In Queer Social Philosophy, Randall Halle analyzes key texts in the tradition of German critical theory from the perspective of contemporary queer theory, exposing gender and sexuality restrictions that undermine those texts' claims of universal truth. Addressing such figures as Kant, Hegel, Marx, Nietzsche, Adorno, and Habermas, Halle offers a unique contribution to contemporary debates about sexuality, civil society, and politics.

Using cinema to explore the visual aspects of alterity, Randall Halle analyzes how we become cognizant of each other and how we perceive and judge another person in a visual field. Halle draws on insights from philosophy and recent developments in cognitive and neuroscience to argue that there is no pure "natural" sight. We always see in a particular way, from a particular vantage point, and through a specific apparatus, and Halle shows how human beings have (...) used cinema to experiment with the apparatus of seeing for over a century. Visual alterity goes beyond seeing difference to being conscious of how one sees difference. Investigating the process allows us to move from mere perception to apperception, or conscious perception. Innovative and insightful, Visual Alterity merges film theory with philosophy and cutting-edge science to propose new ways of perceiving and knowing. (shrink)

Foucault's discussion of the panopticon is the best-known engagement with visual epistemology, the relationship of sight and knowledge. Yet the panopticon is only one form of visual epistemology and all technologies of perspective position and situate their subjects. As a colloquial statement of visual epistemology we might say: you are how you see. This essay focuses on the cinematic episteme or how the technology of cinema configures a way of seeing and way of knowing. Specifically this essay takes up a (...) narrower question of visual alterity. Beginning from Hegel's discussion of consciousness, it asks how within and through film we recognise our self and how can we see the other? To carry out the analysis, the essay attends in particular to two films Baby I will Make You Sweat (1994) and La Moderna Poesia (2000) by experimental and underground artist Birgit Hein. These films combine incongruous and even conflicting representational strategies that particularly enable an exploration of visual alterity. Both films on the one hand narrate a highly subjective experience of self/other relations within the context of a travel narrative: a woman seeking to recapture some sense of life, travels to an unfamiliar destination, enters into new environments and takes up relationships, sometimes intimate, with strangers. On the other hand they both rely on a form of aesthetic abstraction that leaves the film without renaissance perspective, panoptic organizing, shot-reverse shot, continuity editing, i.e. an of the typical representational strategies of alterity found in narrative films. (shrink)

In recent years, a dramatic increase in the study of infrastructure has occurred in the social sciences and humanities, following upon foundational work in the physical sciences, architecture, planning, information science, and engineering. This article, authored by a multidisciplinary group of scholars, probes the generative potential of infrastructure at this historical juncture. Accounting for the conceptual and material capacities of infrastructure, the article argues for the importance of paradox in understanding infrastructure. Thematically the article is organized around three key points (...) that speak to the study of infrastructure: ruin, retrofit, and risk. The first paradox of infrastructure, ruin, suggests that even as infrastructure is generative, it degenerates. A second paradox is found in retrofit, an apparent ontological oxymoron that attempts to bridge temporality from the present to the future and yet ultimately reveals that infrastructural solidity, in material and symbolic terms, is more apparent than actual. Finally, a third paradox of infrastructure, risk, demonstrates that while a key purpose of infrastructure is to mitigate risk, it also involves new risks as it comes to fruition. The article concludes with a series of suggestions and provocations to view the study of infrastructure in more contingent and paradoxical forms. (shrink)

The collection presents a variety of promising new directions in Royce scholarship from an international group of scholars, including historical reinterpretations, explorations of Royce's ethics of loyalty and religious philosophy, and contemporary applications of his ideas in psychology, the problem of reference, neo-pragmatism, and literary aesthetics.

The scope of Philosophy in Multiple Voices provides the reader with eight philosophical streams of thought-African-American, Afro-Caribbean, Asian-American, Feminist, Latin-American, Lesbian, Native-American and Queer-that introduce readers to alternative, complex philosophical questions concerning gendered, sexed, racial and ethnic identities, canon formation, and meta-philosophy. The overriding theme of the text is that philosophy is pluralistic in voice, rich in diversity, and ought to valorize democratic intellectual spaces of philosophical engagement.

