out Quinian bootstrapping, a learning mechanism that has been repeatedly sketched in the literature on the history and philosophy of science. She demonstrates that Quinian bootstrapping is a major mechanism in the construction of new representational resources over the course of childrens cognitive development. Carey shows how developmental cognitive science resolves aspects of long-standing philosophical debates about the existence, nature, content, and format of innate knowledge. She also shows that understanding the processes of conceptual development in children illuminates the historical process by which concepts are constructed, and transforms the way we think about philosophical problems about the nature of concepts and the relations between language and thought. (shrink)

The goal of this paper is to explore the presuppositionality of factive verbs, with special emphasis on the verbs know and regret. The hypothesis put forward here is that the factivity related to know and the factivity related to regret are two different phenomena, as the former is a semantic implication that is licensed by the conventional meaning of know, while the latter is a purely pragmatic phenomenon that arises conversationally. More specifically, it is argued that know is factive in (...) the sense that it both entails and presupposes p, while regret is factive in the sense that it only presupposes p. In a recent article, Hazlett, 497–522, 2010) shows with authentic examples how know is used non-factively in ordinary language, and he observes in these examples, as he says, “a threat to Factivity.” I argue that non-factive uses of factive verbs, such as know and regret, far from being a threat to factivity, show that, on the one hand, know is ambiguous between a factive and a non-factive sense; on the other hand, in the case of regret, the presupposition of factivity has to be intended as a merely pragmatic implication which can be suspended by the speaker herself. (shrink)

The latter half of the twentieth century has been marked by debates in evolutionary biology over the relative significance of natural selection and random drift: the so-called “neutralist/selectionist” debates. Yet John Beatty has argued that it is difficult, if not impossible, to distinguish the concept of random drift from the concept of natural selection, a claim that has been accepted by many philosophers of biology. If this claim is correct, then the neutralist/selectionist debates seem at best futile, and at worst, (...) meaningless. I reexamine the issues that Beatty raises, and argue that random drift and natural selection, conceived as processes, can be distinguished from one another. (shrink)

In this paper I argue against the commonly received view that Kripke's formal Possible World Semantics (PWS) reflects the adoption of a metaphysical interpretation of the modal operators. I consider in detail Kripke's three main innovations vis-à-vis Carnap's PWS: a new view of the worlds, variable domains of quantification, and the adoption of a notion of universal validity. I argue that all these changes are driven by the natural technical development of the model theory and its related notion of validity: (...) they are dictated by merely formal considerations, not interpretive concerns. I conclude that Kripke's model theoretic semantics does not induce a metaphysical reading of necessity, and is formally adequate independently of the specific interpretation of the modal operators. (shrink)

In this paper, I reconstruct Quine’s arguments against quantified modal logic, from the early 1940’s to the early 1960’s. Quine’s concerns were not technical. Quine was looking for a coherent interpretation of quantified-in English modal sentences. I argue that Quine’s main thesis is that the intended objectual interpretation of the quantifiers is incompatible with any semantic reading of the modal operators, for example as expressing analytic necessity, unless the entities in the domain of quantification are intensions, i.e. definitional entities. The (...) difficulty is that it makes no sense to say of an ordinary object that it bears a property necessarily or contingently when the necessity or contingency in question is analytic. However, starting in 1960, Quine claims that quantified-in modal sentences can be coherently interpreted only as essentialist predications. When we say about an object that it necessarily F ’s, we can only coherently mean that it essentially F ’s. In the paper, I argue that adequately qualified the thesis is plausible. Two important qualifications are needed. The first is the assumption that satisfaction is an irreducibly predicative notion, making any explication of satisfaction in terms of truth inadequate. The second is the ontological rejection of purely semantic, i.e. merely definitional, entities. With these qualifications in place, Quine’s rejection of the combination of objectual quantifiers and semantic modalities can be upheld. In this way, we vindicate a qualified version of Quine’s conjecture that quantified modal logic is committed to essentialism. (shrink)

This paper centers on Takashi Yagisawa’s book Worlds and Individuals, Possible and Otherwise (Oxford: 2010), which provides a novel and systematic analysis of modality and time. I consider the overall structure of Yagisawa’s treatment of modality and time, and discuss in detail the following three topics: (i) Possible worlds as modal indices, (ii) Trans-world identity, (iii) The claim that existence, unlike reality, is relative. My main conclusion is that Yagisawa's view of modality is driven by a strong primitivism, leading to (...) the endorsement of possibility, actuality, and presentness, but also possible worlds and times, as irreducible. The resulting view is saddled with the typical problems of primitivism on the one hand, and modal realism on the other. I criticize the view that existence is relative. (shrink)

I examine recent debates in the philosophy of biology over the determinism or indeterminism of the evolutionary process, focusing on two papers in particular: Glymour 2001 and Stamos 2001. I argue that neither of these papers succeeds in making the case for the indeterminism of the evolutionary process, and suggest that what is needed is a detailed analysis of the causal processes at every level from the quantum mechanical to the evolutionary.

