Schleiermacher's "Soliloquies" not only represent a pivotal work in this classically modern theologian's development as a moral philosopher. They are also arguably the principal moral writing of the early German romantic movement and therefore a significant, if widely overlooked, contribution to the history of ethics in the West. This essay provides a comprehensive interpretation and modest retrieval of this unusual and difficult work by bringing Schleiermacher's early "ethics of individuality" into conversation with Charles Taylor's conception of "expressivist" understandings of human (...) selfhood. It argues that the Monologen are a signal instance of what Taylor has subtly characterized as romanticism's expressivist impulse. (shrink)

Schleiermacher's Soliloquies not only represent a pivotal work in this classically modern theologian's development as a moral philosopher. They are also arguably the principal moral writing of the early German romantic movement and therefore a significant, if widely overlooked, contribution to the history of ethics in the West. This essay provides a comprehensive interpretation and modest retrieval of this unusual and difficult work by bringing Schleiermacher's early “ethics of individuality” into conversation with Charles Taylor's conception of “expressivist” understandings of human (...) selfhood. It argues that the Monologen are a signal instance of what Taylor has subtly characterized as romanticism's expressivist impulse. (shrink)

Der vorliegende Band vereinigt die Akten des internationalen Schleiermacher-Kongresses 2021 und nimmt den Philosophen, Theologen, Pädagogen und Übersetzer Friedrich Schleiermacher (1768–1834) als Kommunikationstheoretiker in den Blick. Ob als Universitätslehrer, Kanzelredner, als politischer Reformer, Publizist, Salongänger oder Briefeschreiber – Schleiermacher war selbst ein begnadeter Kommunikator und im Begriff der Kommunikation bündeln sich wie in einem Brennglas viele zentrale Aspekte seines Denkens. Seine Philosophie, Theologie und philologische Praxis zeichnen sich durch ihre emphatische Prozesshaftigkeit jenseits starrer Systeme aus. Sich in Sprache manifestierendes Wissen, (...) moralisches Handeln, religiöses Erleben und der Entwurf gemeinschaftlicher Institutionen sind im beständigen Werden und nur im Austausch der miteinander streitenden, sich liebenden und hassenden, Ideen und Sinn entwerfenden und um Gemeinschaft und Individualität ringenden Menschen wirklich. Die Beiträge dieses Bandes gehen Schleiermachers Werk ebenso wie seiner gesellschaftlichen, kirchlichen und philologischen Praxis vor dem Hintergrund ihrer ideengeschichtlichen Verflechtung nach und aktualisieren sein Denken in Auseinandersetzung mit unterschiedlichen Positionen der Gegenwart. (shrink)

Rationale: Deep brain stimulation (DBS) of the hippocampus is proposed for enhancement of memory impaired by injury or disease. Many pre-clinical DBS paradigms can be addressed in epilepsy patients undergoing intracranial monitoring for seizure localization, since they already have electrodes implanted in brain areas of interest. Even though epilepsy is usually not a memory disorder targeted by DBS, the studies can nevertheless model other memory-impacting disorders, such as Traumatic Brain Injury (TBI). Methods: Human patients undergoing Phase II invasive monitoring for (...) intractable epilepsy were implanted with depth electrodes capable of recording neurophysiological signals. Subjects performed a delayed-match-to-sample (DMS) memory task while hippocampal ensembles from CA1 and CA3 cell layers were recorded to estimate a multi-input, multi-output (MIMO) model of CA3-to-CA1 neural encoding and a memory decoding model (MDM) to decode memory information from CA3 and CA1 neuronal signals. After model estimation, subjects again performed the DMS task while either MIMO-based or MDM-based patterned stimulation was delivered to CA1 electrode sites during the encoding phase of the DMS trials. Each subject was sorted (post hoc) by prior experience of repeated and/or mild-to-moderate brain injury (RMBI), TBI, or no history (control) and scored for percentage successful delayed recognition (DR) recall on stimulated vs. non-stimulated DMS trials. The subject’s medical history was unknown to the experimenters until after individual subject memory retention results were scored. Results: When examined compared to control subjects, both TBI and RMBI subjects showed increased memory retention in response to both MIMO and MDM-based hippocampal stimulation. Furthermore, effects of stimulation were also greater in subjects who were evaluated as having pre-existing mild-to-moderate memory impairment. Conclusion: These results show that hippocampal stimulation for memory facilitation was more beneficial for subjects who had previously suffered a brain injury (other than epilepsy), compared to control (epilepsy) subjects who had not suffered a brain injury. This study demonstrates that the epilepsy/intracranial recording model can be extended to test the ability of DBS to restore memory function in subjects who previously suffered a brain injury other than epilepsy, and support further investigation into the beneficial effect of DBS in TBI patients. (shrink)