In lieu of an abstract, here is a brief excerpt of the content:Bonaventure's Inception Address as Regent Master at Paris:Omnium ArtifexRandall B. SmithInception as Master and the Principium in AulaAfter nineteen years of study at the University of Paris—six in the study of Arts (1235–1241), two lecturing in the Arts (1241–1243), five as auditor theologiae (1243–1248), two as a baccalarius biblicus and as a lector biblicus for the Franciscans (1248–1251), two as a baccalarius sententiarius (1251–1253), and one as a baccalarius (...) formatus (1253–1254)—Bonaventure of Bagnoregio was incepted as magister regens (regent master) around Easter (12 April) in 1254 to replace William of Middleton in the Franciscan chair at the University of Paris.1At that time, the inception ceremonies for an incoming regent master consisted of several parts. On the appointed day, the candidate would be officially received by the chancellor of the university in the ceremonial hall, the aula, of the bishop before the assembled faculty and students of the university. The previous evening would have been spent responding to bachelors and masters in a complex series of "disputed questions."2 But on the morning of the next day, the presiding master would have stood and placed on Bonaventure's head a biretta and said aloud: "I place on you the magisterial biretta in the name of the Father, and of the Son, and of the Holy Spirit. Amen." After birettas had been distributed to the other masters to place on their own heads, the gathered company sat down to hear the new master deliver his inaugural lecture, the principium in aula.According to University regulations, the principium address was to be a praise of sacred Scripture, and although it was one of the high [End Page 211] points in the inception ceremony, the inception address was supposed to be delivered "briefly" (breve) and "quickly terminated" (celeriter terminato).3 When Friar Thomas Aquinas incepted in 1256, two years after Bonaventure, his principium address was completed in about ten minutes. Brother Bonaventure's principium, a translation of which follows this introduction, would require about forty minutes or more to read out loud. But then, as Aquinas himself might have said, "briefly" can be said in several ways.4 A study of earlier principium addresses by other masters shows, moreover, that the length of these addresses varied from master to master.5The Principium in Aula and the Sermo Modernus StyleThe earliest records we have of masters who incepted at Paris reveal that their inception principia addresses were always delivered in the contemporary style of preaching, the so-called "sermo modernus" or "modern sermon" style. There is no need for our present purposes to trace the development of the sermo modernus style, other than to say that its origins lie in the late twelfth and early thirteenth century, and that it had become highly developed, with numerous preaching manuals and reference materials to help preachers master its forms, by the time Thomas and Bonaventure were incepted as masters at Paris, in 1256 and 1254 respectively.6 [End Page 212]In brief, three things were especially characteristic of these thirteenth century sermo modernus style sermons: (1) the thema, a biblical verse, usually from the day's readings that the preacher would use to lend structure and order to the entire sermon; (2) the divisio of the thema, and (3) the dilatatio of each of the parts created by this opening divisio.7The thema verse served as a structuring device which provided an outline of the topics to be covered in the sermon. When the sermon was preached, the thema verse also served as a mnemonic device to help the listeners identify their place within the progress of the whole and then recall the contents of the sermon after it was finished. To recall the contents of the sermon, one merely had to bring to mind the opening thema verse, and each word would suggest the topics the preacher had associated with it.8So, for example, in the principium address Bonaventure delivered at his inception as master, Bonaventure took as his opening thema a verse from Wisdom 7:1, Omnium artifex docuit me sapientia ("The maker of all things... (shrink)

