Does the A-theory have an intuitive advantage over the B-theory? Many A-theorists have claimed so, arguing that their theory has a much better explanation for the fact that we all experience the passage of time: we experience time as passing because time really does pass. In this paper I expose and reject the argument behind the A-theorist’s claim. I argue that all parties have conceded far too easily that there is an experience that needs explaining in the first place. For (...) what exactly is an experience of temporal passage? One natural thought is that we experience passage in virtue of experiencing change, or in virtue of experiencing change as ‘dynamic’. Another is that we experience passage in virtue of experiencing events as (successively) present. None of these experiences, I argue, amounts to an experience of passage. Although there might still be other ways to experience passage, A-theorists would have to provide us with a plausible candidate experience. If there is such an experience at all, it won’t be one that qualifies as what we intuitively take to be an experience of passage. The ‘intuitive advantage’, it seems, has dissolved in any case. (shrink)

Abstract- Presentism And Temporal Experience Intuitively, we all believe that we experience change and the passage of time. Presentism prides itself as the most intuitive theory of time. However, a closer look at how we would experience temporality if presentism was true reveals that this is far from obvious. For if presentism was really so intuitive, then it would do justice to these intuitions. In the course of this article I examine how presentism fares when combined with various leading theories (...) of perception and temporal perception. I focused on two Central Questions. Can presentism, given theory X, account for experiences of change and duration? And can presentism, given theory X, account for experiences of time as passing? I argue that there is no possible combination which allows for an experience of time as passing. This result alone undermines the alleged intuitive advantage of presentism and with it the motivation for the view. Presentism, it remains safe to say, is not as intuitive a theory as its adherents like to portray it. (shrink)

Suppose your friends had to ascribe a single vice to you in large measure, along with any virtues that could be coherently combined with that salient vice. Suppose further that the vice had to be either cowardice or impatience. Which would you choose? I believe almost everyone would choose impatience without hesitation. There are sound moral as well as purely self-regarding reasons for despising cowardice, and to that extent our preference would be reasonable. If we say that a man who (...) is a coward is also compassionate, we know that his compassion cannot be relied upon in any circumstances where it must contend with fear, and if he has a sense of justice, that will be useless if oppression has to be resisted. We cannot even expect him to pursue his own good whenever he perceives that to be hazardous, and so even the self-regarding virtues are corrupted by his dominating vice. On the other hand, a pronounced impatience may seem to be compossible with abundant virtue. Those who are just but cannot patiently endure tyranny are perhaps the most formidable threat to tyranny, and people who boldly go out to seize their own good often fare rather better than those who patiently await its arrival. (shrink)

This chapter contains sections titled: I II.

Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would betray ideals of freedom and toleration fundamental to liberal democracy. Yet if such ideals are to flourish from one generation to the next, allegiance to the distinctive values of liberal democracy is a necessary educational end, whose pursuit will constrain pluralism. The problem of political education is therefore to ensure the continuity across generations of the constitutive ideals of liberal democracy, (...) while remaining hospitable to a diversity of conduct and belief that sometimes threatens those very ideals. Creating Citizens addresses this crucial problem. In lucid and elegant prose, Professor Callan, one of the world's foremost philosophers of education, identifies both the principal ends of civic education, and the rights that limit their political pursuit. This timely new study sheds light on some of the most divisive educational controversies, such as state sponsorship and regulation of denominational schooling, as well as the role of non-denominational schools in the moral and political development of children. Oxford Political Theory presents the best new work in contemporary political theory. It is intended to be broad in scope, including original contributions to political philosophy, and also work in applied political theory. The series will contain works of outstanding quality with no restriction as to approach or subject matter. The series editors are David Miller and Alan Ryan. (shrink)

This timely and important book presents a compelling new theory of political education for liberal democracies. Amidst current concern over the need to encourage a morally sensitive and committed citizenry, Professor Callan's study provides a much-needed balanced discussion of the proper ends of education, as well as the moral rights of parents and children.

Is it the case that, in order to have a perceptual experience as of change, duration, or any other temporally extended occurrence at all, the duration of the experience itself must come apart from the apparent duration of what is experienced? I shall argue that such a view is at least coherent. The largest part of the paper will be concerned with an objection from Ian Phillips . The objection is interesting in so far as it is an argument from (...) introspection. If it worked, it would give us a priori, non-empirical grounds for thinking that a cluster of views about temporal perception are wrong, or worse, impossible. I will argue, however, that the objection fails. Towards the end, I briefly explore the view that we have no introspective access at all to the duration of our experiences. I suggest that such a view may well be supported by some considerations about the phenomenal continuity of consciousness. (shrink)