This paper examines the critical role that organizational leaders play in establishing a values based climate. We discuss seven mechanisms by which leaders convey the importance of ethical values to members, and establish the expectations regarding ethical conduct that become engrained in the organizations climate. We also suggest that leaders at different organizational levels rely on different mechanisms to transmit values and expectations. These mechanisms then influence members practices and expectations, further increase the salience of ethical values and result in (...) the shared perceptions that form the organizations climate. The paper is organized in three parts. Part onebegins with a brief discussion of climates regarding ethics and the critical role of values. Part two provides discussion on the mechanisms by which leaders and members transmit values and create climates related to ethics. Part three provides a discussion of these concepts with implications for theory, research, and practice. (shrink)

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

We show that from a supercompact cardinal $\kappa$, there is a forcing extension $V[G]$ that has a symmetric inner model $N$ in which $\mathrm {ZF}+\lnot\mathrm {AC}$ holds, $\kappa$ and $\kappa^{+}$ are both singular, and the continuum function at $\kappa$ can be precisely controlled, in the sense that the final model contains a sequence of distinct subsets of $\kappa$ of length equal to any predetermined ordinal. We also show that the above situation can be collapsed to obtain a model of $\mathrm (...) {ZF}+\lnot\mathrm {AC}_{\omega}$ in which either $\aleph_{1}$ and $\aleph_{2}$ are both singular and the continuum function at $\aleph_{1}$ can be precisely controlled, or $\aleph_{\omega}$ and $\aleph_{\omega+1}$ are both singular and the continuum function at $\aleph_{\omega}$ can be precisely controlled. Additionally, we discuss a result in which we separate the lengths of sequences of distinct subsets of consecutive singular cardinals $\kappa$ and $\kappa^{+}$ in a model of $\mathrm {ZF}$. Some open questions concerning the continuum function in models of $\mathrm {ZF}$ with consecutive singular cardinals are posed. (shrink)

Henry Sheffer’s 1908 Harvard Ph.D. thesis contains an interesting appendix on a central feature of the logical work of his thesis advisor, Josiah Royce. This is the claim in Royce’s 1905 article “The Relations of the Principles of Logic to the Foundations of Geometry” that an unsymmetric ordering relation can be defined on the single symmetric O-relation for which he gives postulates in that paper. Sheffer criticizes Royce’s specific definition from the point of view of the evolving twentieth century conception (...) of axiomatic method and also shows more generally that an unsymmetric1 order relation cannot be defined in the system of the 1905 paper based on the O-relation. In this article I wish to consider the nature.. (shrink)

Why has fiction been so successful over time? We make the case that fiction may have properties that enhance both individual and group-level fitness by (a) allowing risk-free simulation of important scenarios, (b) effectively transmitting solutions to common problems, and (c) enhancing group cohesion through shared consumption of fictive worlds.