Technical criticism of Jacob Ross's "Sleeping Beauty, Countable Additivity and Rational Dilemmas" and Double Halfing.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Remixing the Classroom: Toward an Open Philosophy of Music Education by Randall Everett AllsupJuliet HessRandall Everett Allsup, Remixing the Classroom: Toward an Open Philosophy of Music Education (Bloomington, IN: Indiana University Press, 2016).As a leading voice in music education, Randall Allsup works continually to reconceptualize music education toward democratic and socially just praxis.1 He routinely challenges the field to become self-conscious of practices that limit forward (...) movement, providing powerful critiques2 and urging music education toward open possibilities.3 Remixing the Classroom: Toward an Open Philosophy of Music Education is work that will shift our field. His comprehensive philosophy of music education looks, longs, for moral openings4 through which twenty-first-century music education may become a space of possibility. His writing interweaves stories and theory toward what he calls an "open philosophy," drawing upon the ideas of John Dewey, Maxine Greene, and Roland Barthes. Allsup introduces stories of Dapper Dan, Jiro Ono, Kafka, Atul Gawande, and the Orpheus Orchestra in New York City to illustrate powerful points about current and possible paradigms of music education.Chapter 1, "Toward Open Encounters," discusses the making and breaking of the law (tradition) and explores how tradition and the Master-Apprentice model restrict what is possible in music education. Allsup explores the nature of music education and the limitations it places upon its participants. Chapter 2, "Music-Teacher Quality and Expertise," asks fundamental questions of our field and [End Page 100] explores and challenges the "place and purpose of public schooling in a democratic society."5 Allsup speaks to the function of education and critiques music education. Chapter 3, "learning in laboratories," puts forward a Deweyan laboratory model in which a museum is at the center of the school with learning laboratories situated around it. He explores what this structural fluidity might enable and develops notions of lawmaking and lawbreaking, extending possibilities of the open encounter. The final chapter, "looking, Longing, for Moral Openings," calls on music educators to embrace a more open music education paradigm. Allsup draws upon Greene to challenge music education to move "from the predictable to the possible."6 He puts forward the Orpheus Orchestra, a conductorless orchestra, as one possibility.I situate myself as an anti-racist, anti-colonial, feminist scholar rooted in anti-oppression scholarship.7 locating my review through this framework, I elaborate upon what I see as the major strengths and limitations of this work, drawing upon Judith Butler8 and postcolonial theory. significantly, Allsup's book calls upon music education to "give an account of [it]self" and promotes a self-consciousness crucial for our field in the age of high stakes accountability measures. I contend that he provides a music education philosophy for what stuart Hall terms the "postcolonial moment"9 and ultimately positions music education as a space of possibility. Alongside these strengths, I offer a challenge toward what I view as the open possibilities of closed forms and a critique of his "pedagogy of travel and surprise."Judith Butler points to the impossibility of giving an account of oneself. she notes,I speak as an 'I,' but do not make the mistake of thinking that I know precisely all that I am doing when I speak in that way. I find that my very formation implicates the other and me, that my own foreignness to myself is, paradoxically, the source of my ethical connection with others.10Butler notes the subject's "partial opacity to [her]self."11 In Remixing the Classroom, Allsup calls upon music educators to account for the practices and traditions continually reinscribed in the field. He poses challenging but fundamental questions in the work in music education, asking readers to consider what they do unconsciously. Butler asserts we can never fully account for ourselves. Allsup challenges the field to try, pushing music educators to face hard truths and limitations of what music education is and has been. In chapter 1, for example, he argues:To call a studying musician "unmusical" is to extinguish a light; it is to act as if the future is certain and that human potential is somehow fixed. It is to act [End Page 101... (shrink)

Research in sport pedagogy and its applied recommendations are still characterized by a contrast between the different learning theories from psychology. Traditional theories and their corresponding approaches to the specific case of teaching and learning “how to play [team sports like soccer]” are subject to compatibilities and incompatibilities. We discuss how behaviorism as an approach to teaching the game shows more incompatibilities with the nature of tactical actions when compared to constructivism. As coaches strive to teach the game and make (...) their players and team perform, we argue that teaching the game requires teaching approaches that will help develop their way to play without taking away their autonomy and adaptiveness. The teaching-learning-training process for playing the game should then be conducted to harmonize the characteristics of the contents, the context, and the individual at hand. We provide two illustrated examples and portray how the recommended approaches fit key contents of the game that are observed in the tactical behavior. We finally argue that the coherent design of games provides minimal conditions to teaching approaches, and that such a design should be a priority when elaborating the learning activities along the player development process. As a conclusion, the interactionist theory is the one that best serves the teaching of the game and the development of tactical behavior. We therefore defend that its principles can help coaches tailor their own strategy to teach the game with the many tools. (shrink)

The description for this book, Men and Nations, will be forthcoming.

This book is based on the premise that the realm of being is meaningful to the extent that we are able to view it comprehensively. Our understanding, in its degree, depends on the breadth of our knowledge; for everything, as we shall see, tends to shed light on everything else. But the knowledge we have today, although far exceeding that of our predecessors, does not serve this purpose of illumination insofar as it remains unassembled, partitioned among the minds of the (...) specialists who respectively represent the fields into which it is divided. ... In one of its aspects, this book is an exercise in perspective. As such, it will have much to say of the very small and the very large, of analysis and synthesis.--Preface. (shrink)