In this chapter, Dahan Katz defends relational conceptions of retribution and desert. She clarifies the ways in which such relational conceptions avoid major worries associated with retributive theory, while addressing further worries that arise distinctively with respect to such an approach. In doing so, Dahan Katz provides further defense of the response-retributive theory of punishment that she has proposed elsewhere, while defending a wider set of views within the retributive tradition.

Biologists and philosophers have been extremely pessimistic about the possibility of demonstrating random drift in nature, particularly when it comes to distinguishing random drift from natural selection. However, examination of a historical case-Maxime Lamotte's study of natural populations of the land snail, Cepaea nemoralis in the 1950s - shows that while some pessimism is warranted, it has been overstated. Indeed, by describing a unique signature for drift and showing that this signature obtained in the populations under study, Lamotte was able (...) to make a good case for a significant role for drift. It may be difficult to disentangle the causes of drift and selection acting in a population, but it is not impossible. (shrink)

This paper offers a response retributive theory of punishment, taking the role of the punisher as well as the relations between the parties to punishment to be central to retributive justification. It proposes that punishment is justified in terms of the ethics of appropriate response, and more precisely, in terms of the duty agents have to dissociate from the devaluation inherent in the culpable wrongdoing of others. The paper demonstrates that on such account, while the harm and suffering involved in (...) punishment are rightly imposed, they are not good, grounding a further duty to mitigate our retributive practices. The result is a moderate vision of retributive justification, which has the resources to justify, not only criminal punishment, but punishment as imposed across a wide variety of relations: private, institutional and political. (shrink)

In this paper, I address the theory of excuse, or more precisely, exculpatory excuse, and the question of what it is that justifies the category of excuse. I address different potential grounds for the law of excuse, which are often run together in ways that confound rather than clarify, focusing on the role of blamelessness and unfairness of expectations in the theory of excuse.

We develop an evidence-based theoretical account of how widely shared cultural beliefs about gender, race, and class intersect in interpersonal and other social relational contexts in the United States to create characteristic cultural “binds” and freedoms for actors in those contexts. We treat gender, race, and class as systems of inequality that are culturally constructed as distinct but implicitly overlap through their defining beliefs, which reflect the perspectives of dominant groups in society. We cite evidence for the contextually contingent interactional (...) “binds” and freedoms this creates for people such as Asian men, Black women, and poor whites who are not prototypical of images embedded in cultural gender, race, and class beliefs. All forms of unprototypicality create “binds,” but freedoms result from being unprototypical of disadvantaging rather than advantaging statuses. (shrink)

When philosophers of physics explore the nature of chance, they usually look to quantum mechanics. When philosophers of biology explore the nature of chance, they usually look to microevolutionary phenomena, such as mutation or random drift. What has been largely overlooked is the role of chance in macroevolution. The stochastic models of paleobiology employ conceptions of chance that are similar to those at the microevolutionary level, yet different from the conceptions of chance often associated with quantum mechanics and Laplacean determinism.

Current corporate systems risk generating inequality among workers, insofar as they concentrate only on economic results by favoring, through the incentive and award system, only what can be seen, produced, and measured. As such, these systems are unable to recognize workers’ agapic behaviors – similar to the ones considered in organizational citizenship behavior literature – that cannot be quantified, i.e. workers’ generosity, humanity, kindness, compassion, help for others and mercy. Although these types of behaviors may appear unproductive or irrational, they (...) create symbols of belonging to the company and social cohesion. This article claims that beyond focusing on reward systems, companies should recognize agapic behaviors to increase workers’ intrinsic motivation. These behavioral attitudes allow fraternal relationships -as conceived in the Civil Economy tradition- to arise within organizations; moreover, they contribute to advancing new managerial practical implications in the humanistic management field. (shrink)