For n<ω, we say that theΠn1-reflection principle holds at κ and write Refln if and only if κ is a Πn1-indescribable cardinal and every Πn1-indescribable subset of κ has a Πn1-indescribable proper initial segment. The Πn1-reflection principle Refln generalizes a certain stationary reflection principle and implies that κ is Πn1-indescribable of order ω. We define a forcing which shows that the converse of this implication can be false in the case n=1; that is, we show that κ being Π11-indescribable of (...) order ω need not imply Refl1. Moreover, we prove that if κ is -weakly compact where α<κ+, then there is a forcing extension in which there is a weakly compact set W⊆κ having no weakly compact proper initial segment, the class of weakly compact cardinals is preserved and κ remains -weakly compact. We also formulate several open problems and highlight places in which standard arguments seem to break down. (shrink)

Leadership and the Unmasking of Authenticity presents a philosophic treatment of the core concept of authentic leadership theory, with a view toward illuminating how authors in the history of philosophy have understood authenticity as an ideal for humanity. Such an approach requires a broader view of the historical origins of authenticity and the examination of related ideas such as self-knowledge and deception. The chapters of this volume illuminate the conflict between the contemporary understanding of authenticity and traditional philosophy by revisiting (...) the ideas of thinkers who express self-knowledge as a cornerstone of their philosophy. Tracing the origins of our contemporary concern for authenticity to the writings of 18th century philosopher Jean-Jacques Rousseau, this book explores the key thinkers writing in the wake of Rousseau's emphasis on sincerity, namely Friedrich Nietzsche and Martin Heidegger, to show that their acceptance of authenticity as an ideal for humanity was ambiguous at best. This volume also covers representative authors in the earlier history of philosophy, such as Plato, Niccolò Machiavelli, Francis Bacon, and John Locke. The result is a keen, in-depth analysis of works of philosophy and political philosophy that broach questions of authenticity, self-knowledge, and deception. This critical contribution to authentic leadership theory and the theory of authenticity will be a key resource for both undergraduate and graduate students in the fields of leadership studies, political science and philosophy. Contributors include: J.C. Byham, B.E. Cusher, E.A. Dolgoy, J. Fortier, N.W. Harter, M.A. Menaldo, H. Pedersen, J.M. Warner. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Global Empires and The Roman ImperiumBrent D. ShawP. Fibiger Bang, C. A. Bayly, and W. Scheidel, eds. The Oxford World History of Empire. 2 vols. Oxford: Oxford University Press, 2021; xxviii + 552 pp.; xxxiv + 1,318 pp.The volumes under review are an impressive if unequal diptych. The first, the slimmer of the two, entitled "The Imperial Experience," comprises a series of analytical studies on the creation, management, and (...) ideologies of empires, and forms of resistance to them. The second, "The History of Empires," is a forbidding tome of forty-four specific studies of individual empires and imperial ventures, from Ur III and Middle Kingdom Egypt to the Mongols and the British, ending, naturally, with America's "global imperium." In the analytics, the usual suspects, including Michael Doyle, Frederick Cooper and Jane Burbank, are on display; and the conceptual approaches of Michael Mann and Ernest Gellner are favorite points d'appui. For premodern empires, the ideas of the Maghribi thinker Ibn Khaldūn provide a different focus, so it is heartening to see Bang and others applying them more consistently (e.g., 1:13, 40, 326–9; 2:162, 246–8, 253). Especially for premodern empires, these volumes can be seen as an extension of earlier handbooks devoted to the state, one devoted to the ancient Near Eastern and Mediterranean state and another on ancient empires.1 As an aspect of world history, the endeavor is the culmination of a decades-long project on the history of empires fronted by Peter Bang.2 He has usefully produced detailed historical introductions not only to both volumes, but also to the subsections in each of them. Perhaps not surprisingly, empire turns out to be a virile enterprise. As Ian Morris notes, "the story of empire... is so strongly gendered that it [End Page 505] seems reasonable to call rulers and commanders 'he' throughout" (1:162 n. 14). The muscular subject is mirrored by its principal actors and by its students. All the editors are men. Reflecting the same balance, out of the forty-five authors of individual studies in the large history of empires volume, there are five (lonely) female voices. In both volumes, women as subjects of empire are, for all intents and purposes, absent.3From the perspective of an historian who has actually worked on the history of an empire, it must be plainly stated that almost all of the theories, adequately reviewed by Bang (1:20–48), are worth about as much as the paper or pixilated screens on which they have been written. Obvious and serious exceptions to every one of the definitions and hypotheticals abound. In fact, a fair number of the exemplary histories in the second volume do not obey the strictures of most of the theories advanced in the first. So it is with a sense of relief that one turns from theory to the hard quantities offered by Walter Scheidel (1:chap. 2). To a considerable degree, his analysis depends on the well-known measurements made by Rein Taagepera. Rather alarmingly, Taagepera counted as an empire "any large sovereign political entity whose components are not sovereign," say, like the well-known empires of Algeria, Finland, or Canada.4 What an analysis of these global entities confirms is that size or orders of magnitude mattered, and that the first entities to count as empires emerged in the 7th to 5th centuries bce in southwestern Asia (1:53; 2:161, 245). The neo-Assyrian empire was the first super-large territorial state and its successor, the Achaemenid empire, was the first "hyper-power without rival" (1:172; 2:83, 111, 161). Subsequent premodern empires were able to reach higher levels of millions of square kilometers of territory and larger populations of dozens of millions of subjects nominally under their aegis. The magnitudes reached by a given generation of super-states set base-lines above which a successor might be able to reach greater sophistication of rule, numbers of subjects, and extent of territory. In some cases, being able to piggy-back on existing empires, they were able to skip early developmental stages and to advance quickly to imperial status, as a succession... (shrink)

