Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki)
Assistant editors: Tarna Kannisto, Päivi Seppälä, Alessandra Basso
386 found
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  1. added 2017-11-18
    Social Preference Under Twofold Uncertainty.Philippe Mongin & Marcus Pivato - manuscript
    We investigate the conflict between the ex ante and ex post criteria of social welfare in a new framework of individual and social decisions, which distinguishes between two sources of uncertainty, here interpreted as an objective and a subjective source respectively. This framework makes it possible to endow the individuals and society not only with ex ante and ex post preferences, as is usually done, but also with interim preferences of two kinds, and correspondingly, to introduce interim forms of the (...)
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  2. added 2017-11-18
    Ordinary Men: Genocide, Determinism, Agency, and Moral Culpability.Nigel Pleasants - forthcoming - Philosophy of the Social Sciences:004839311773997.
    In the space of their 16-month posting to Poland, the 500 men of Police Battalion 101 genocidally massacred 38,000 Jews by rifle and pistol fire. Although they were acting as members of a formal security force, these men knew that they could avoid participation in killing operations with impunity, and a substantial minority did so. Why, then, did so many participate in the genocidal killing when they knew they did not have to? Landmark historical studies by Christopher Browning and Daniel (...)
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  3. added 2017-11-18
    Philosophy Bakes No Bread.Babette Babich - forthcoming - Philosophy of the Social Sciences:004839311774082.
    Far from baking bread, far from practical applicability, philosophy traditionally sought to explain the world, ideally so. Thus, when Marx argued that it was high time philosophy “change the world,” his was a revolutionary challenge. Today, philosophy is an analytic affair and analytic philosophers seek less to explain the world than to squirrel out arguments or, more descriptively, to resolve the minutiae of this or that name problem. Faced with diminishing student demand, analytic philosophers have taken to urging that everyone (...)
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  4. added 2017-11-18
    On Tacit Knowledge for Philosophy of Education.Belas Oliver - forthcoming - Studies in Philosophy and Education:1-19.
    This article offers a detailed reading Gascoigne and Thornton’s book Tacit Knowledge, which aims to account for the tacitness of tacit knowledge while preserving its status as knowledge proper. I take issue with their characterization and rejection of the existential-phenomenological Background—which they presuppose even as they dismiss—and their claim that TK can be articulated “from within”—which betrays a residual Cartesianism, the result of their elision of conceptuality and propositionality. Knowledgeable acts instantiate capacities which we might know we have and of (...)
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  5. added 2017-11-17
    Education and the Free Will Problem: A Spinozist Contribution.Johan Dahlbeck - forthcoming - Journal of Philosophy of Education.
    In this Spinozist defence of the educational promotion of students’ autonomy I argue for a deterministic position where freedom of will is deemed unrealistic in the metaphysical sense, but important in the sense that it is an undeniable psychological fact. The paper is structured in three parts. The first part investigates the concept of autonomy from different philosophical points of view, looking especially at how education and autonomy intersect. The second part focuses on explicating the philosophical position of causal determinism (...)
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  6. added 2017-11-17
    Re‐Envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education.Michalinos Zembylas - forthcoming - Journal of Philosophy of Education.
    This article takes up Arendt's ‘aporetic’ framing of human rights as well as Rancière's critique and suggests that reading them together may offer a way to re-envision human rights and human rights education —not only because they make visible the perplexities of human rights, but also in that they call for an agonistic understanding of rights; namely, the possibility to make new and plural political and ethical claims about human rights as practices that can be evaluated critically rather than taken (...)
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  7. added 2017-11-16
    The Refuge of the Academy: Response to Socrates Tenured.Raphael Sassower - forthcoming - Philosophy of the Social Sciences.
    In response to and as an elaboration on Robert Frodeman and Adam Briggle’s Socrates Tenured, I wish to recognize the notion of practical philosophers as both public intellectuals and as those who may find refuge in the academy in order to shed the pretense of expertise, on the one hand, and the esoteric engagement with topics irrelevant to the affairs of contemporary culture, on the other.
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  8. added 2017-11-16
    Strawmen at the Symposium: A Response.Robert Frodeman & Adam Briggle - forthcoming - Philosophy of the Social Sciences.