When we cook, by meticulously following a recipe, or adding a personal twist to it, we sometimes care not only to (re-)produce a taste that we can enjoy, but also to give our food a certain aftertaste. This is not surprising, given that we ordinarily take aftertaste to be an important part of the gustatory experience as a whole, one which we seek out, and through which we evaluate what we eat and drink—at least in many cases. What is surprising (...) is that aftertastes, from a psychological point of view, seem to be analogous to afterimages, and thus have little or no epistemic import. In this paper we tackle this puzzle, and argue that we are right in treating aftertastes seriously. The moral is that both from a metaphysical and an epistemic point of view aftertastes should be categorized differently from afterimages. (shrink)

The author details his experience in using geology field trips to provide hands-on learning for his students and opportunities to assess student learning of key course concepts. -/- .

Moral appraisals are found to be associated with a person’s individual differences (e.g., political ideology), and the effects of individual differences on language use have been studied within the framework of the Moral Foundations Theory (MFT). However, the relationship between one’s moral concern and the use of language involving morality on social media is not self-evident. The present exploratory study investigated that relationship using the MFT. Participants’ tweets and self-reported responses to the questionnaire were collected to measure the degree of (...) their appraisals according to the five foundations of the MFT. The Japanese version of the Moral Foundations Dictionary (J-MFD) was used to quantify the number of words in tweets relevant to the MFT’s five moral foundations. The results showed that endorsement of the Fairness and Authority foundations predicted the word frequency in the J-MFD across all five foundations. The findings suggest that the trade-off relationship between the Fairness and Authority foundations plays a key role in online language communication. The implications and future directions to scrutinize that foundation are discussed. (shrink)

Shweder et al. (1997) proposed the three domains of morality: Autonomy, Community, and Divinity. This study used situation sampling to explore how people from Japan and the U.S. interpret moral transgressions provided in their own and another cultural context. Specifically, the analysis tested whether participants with one cultural background recognize culturally congruent moral transgressions as violations more frequently and feel more harshly towards them than culturally incongruent domains. Furthermore, the extent of evocation caused by the home and another culture was (...) investigated. This study asked 102 Japanese and 168 U.S. participants to judge which domain would be primarily involved in each transgression and to rate their wrongness. Participants showed a higher perceived magnitude of transgressions in culturally valued domains provided by in-group than outside members. Cross-cultural differences in morality and future directions are discussed. (shrink)

This paper explores new avenues of research on social bases of cognition and a more adequate framework to conceive the phenomena of the human mind. It firstly examines Bartlett's work on social bases of cognition, from which three pertinent features are identified, namely multi-level analyses, evolutionary perspective and embodied mind approach. It then examines recent works on social origins of cognition in ethology and paleoanthropology, and various forms of the embodied mind approach recently proposed in neuroscience and cognitive science. The (...) paper concludes that extending the embodied mind approach would provide the most potent framework to enable, amongst others, the conceptual integration of the biological, psychological and social bases of the human mind, which have in the past been treated mainly as competing alternatives. (shrink)

Eamonn Callan; McLaughlin on Parental Rights, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 111–118, https://doi.org/10.1111/j.1467.

The project of my dissertation was to advance the metaphysical debate about temporal passage, by relating it to debates about the perceptual experience of time and change. It seems true that we experience temporal passage, even if there is disagreement whether time actually passes, or what temporal passage consists in. This appears to give the defender of dynamic time an advantage in accounting for our experience. I challenge this by arguing that no major account of temporal perception can accommodate experiences (...) of temporal passage such that we could infer passage from them. This shows that static theories of time are at no disadvantage in accounting for the phenomenology of temporality. The conclusion has far reaching consequences: for instance, an important motivation for holding an A-theory of time is precisely the psychological intuition that we experience temporal passage. By undermining that intuition, I undermine the motivation for holding an A-theory. (shrink)

Eamonn Callan; McLaughlin on Parental Rights, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 111–118, https://doi.org/10.1111/j.1467.

Using an eighth-century copy of the 60-fascicle Flower Ornament Sutra as a case study, this article examines the transformation of a Buddhist scripture into an aesthetic object in early modern Japan. On the 14th day of the second month, 1667, a fire decimated Nigatsudo at Todaiji (Nara prefecture) along with most of the sacred objects within. Clerics salvaged partially burnt scrolls of an eighth-century Flower Ornament Sutra done in silver ink on indigo-dyed paper. The scrolls were restored ten years later, (...) but by the first half of the eighteenth century, part of the set left the temple and began circulating in the art market as collectable calligraphy fragments, later known as the “Nigatsudo burnt sutra” (Nigatsudo yakegyo). This study traces the curious shift in the attribution of Nigatsudo yakegyo’s calligrapher that took place in the eighteenth century to consider how the burn marks impacted the transformation of this scripture from a devotional text into a collectable artefact. I argue that the curious switch in attribution occurred adhering to the popular imagination of the calligraphers, as well as the distinct role certain fragments played within the early-modern calligraphy collecting culture. (shrink)

In studies publishing identifying personal information, obtaining consent is regarded as necessary, as it is impossible to ensure complete anonymity. However, current journal practices around specific points to consider when obtaining consent, the contents of consent forms and how consent forms are managed have not yet been fully examined. This study was conducted to identify potential issues surrounding consent to publish identifying personal information.