In the opening sentence of his Methods of Logic, W. V. O. Quine writes, “Logic is an old subject, and since 1879 it has been a great one.”1 Quine is referring to the year in which Gottlob Frege presented his Begriffschrift, or “concept-script,” one of the first published accounts of a logical system or calculus with quantification and a function-argument analysis of propositions. There can be no doubt as to the importance of these introductions, and, indeed, Frege’s orientation and advances, (...) if not his particular system, have proven to be highly significant for much of mathematical logic and research pertaining to the foundations of mathematics. Nevertheless, Quine’s assessment, often repeated, obscures other.. (shrink)

The World around the Old Testament: The People and Places of the Ancient Near East. Edited by Bill T. Arnold and Brent A. Strawn. Grand Rapids: Baker Academic, 2016. Pp. xxvii + 531, illus. $49.99.

Profiles of art education in nineteen countries around the world by citizens or longtime residents of those countries comprise the core of this book. Guidelines for the cross-cultural study of art education are presented by the editors in a general introduction and three part introductions, and also by contributing specialists. The nineteen national profiles, with accompanying examples of children's artwork, make up the largest section of the book, Part II. The three chapters in Part I review research that has identified, (...) on one hand, certain universal characteristics of children's artwork attributable to common human stages of development, and, on the other hand, certain differing and unique cultural influences. The need for further research on this distinction is emphasized. Contributors to Part I are Elliot W. Eisner, William Ives and Howard Gardner, and Marjorie and Brent Wilson. The three chapters in Part III discuss three major problems in art education: the use of museum visits, the worldwide attempt to establish valid tests of teacher and pupil proficiency in art, and the design of sound and useful cross-cultural research. Resources for such research are described. Contributors to Part III are Robert Ott and Lois Swan Jones, William Bradley, and Frances E. Anderson. Professionals and students in art education can broaden their perspective through Art in Education, while their counterparts in child development and psychology can gain insights into the creative process. Profiles: Western Europe—England,Finland, Germany, Netherlands; Eastern Europe—Hungary, Poland, Soviet Union; Middle East and South Asia Afghanistan, Egypt, India, Israel; East Asia and the Pacific Australia, China, Japan; Africa—Ghana, Nigeria, South Africa; The Americas—Brazil, United States. (shrink)