    In this essay, we reply to the five commentaries offered of our 2016 book, Socrates Tenured: The Institutions of 21st Century Philosophy. We argue that, in a recursive fashion, those commentaries exemplify the thesis of our book – that contemporary philosophy has a blind spot concerning the philosophical priors of its status as an institution. That is, 20th and now 21st century philosophy has limited metaphilosophy to being an exclusively theoretical exercise, neglecting to also pursue a ‘philosophy of philosophy’ in (...)
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  9. added 2017-11-16
    From Self-Reliance to That Which Relies: Emerson and Critique as Self-Criticism.Niklas Forsberg - forthcoming - Educational Philosophy and Theory:1-10.
    How is one to navigate between a thinking grounded in the individual and a claim for communality? In Emerson, this kind of difficulty comes into view in familiar sentences such as Speak your latent conviction, and it shall be the universal sense.’ How does the relationship between the personal and the universal look and function? In this paper, it is argued that Emerson may bring us clarity regarding the difficulties we are facing when it comes to questions about how we (...)
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  10. added 2017-11-16
    Nothing Much for Philosophers.Eric Schliesser - forthcoming - Philosophy of the Social Sciences.
    In this article, I argue that by discarding the significance of philosophical methods and tools, the picture of field philosophy offered in Socrates Tenured is more akin to public interest consulting than to philosophy.
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  11. added 2017-11-16
    The Trial of Socrates That Never Ends: An Introduction to the Socrates Tenured Symposium.Steve Fuller - forthcoming - Philosophy of the Social Sciences.
    This introduction to the Socrates Tenured symposium reflects on the history of philosophy’s institutionalization as a specialized academic discipline, noting its relative recency in the English-speaking world. Despite occasionally paying lip service to its German idealist origins, philosophy in the United States is best understood as an extension of the Neo-Kantian world-view which came to dominate German academic life after Hegel’s death. Socrates Tenured aims to buck this trend toward philosophy’s academic specialization by a strategy that bears interesting comparison with (...)
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  12. added 2017-11-15
    From Policies to Principles: The Effects of Campus Climate on Academic Integrity, a Mixed Methods Study.Ryan L. Young, Graham N. S. Miller & Cassie L. Barnhardt - forthcoming - Journal of Academic Ethics:1-17.
    This mixed methods study examines how college students’ perceptions and experiences affect their understanding of academic integrity. Using qualitative and quantitative responses from the Personal and Social Responsibility Institutional Inventory, both quantitative and qualitative results demonstrate that while campuses may see a reduction in overall levels of cheating when punitive academic integrity policies are present, students may develop higher levels of personal and academic integrity through the use of more holistic and community-focused practices.
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  13. added 2017-11-15
    When Fact Conceals Privilege: Teaching the Reality of Disability.Taylor Ashley - 2017 - Educational Theory 67 (2):131-151.
    Disability studies in education scholars have discussed the need to engage students, and certainly preservice teachers, in critical discussion of disability as a concept. To better understand what such critical discussion entails, Ashley Taylor examines the pedagogical implications of promoting an understanding of disability as a shared experience of being human. In particular, Taylor is concerned with how the appeal to a shared experience of disability might contribute to or impede students' development of critical attitudes toward ableist social and educational (...)
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  14. added 2017-11-15
    Following One's Nose in Reading W. G. Sebald Allegorically: Currere and Invisible Subjects.Teresa Strong‐Wilson - 2017 - Educational Theory 67 (2):153-171.
    In education, we are concerned with the teaching and learning of subjects, but the word “subject” can refer to the discipline being studied as well as the individual who is studying. In this essay, Teresa Strong-Wilson explores this “double entendre” of curriculum studies through the analogy afforded by German author-in-exile W. G. Sebald's working through of difficult subjects by way of semi-autobiographical writing that takes the form of an “invisible subject”: a preoccupation with an unnamed injustice entangled with his own (...)
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  15. added 2017-11-15
    When to Teach for Belief: A Tempered Defense of the Epistemic Criterion.Tillson John - 2017 - Educational Theory 67 (2):173-191.