While there is growing awareness of the existence and activities of Academic Custom Writing websites, which form a small part of the contract cheating industry, how they work remains poorly understood. Very little research has been done on these sites, probably because it has been assumed that it is impossible to see behind their firewalls and password protection. We have found that, with some close scrutiny, it is indeed possible to find some ‘cracks’ in these sites through which we can (...) look to gain insights into the business processes that operate within them. We have reverse engineered the business processes that operate within some of these sites. From this we have also been able to identify three different business models that are supported by these sites. Our analysis supports important findings about how these sites operate that can be used to inform future strategies to detect and deter contract cheating. (shrink)

THIS VOLUME owcs its existence to the suggestion and the persuasive insistence of my friend and colleague Justus Buchler... the unpublished papers dealing with "the theory of history" and “the theory of nature” bulked large enough to form a volume in themselves. Hence the volume appears ...with [these] essays in philosophic analysis of two themes that have for some years been central in my own interests. -/- Each of the two Parts deals with a unified theme, and the two together (...) not only exhibit, it is hoped, a consistent philosophic attitude and approach, but also treat two different aspects of what is a common metaphysical inquiry. Aside from the prologue and the epilogue, none of these papers has appeared in this form before... History and nature together offer the great challenge to the philosophic mind. [Excerpt from Foreword]. (shrink)

A collection of essays on the theory of history and the theory of nature. Topics include the genetic method and historical determinism, historical decision, the nature of metaphysics, empirical pluralism and unification of nature, ways of construing mind and intelligibility, and others.

A dominant area of inquiry within intergenerational ethics concerns how goods ought to be justly distributed between noncontemporaries. Contractualist theories of justice that have broached these discussions have often centered on the concepts of mutual advantage and reciprocal cooperation between rational, self‐interested beings. However, another prominent reason that many in the present feel that they have obligations toward future generations is not due to self‐interested reciprocity, but simply because they care about what happens to them. Care ethics promises to be (...) conceptually well‐suited for articulating this latter reason: given that future generations are in a perpetual condition of dependency on present‐day people's actions, this is precisely the kind of relational structure that care theorists should be interested in morally evaluating. Unfortunately, the care literature has been largely silent on intergenerational ethics. This article aims to advance this literature, offering the blueprints of what a care ethic concerning future generations—a “future care ethic”—should look like. The resultant ethic defends a sufficientarian theory of obligation: people in the present ought to ensure the conditions needed to encourage and sustain a world that enables good caring relations to flourish. (shrink)

Businesses that maintain ethical standards have an advantage in the marketplace based on the increasing interest of consumers in products that have a social and ethical component. Fair trade organisations that adopt environmental, social and ethical principles in trading are in a good position to make the most of this growing interest in the market. However, it is unclear whether fair trade organisations are taking full advantage of emerging market opportunities for ethically traded products. This research explores this issue by (...) describing the business strategies of three fair trade organisations that import and sell craft goods into Western countries and evaluates them in the context of this growing market. The research findings indicate that in order to remain in business, fair trade craft organisations have had to adopt better business practices in recent years, improving quality, customer service and product offerings to customers. However, growth appears to be limited, as distribution remains focused on a small, niche market. This paper explores the distribution strategies of two fair trade commodity organisations that are successfully reaching a wider customer base, demonstrating that fair trade products have a unique selling advantage in the mainstream marketplace. In conclusion, fair trade craft organisations are not exploiting this market opportunity to the degree they should and will need to explore wider distribution and alternative business strategies to expand their market share. (shrink)

Coregulation refers to the process by which relationship partners form a dyadic emotional system involving an oscillating pattern of affective arousal and dampening that dynamically maintains an optimal emotional state. Coregulation may represent an important form of interpersonal emotion regulation, but confusion exists in the literature due to a lack of precision in the usage of the term. We propose an operational definition for coregulation as a bidirectional linkage of oscillating emotional channels between partners, which contributes to emotional stability for (...) both partners. We propose several distinctions and raise unanswered questions that will need to be addressed in order to understand the relevance of coregulation for well-being in adulthood. (shrink)