When an organization is pressured to respond to moral expressions in capital, consumer and labor markets, it faces a dilemma of how to respond. Should Shell have given in to Greenpeace in deciding how to dispose of the Brent Spar Oil Rig? Should Cracker Barrel give in to pressures to fire homosexual employees? Firms should consider the nature of the moral expressions pressuring them in deciding how to respond. Moral expressions can be divided into three descriptive categories: Benign, Disputed (...) and Problematic. Each carries different implications for corporate action and in some cases will justify corporate resistance to moral expressions by stakeholders. In order to appropriately respond to moral pressures, firms should first engage in a process of discovery aimed at identifying moral pressures relevant to the firmös missions and objectives and then engage in a process of justification concerning their responses. Such a conclusion is consistent with important trends of contemporary thought in ethics and political philosophy and is strongly supported by Kantian analysis. (shrink)

In information societies, operations, decisions and choices previously left to humans are increasingly delegated to algorithms, which may advise, if not decide, about how data should be interpreted and what actions should be taken as a result. More and more often, algorithms mediate social processes, business transactions, governmental decisions, and how we perceive, understand, and interact among ourselves and with the environment. Gaps between the design and operation of algorithms and our understanding of their ethical implications can have severe consequences (...) affecting individuals as well as groups and whole societies. This paper makes three contributions to clarify the ethical importance of algorithmic mediation. It provides a prescriptive map to organise the debate. It reviews the current discussion of ethical aspects of algorithms. And it assesses the available literature in order to identify areas requiring further work to develop the ethics of algorithms. (shrink)

The work reported in this monograph was begun in the winter of 1967 in a graduate seminar at Berkeley. Many of the basic data were gathered by members of the seminar and the theoretical framework presented here was initially developed in the context of the seminar discussions. Much has been discovered since1969, the date of original publication, regarding the psychophysical and neurophysical determinants of universal, cross-linguistic constraints on the shape of basic color lexicons, and something, albeit less, can now also (...) be said with some confidence regarding the constraining effects of these language-independent processes of color perception and conceptualization on the direction of evolution of basic color term lexicons. (shrink)

Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for teaching. Conceptually, (...) this book is unique in the educational literature. As a whole, it presents an overview of the major underlying philosophical and ideological concepts and traditions related to knowledge, learning, and teaching in the Western world, concisely introducing readers to the central historical and contemporary discourses that shape current discussions and beliefs in the field. Because the organization of historical, philosophical, theoretical, and etymological information is around key conceptual divergences in Western thought rather than any sort of chronology, this text is not a linear history, but several histories--or, more precisely, it is a genealogy. Specifically, it is developed around breaks in opinion that gave or are giving rise to diverse interpretations of knowledge, learning, and teaching--highlighting historical moments in which vibrant new figurative understandings of teaching emerged and moments at which they froze into literalness. The book is composed of two sorts of chapters, "branching" and "teaching." Branching chapters include an opening treatment of the break in opinion, separate discussions of each branch, and a summary of the common assumptions and shared histories of the two branches. Teaching chapters offer brief etymological histories and some of the practical implications of the terms for teaching that were coined, co-opted, or redefined within the various traditions. Inventions of Teaching: A Genealogy is an essential text for senior undergraduate and graduate courses in curriculum studies and foundations of teaching and is highly relevant as well for students, faculty, and researchers across the field of education. (shrink)

For much of the past two centuries, religion has been understood as a universal phenomenon, a part of the “natural” human experience that is essentially the same across cultures and throughout history. Individual religions may vary through time and geographically, but there is an element, religion, that is to be found in all cultures during all time periods. Taking apart this assumption, Brent Nongbri shows that the idea of religion as a sphere of life distinct from politics, economics, or (...) science is a recent development in European history—a development that has been projected outward in space and backward in time with the result that religion now appears to be a natural and necessary part of our world. Examining a wide array of ancient writings, Nongbri demonstrates that in antiquity, there was no conceptual arena that could be designated as “religious” as opposed to “secular.” Surveying representative episodes from a two-thousand-year period, while constantly attending to the concrete social, political, and colonial contexts that shaped relevant works of philosophers, legal theorists, missionaries, and others, Nongbri offers a concise and readable account of the emergence of the concept of religion. (shrink)