    Michael Hand has defended the “epistemic criterion” for “directive and nondirective teaching” in his 2008 Educational Theory article, “What Should We Teach as Controversial? A Defense of the Epistemic Criterion,” as well as subsequent pieces. Here, John Tillson defends use of the epistemic criterion in the case of what he calls “momentous propositions,” but he rejects two of Hand's key arguments in support of the criterion. This rethinking comes in light of important contributions to the debate made by Bryan Warnick (...)
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  16. added 2017-11-15
    Stanley Cavell and the Education of Grownups.David Macarthur - 2017 - Educational Theory 67 (2):215-224.
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  17. added 2017-11-15
    Towards a Realist Sociology of Education: A Polyphonic Review Essay.Michael Grenfell, Susan Hood, Brian D. Barrett & Dan Schubert - 2017 - Educational Theory 67 (2):193-208.
    This review essay evaluates Karl Maton's Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with “discoveries” from the world of systemic functional linguistics to produce a new “realist sociology of education.” It does so by means of Legitimation (...)
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  18. added 2017-11-15
    Global Philosophy: What Philosophy Ought to Be.Aloni Nimrod - 2017 - Educational Theory 67 (2):209-214.
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  19. added 2017-11-14
    Self-Cultivation and the Legitimation of Power: Governing China Through Education.Bin Wu & Nesta Devine - forthcoming - Educational Philosophy and Theory:1-11.
    A revival of Confucianism in post-Mao China helped the government legitimate its power in the face of a new socio-political and economic situation. This paper specifically explores the role of Confucian self-cultivation in China’s governance. Drawing on Beetham’s theory of legitimation of power and Weber’s tri-typology of authority, we argue that self-cultivation, appealing to ingrained cultural values and traditions, fulfils the criteria of legitimation of power through two principles, namely, differentiation and community interest. In the context of suzhi education and (...)
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  20. added 2017-11-14
    Education as Philosophies of Engagement.Michael A. Peters, Tina Besley & Jayne White - forthcoming - Educational Philosophy and Theory:1-4.
    This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.
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  21. added 2017-11-13
    Philosophy, Neuroscience and Pre-Service Teachers’ Beliefs in Neuromyths: A Call for Remedial Action.Minkang Kim & Derek Sankey - forthcoming - Educational Philosophy and Theory:1-14.
    Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By contrast, this article views the presence of neuromyths in education as a call for remedial action, including philosophical action. (...)
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  22. added 2017-11-13
    Psycho-Politicising Educational Subjectivity: A Posthumanist Consideration of Rancière and Lacan.Kabgani Sajad, Niesche Richard & N. Gulson Kalervo - forthcoming - Educational Philosophy and Theory:1-12.
    Drawing on the aesthetic theory of Jacques Rancière and the Lacanian conception of lack, this paper offers an intervention into the notion of subjectivity which can be applied in critical studies of education. Critiquing the progressive and knowledge-oriented ideology of neoliberal systems, Rancière depicts a world in which politics turns out to delimit the subject’s perceptual experience and in this way, argues that what remains out of this ideological demarcation is susceptible to a challenge of the social order on which (...)
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  23. added 2017-11-13
    Collingwood, Bradley, and Critical History.Robert F. DeVall - 2017 - Journal of the Philosophy of History 11 (3):378-390.
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  24. added 2017-11-13
    Reading The Idea of History Through The Principles of Art: Collingwood on Communication and Emotions.Parysa Clare Mostajir - 2017 - Journal of the Philosophy of History 11 (3):358-377.
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  25. added 2017-11-13
    “Was He Right?” R. G. Collingwood’s Rapprochement Between Philosophy and History.Christopher Fear - 2017 - Journal of the Philosophy of History 11 (3):408-424.
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  26. added 2017-11-13
    L. S. Klejn and R. G. Collingwood on History, Archaeology, and Detection.Stephen Leach - 2017 - Journal of the Philosophy of History 11 (3):391-407.
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  27. added 2017-11-13
    R. G. Collingwood and the Presence of the Past.Ahlskog Jonas - 2017 - Journal of the Philosophy of History 11 (3):289-305.
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  28. added 2017-11-13
    Collingwood, Scientism and Historicism.Giuseppina D’Oro & James Connelly - 2017 - Journal of the Philosophy of History 11 (3):275-288.