This paper reviews the fate of the central ideas behind the complementary learning systems (CLS) framework as originally articulated in McClelland, McNaughton, and O’Reilly (1995). This framework explains why the brain requires two differentially specialized learning and memory systems, and it nicely specifies their central properties (i.e., the hippocampus as a sparse, pattern-separated system for rapidly learning episodic memories, and the neocortex as a distributed, overlapping system for gradually integrating across episodes to extract latent semantic structure). We review the application (...) of the CLS framework to a range of important topics, including the following: the basic neural processes of hippocampal memory encoding and recall, conjunctive encoding, human recognition memory, consolidation of initial hippocampal learning in cortex, dynamic modulation of encoding versus recall, and the synergistic interactions between hippocampus and neocortex. Overall, the CLS framework remains a vital theoretical force in the field, with the empirical data over the past 15 years generally confirming its key principles. (shrink)

-/- Hate speech is a concept that many people find intuitively easy to grasp, while at the same time many others deny it is even a coherent concept. A majority of developed, democratic nations have enacted hate speech legislation—with the contemporary United States being a notable outlier—and so implicitly maintain that it is coherent, and that its conceptual lines can be drawn distinctly enough. Nonetheless, the concept of hate speech does indeed raise many difficult questions: What does the ‘hate’ in (...) hate speech refer to? Can hate speech be directed at dominant groups, or is it by definition targeted at oppressed or marginalized communities? Is hate speech always ‘speech’? What is the harm or harms of hate speech? And, perhaps most challenging of all, what can or should be done to counteract hate speech? -/- In part because of these complexities, hate speech has spawned a vast and interdisciplinary literature. Legal scholars, philosophers, sociologists, anthropologists, political theorists, historians, and other academics have each approached the topic with exceeding interest. In this current article, however, we cannot hope to cover how these many disciplines have engaged with the concept of hate speech. Here, we will focus most explicitly on how hate speech has been taken up within philosophy, with particular emphasis on issues such as: how to define hate speech; what are the plausible harms of hate speech; how an account of hate speech might include both overt expressions of hate (e.g., the vitriolic use of slurs) as well as more covert, implicit utterances (e.g., dogwhistles); the relationship between hate speech and silencing; and what might we do to counteract hate speech. (shrink)

There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student and faculty surveys conducted within a medium-sized Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand (...) how students and faculty regarded academically dishonest practices during their postsecondary careers. We also aimed to understand how often students engaged in, and faculty had witnessed, academic dishonesty, whether or not witnessing incidents of academic dishonesty corresponded with gender, year of experience, highest level of educational attainment, discipline, or their personal perceptions towards the importance of academic honesty, and whether students had been adequately taught what constitutes academic dishonesty. We found that an overwhelming majority of students viewed academic honesty as important, and that most students reported not engaging in academic dishonesty themselves despite 45.8% reporting that they had witnessed others engage in academic dishonesty. We also found that students were more likely to witness cheating as their postsecondary experience increased, that witnessing varied across disciplines and educational attainment, and that witnessing varied with student perceptions. However, we found no such patterns in faculty responses, but found that faculty are split on whether or not they believe incidents of academic honesty are increasing. (shrink)

Forming intimate relationships is a fundamental human motive. Emotions play a critical role in intimate relationships—they are central to the development and maintenance of these bonds, and these very bonds can influence both individual and interpersonal emotional dynamics across time. Investigating emotional dynamics in an interpersonal context provides unique insight into the functioning of intimate relationships and, at the same time, provides a window into the interdependence of partners’ daily experiences. Reviewing a selection of the literature involving emotional dynamics in (...) intimate relationships, we explore how intimate relationships shape partner’s emotional experiences and the implications this may have for their relationship across time. (shrink)

In The Ethics of Care, Virginia Held explores what values of care might fulfil normative criteria for evaluating the moral worth of relations. Held identifies seven potential values: attentiveness, empathy, mutual concern, sensitivity, responsiveness, taking responsibility, and trustworthiness. Though Held’s work is helpful as a starting point for conceptualizing some normative criteria, two problems need addressing. First, Held does not provide sufficient justification for why these potential values ought to be considered genuine values in the care ethical framework. Second, Held (...) overlooks two other potential values cited in the care literature: competence and respect. This paper builds upon Held’s work to offer a more coherent understanding of the values of care. It does so by scrutinizing and conceptually organizing the above nine potential values. Of these nine, only four are considered genuine values: attentiveness, mutual concern, responsiveness, and trustworthiness. It is concluded that good caring relations are those that exemplify the four values of care in their deliverance of caring practices. (shrink)

A comprehensive formal system is developed that amalgamates the operational and the realistic approaches to quantum mechanics. In this formalism, for example, a sharp distinction is made between events, operational propositions, and the properties of physical systems.