For much of the past two centuries, religion has been understood as a universal phenomenon, a part of the “natural” human experience that is essentially the same across cultures and throughout history. Individual religions may vary through time and geographically, but there is an element, religion, that is to be found in all cultures during all time periods. Taking apart this assumption, Brent Nongbri shows that the idea of religion as a sphere of life distinct from politics, economics, or (...) science is a recent development in European history—a development that has been projected outward in space and backward in time with the result that religion now appears to be a natural and necessary part of our world. Examining a wide array of ancient writings, Nongbri demonstrates that in antiquity, there was no conceptual arena that could be designated as “religious” as opposed to “secular.” Surveying representative episodes from a two-thousand-year period, while constantly attending to the concrete social, political, and colonial contexts that shaped relevant works of philosophers, legal theorists, missionaries, and others, Nongbri offers a concise and readable account of the emergence of the concept of religion. (shrink)

Using clear language and numerous examples, each chapter of this guide analyses an individual plateau from Deleuze and Guattari's A Thousand Plateaus, interpreting the work for students and scholars.

Two studies tested the relationship between three facets of personality—conscientiousness, agreeableness, and openness to experience—as well as moral identity, on individuals’ ethical ideology. Study 1 showed that moral personality and the centralityof moral identity to the self were associated with a more principled (versus expedient) ethical ideology in a sample of female speech therapists. Study 2 replicated these findings in a sample of male and female college students, and showed that ideology mediated therelationship between personality, moral identity, and two organizationally (...) relevant outcomes: organizational citizenship behavior and the propensity to morally disengage. Implications for business ethics are discussed. (shrink)

Two studies tested the relationship between three facets of personality—conscientiousness, agreeableness, and openness to experience—as well as moral identity, on individuals’ ethical ideology. Study 1 showed that moral personality and the centralityof moral identity to the self were associated with a more principled (versus expedient) ethical ideology in a sample of female speech therapists. Study 2 replicated these findings in a sample of male and female college students, and showed that ideology mediated therelationship between personality, moral identity, and two organizationally (...) relevant outcomes: organizational citizenship behavior and the propensity to morally disengage. Implications for business ethics are discussed. (shrink)

Income inequality in the US has now reached levels not seen since the 1920s. Management, as a field of scholarly inquiry, has the potential to contribute in significant ways to our understanding of recent inequality trends. We review and assess recent research, both in the management literature and in other fields. We then delineate a conceptual framework that highlights the mechanisms through which business practice may be linked to income inequality. We then outline four general areas in which management scholars (...) are uniquely positioned to contribute to ongoing research: data and description, organizational dynamics, collective action, and value flows and tradeoffs. To stimulate future research, we highlight a number of relevant research questions and link these questions to existing management research streams that could be leveraged to address them. (shrink)