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  29. added 2017-11-13
    Why Re-Enactment is Not Empathy, Once and for All.Tyson Retz - 2017 - Journal of the Philosophy of History 11 (3):306-323.
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  30. added 2017-11-13
    Is Collingwood a Historicist? Remarks on Leo Strauss’s Critique of Collingwood’s Philosophy of History.Sophie Marcotte Chénard - 2017 - Journal of the Philosophy of History 11 (3):324-341.
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  31. added 2017-11-13
    Collingwood, Idealism, Realism, and the Possibility of Historical Knowledge.Timothy C. Lord - 2017 - Journal of the Philosophy of History 11 (3):342-357.
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  32. added 2017-11-12
    A Right to Work and Fair Conditions of Employment.Kory Schaff - 2017 - In Fair Work: Ethics, Social Policy, Globalization. London: Rowman and Littlefield, Intl.. pp. 41-55.
  33. added 2017-11-11
    Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom. By Hilary Cremin and Terence Bevington. Pp. 174. London, Routledge. 2017. £24.99 . ISBN 9781138235649. [REVIEW]Kevin Kester - forthcoming - British Journal of Educational Studies:1-4.
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  34. added 2017-11-11
    Testing Times. Success, Failure and Fiasco in Education Policy in Wales Since Devolution. By Philip Dixon. Pp 180. Cardiff, Wales Academic Press. 2016. £17.99 . ISBN 978-1860571244. [REVIEW]John Howlett - forthcoming - British Journal of Educational Studies:1-3.
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  35. added 2017-11-11
    Everyone Just Has Their Own Opinion.Anne Burkard - 2017 - Teaching Philosophy 40 (3):297-322.
    This article discusses strategies for responding to students’ metaphilosophical scepticism. It includes responses to a survey which asked philosophy teachers about their experiences with various forms of scepticism in their classrooms. In specifying the phenomenon, I point out features which often characterise introductory philosophy courses both in secondary schools and at the university level. I argue that these features make student scepticism particularly challenging. Secondly, I describe a central objective of doing philosophy, and highlight three basic pedagogical principles. I argue (...)
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  36. added 2017-11-11
    The Socratic Note Taking Technique.Mark Walker, David Trafimow & Jamie Bronstein - 2017 - Teaching Philosophy 40 (3):341-365.
    The notion of Socratic Note Taking is introduced to enhance students’ learning from assigned readings. SNT features students asking questions and answering their own questions while doing the readings. To test the effectiveness of SNT, half the students from two sections of a philosophy course were assigned SNT on alternating weeks. Quizzes each week alternated between the two classes as either high or low stakes in a counterbalanced format. The design was a 2 x 2 x 2 within-participants factorial. On (...)
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  37. added 2017-11-11
    Metaphysics: A Contemporary Introduction, 4th Edition, by Michael J. Loux and Thomas M. Crisp.Dana Delibovi - 2017 - Teaching Philosophy 40 (3):391-394.
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  38. added 2017-11-11
    Analysing Thought Experiments.Jan Willem Wieland & Matthijs Endt - 2017 - Teaching Philosophy 40 (3):367-383.
    Philosophers such as Gettier, Frankfurt, and Thomson are famous for their thought experiments. This makes one wonder: how did they invent their cases? Were they just lucky to devise a good case, or did they follow some basic rules that are available to all of us? In this paper, we argue for the latter answer by presenting a guidebook for analysing thought experiments. Our guidebook clearly specifies which factors should be included in a thought experiment, and which factors should be (...)
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  39. added 2017-11-11
    Philosophy of Science for Scientists, by Lars-Göran Johansson; and The Nature of Scientific Knowledge: An Explanatory Approach, by Kevin McCain.David Boersema - 2017 - Teaching Philosophy 40 (3):385-389.
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  40. added 2017-11-11
    Using Familiar Themes to Introduce Chinese Philosophy in Tradition Courses.Paul J. D'Ambrosio & Timothy Connolly - 2017 - Teaching Philosophy 40 (3):323-340.