Charles Sanders Peirce was born in September 1839 and died five months before the guns of August 1914. He is perhaps the most important mind the United States has ever produced. He made significant contributions throughout his life as a mathematician, astronomer, chemist, geodesist, surveyor, cartographer, metrologist, engineer, and inventor. He was a psychologist, a philologist, a lexicographer, a historian of science, a lifelong student of medicine, and, above all, a philosopher, whose special fields were logic and semiotics. He is (...) widely credited with being the founder of pragmatism. In terms of his importance as a philosopher and a scientist, he has been compared to Plato and Aristotle. He himself intended "to make a philosophy like that of Aristotle." Peirce was also a tormented and in many ways tragic figure. He suffered throughout his life from various ailments, including a painful facial neuralgia, and had wide swings of mood which frequently left him depressed to the state of inertia, and other times found him explosively violent. Despite his consistent belief that ideas could find meaning only if they "worked" in the world, he himself found it almost impossible to make satisfactory economic and social arrangements for himself. This brilliant scientist, this great philosopher, this astounding polymath was never able, throughout his long life, to find an academic post that would allow him to pursue his major interest, the study of logic, and thus also fulfill his destiny as America's greatest philosopher. Much of his work remained unpublished in his own time, and is only now finding publication in a coherent, chronologically organized edition. Even more astounding is that,despite many monographic studies, there has been no biography until now, almost eighty years after his death. Brent has studied the Peirce papers in detail and enriches his account with numerous quotations from letters by Peirce and by his friends. This is a fascinating account of a p. (shrink)

This special issue on what some regard as a crisis of replicability in cognitive science (i.e. the observation that a worryingly large proportion of experimental results across a number of areas cannot be reliably replicated) is informed by three recent developments. -/- First, philosophers of mind and cognitive science rely increasingly on empirical research, mainly in the psychological sciences, to back up their claims. This trend has been noticeable since the 1960s (see Knobe, 2015). This development has allowed philosophers to (...) draw on a wider range of relevant resources, but it also makes them vulnerable to relying on claims that may not survive further scrutiny. If we have reasons to believe that a large proportion of findings in the psychological sciences cannot be reliably replicated, this would be a problem for philosophers who use such findings in their work. Second, philosophers are increasingly designing and carrying out their own experiments to back up claims, or to test claims earlier made from the armchair, for example, on the perceived permissibility of diverting trolleys or on the nature of free will. This growing field of experimental philosophy has diversified the intellectual field in philosophy, but may also be vulnerable to issues of replicability that philosophers did not face before. -/- Third, the recent evidence of apparently widespread non-replicability in the social sciences (and other fields) has forced philosophers of science to grapple with long standing questions from their field from a new perspective. To what extent does replicability matter for theory construction? How do the notions of replicability and scientific progress interact? How can normative insights from philosophy of science be used in order to improve scientific practice? -/- It is with these three developments in mind—the increasing importance of empirically-informed philosophy, of experimental philosophy, and of philosophy of science around replicability—that this special issue has been conceived. (shrink)

The underlying structures that are common to the world's languages bear an intriguing connection with early emerging forms of “core knowledge” (Spelke & Kinzler, 2007), which are frequently studied by infant researchers. In particular, grammatical systems often incorporate distinctions (e.g., the mass/count distinction) that reflect those made in core knowledge (e.g., the non-verbal distinction between an object and a substance). Here, I argue that this connection occurs because non-verbal core knowledge systematically biases processes of language evolution. This account potentially explains (...) a wide range of cross-linguistic grammatical phenomena that currently lack an adequate explanation. Second, I suggest that developmental researchers and cognitive scientists interested in (non-verbal) knowledge representation can exploit this connection to language by using observations about cross-linguistic grammatical tendencies to inspire hypotheses about core knowledge. (shrink)

The underlying structures that are common to the world's languages bear an intriguing connection with early emerging forms of “core knowledge”, which are frequently studied by infant researchers. In particular, grammatical systems often incorporate distinctions that reflect those made in core knowledge. Here, I argue that this connection occurs because non-verbal core knowledge systematically biases processes of language evolution. This account potentially explains a wide range of cross-linguistic grammatical phenomena that currently lack an adequate explanation. Second, I suggest that developmental (...) researchers and cognitive scientists interested in knowledge representation can exploit this connection to language by using observations about cross-linguistic grammatical tendencies to inspire hypotheses about core knowledge. (shrink)

Ethicists are typically willing to grant that thick terms (e.g. ‘courageous’ and ‘murder’) are somehow associated with evaluations. But they tend to disagree about what exactly this relationship is. Does a thick term’s evaluation come by way of its semantic content? Or is the evaluation pragmatically associated with the thick term (e.g. via conversational implicature)? In this paper, I argue that thick terms are semantically associated with evaluations. In particular, I argue that many thick concepts (if not all) conceptually entail (...) evaluative contents. The Semantic View has a number of outspoken critics, but I shall limit discussion to the most recent--Pekka Väyrynen--who believes that objectionable thick concepts present a problem for the Semantic View. After advancing my positive argument in favor of the Semantic View (section II), I argue that Väyrynen’s attack is unsuccessful (section III). One reason ethicists cite for not focusing on thick concepts is that such concepts are supposedly not semantically evaluative whereas traditional thin concepts (e.g. good and wrong) are. But if my view is correct, then this reason must be rejected. (shrink)

What makes a consensus among scientists credible and convincing? This paper introduces the notion of a "hard-won" consensus and uses examples from recent debates over climate change science to show that this heuristic standard for evaluating the quality of a consensus is widely shared. The extent to which a consensus is "hard won" can be understood to depend on the personal qualities of the participating experts; the article demonstrates the continuing utility of the norms of modern science introduced by Robert (...) K. Merton by showing that individuals on both sides of the climate science debate rely intuitively on Mertonian ideas—interpreted in terms of character—to frame their arguments. (shrink)

Recent work on interpretability in machine learning and AI has focused on the building of simplified models that approximate the true criteria used to make decisions. These models are a useful pedagogical device for teaching trained professionals how to predict what decisions will be made by the complex system, and most importantly how the system might break. However, when considering any such model it’s important to remember Box’s maxim that "All models are wrong but some are useful." We focus on (...) the distinction between these models and explanations in philosophy and sociology. These models can be understood as a "do it yourself kit" for explanations, allowing a practitioner to directly answer "what if questions" or generate contrastive explanations without external assistance. Although a valuable ability, giving these models as explanations appears more difficult than necessary, and other forms of explanation may not have the same trade-offs. We contrast the different schools of thought on what makes an explanation, and suggest that machine learning might benefit from viewing the problem more broadly. (shrink)

This paper proposes a new Separabilist account of thick concepts, called the Expansion View (or EV). According to EV, thick concepts are expanded contents of thin terms. An expanded content is, roughly, the semantic content of a predicate along with modifiers. Although EV is a form of Separabilism, it is distinct from the only kind of Separabilism discussed in the literature, and it has many features that Inseparabilists want from an account of thick concepts. EV can also give non-cognitivists a (...) novel escape from the Anti-Disentangling Argument. §I explains the approach of all previous Separabilists, and argues that there’s no reason for Separabilists to take this approach. §II explains EV. §III fends off objections. And §IV explains how non-cognitivist proponents of EV can escape the Anti-Disentangling Argument. (shrink)

It has long been known that scientists have a tendency to conduct experiments in a way that brings about the expected outcome. Here, we provide the first direct demonstration of this type of experimenter bias in experimental philosophy. Opposed to previously discovered types of experimenter bias mediated by face-to-face interactions between experimenters and participants, here we show that experimenters also have a tendency to create stimuli in a way that brings about expected outcomes. We randomly assigned undergraduate experimenters to receive (...) two different hypotheses about folk intuitions of consciousness, and then asked them to design experiments based on their hypothesis. Specifically, experimenters generated sentences ascribing intentional and phenomenal mental states to groups, which were later rated by online participants for naturalness. We found a significant interaction between experimenter hypothesis and participant ratings indicating a general tendency for experimenters to obtain the result that they expected. These results indicate that experimenter bias is a real problem in experimental philosophy since the methods and design employed here mirror the predominant survey methods of the field as a whole. The bearing of the current results on Knobe and Prinz’s :67–83, 2008) group mind hypothesis is discussed, and new methods for avoiding experimenter bias are proposed. (shrink)