    A number of recent scholarly works in Chinese philosophy approach Chinese texts and thinkers by incorporating them into longstanding issues and debates in the Western philosophical tradition. While the merits of this approach have received much discussion among those working in Chinese philosophy, it also has the potential to reach those outside the field whose research or teaching focuses on the debates and issues. In this article we look at the issue of using Chinese philosophy in courses on contemporary philosophical (...)
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  41. added 2017-11-11
    Chinese Philosophy: An Introduction, by Ronnie Littlejohn.Paul J. D'Ambrosio - 2017 - Teaching Philosophy 40 (3):389-391.
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  42. added 2017-11-10
    Humans, Animals and the World We Inhabit—On and Beyond the Symposium ‘Second Nature, Bildung and McDowell: David Bakhurst's The Formation of Reason’.Koichiro Misawa - forthcoming - Journal of Philosophy of Education.
    David Bakhurst's 2011 book ‘The Formation of Reason’ explores the philosophy of John McDowell in general and the Aristotelian notion of second nature more specifically, topics to which philosophers of education have not yet given adequate attention. The book's widespread appeal led to the symposium ‘Second Nature, Bildung and McDowell: David Bakhurst's The Formation of Reason’, which appeared in the first issue of the 50th anniversary volume of the Journal of Philosophy of Education in 2016. Despite its obvious educational relevance, (...)
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  43. added 2017-11-09
    Education is Mutual: In Search of the Ideal Interpretation.Stoupel Vladimir & Ingolfsson Judith - forthcoming - Educational Philosophy and Theory:1-5.
    The question that should be posed at this time is the following: Does every artist have an audience? It is not so long since the era of totalitarian regimes, when many composers had almost no access or nearly no access to an audience. But ideally, every composition should have a chance to be presented to a wider public. At that moment, the composition is entirely dependent on its interpretation, which determines to what extent the audience will accept the unknown work. (...)
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  44. added 2017-11-09
    A Far From Simple Introduction to Communication. [REVIEW]Itay Shani - 2016 - Philosophy of the Social Sciences 47 (6):481-491.
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  45. added 2017-11-08
    The Teacher is a Learner: Dewey on Aims in Education.Atli Harðarson - forthcoming - Educational Philosophy and Theory:1-10.
    In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: education serves predefined aims; Education serves aims that are external to the process of education; and Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he saw the aims (...)
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  46. added 2017-11-08
    Confucius’ Junzi : The Conceptions of Self in Confucian.Jinhua Song & Xiaomin Jiao - forthcoming - Educational Philosophy and Theory:1-9.
    Confucius reinvented the concept of Junzi (君子), an idea of personhood which invites continual assessment whether the concerns people were once devoted to are worthy of ongoing devotion, and how they make a place in the world—a place where they hope they can exercise some governance in their lives. Junzi (君子)is a agent, and has the properties and powers to monitor their lives, and to contribute to societal transformation. Cultivating a person is centrally involved in the politics of subjectivity, in (...)
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  47. added 2017-11-08
    Networks of Gene Regulation, Neural Development and the Evolution of General Capabilities, Such as Human Empathy.Alfred Gierer - 1998 - Zeitschrift Für Naturforschung C - A Journal of Bioscience 53:716-722.
    A network of gene regulation organized in a hierarchical and combinatorial manner is crucially involved in the development of the neural network, and has to be considered one of the main substrates of genetic change in its evolution. Though qualitative features may emerge by way of the accumulation of rather unspecific quantitative changes, it is reasonable to assume that at least in some cases specific combinations of regulatory parts of the genome initiated new directions of evolution, leading to novel capabilities (...)
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  48. added 2017-11-07
    Epistemic Corruption and Education.Ian James Kidd - forthcoming - Episteme.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  49. added 2017-11-07
    A Far From Simple Introduction to CommunicationBar-AmNimrodIn Search of a Simple Introduction to Communication, Cham, Switzerland: Springer, 2016. 216 Pp. ISBN-978-3-319-25625-2. [REVIEW]Itay Shani - 2017 - Philosophy of the Social Sciences 47 (6):481-491.
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  50. added 2017-11-06
    Civic Media Literacy as 21st Century Source Work: Future Social Studies Teachers Examine Web Sources About Climate Change.S. Damico James & Panos Alexandra - forthcoming - Journal of Social Studies Research.
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