We develop a theory about the metaphysics of time and modality that combines the conceptual resources devised in recent sympathetic work on ontological pluralism (the thesis that there are fundamentally distinct kinds of being) with the thought that what is past, future, and merely possible is less real than what is present and actual (albeit real enough to serve as truthmakers for statements about the past, future, and merely possible). However, we also show that despite being a coherent, distinctive, and (...) prima facie appealing position, the theory succumbs to what we call the “problem of mixed ontological status”. We conclude that the proponents of the theory can only evade these problems by developing ontological pluralism in a radically different way than it has been by its recent sympathizers. (shrink)

Background: Nurses are expected to make and implement autonomous decisions to provide patients with excellent quality nursing while practicing complex, high-level care. However, studies have shown that nursing practice based on autonomous decision-making is difficult, and a gap exists between decision-making and implementation. Research question/aim/objectives: This study aims to clarify trends among nursing professionals who recognize they are practicing ethical behavior in their nursing practice. Research design/Participants and research context: We surveyed the basic attributes of and used the Ode’s Ethical (...) Behavior Scale for Nurses with 3467 nursing professionals working at 34 hospitals in suburban cities of Japan and investigated the relationships among these factors. Ethical considerations: This study was approved by the appropriate research ethics committee. The Ethical Behavior Scale for Nurses was used with the authors’ permission. Findings/results: Significant differences were found in the mean “ethical behavior” scores between nurses and licensed practical nurses and midwives and licensed practical nurses. Mean scores for the “justice” subscale differed significantly between the low experience group and mid-level experience group and between the high experience group and mid-level experience group. Significant differences were also found in the mean scores between those with ethics education experience and those without, those with ethics training experience and those without, and those with ethics conference experience and those without. Discussion: Midwives and nurses had higher ethical behaviors than licensed practical nurses. Nursing professionals with low and high experience had higher justice scores than those with mid-level experience. Finally, nursing professionals with ethics education, training, or conference experience had higher ethical behavior than those without such experience. Conclusion: Nursing professionals who recognize they are practicing ethical behavior tend to be midwives or nurses with low or high levels of experience who attended ethics education, training, or conferences. (shrink)

How are we aware of time? How do we perceive change and duration? What is it like to experience temporality as opposed to spatiality? Does the way we experience time tell us anything about the nature of time? This chapter focusses on some of the most pertinent questions in the philosophy of time—on the relation between subjective and objective time, on the metaphysical and psychological priority of the present, on the phenomenal difference between our experiences of space and our experiences (...) of time, and on how to reconcile relativistic time concepts with our common-sense ideas. It gives us an interesting in sight into leading debates on the topic, largely within the phenomenological and hermeneutic philosophical traditions. This article intends to complement the chapter by providing a brief overview over views and debates about time consciousness in contemporary analytic philosophy. (shrink)

This paper reports on a quiz robot experiment in which we explore similarities and differences in human participant speech, gaze, and bodily conduct in responding to a robot’s speech, gaze, and bodily conduct across two languages. Our experiment involved three-person groups of Japanese and English-speaking participants who stood facing the robot and a projection screen that displayed pictures related to the robot’s questions. The robot was programmed so that its speech was coordinated with its gaze, body position, and gestures in (...) relation to transition relevance places, key words, and deictic words and expressions in both languages. Contrary to findings on human interaction, we found that the frequency of English speakers’ head nodding was higher than that of Japanese speakers in human-robot interaction. Our findings suggest that the coordination of the robot’s verbal and non-verbal actions surrounding TRPs, key words, and deictic words and expressions is important for facilitating HRI irrespective of participants’ native language. Keywords: coordination of verbal and non-verbal actions; robot gaze comparison between English and Japanese; human-robot interaction ; transition relevance place ; conversation analysis. (shrink)

Eamonn Callan; Godless Moral Education and Liberal Tolerance, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 267–281, https://doi.or.

Eamonn Callan; Godless Moral Education and Liberal Tolerance, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 267–281, https://doi.or.

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)

To ‘find one’s true self’ or to ‘reveal one’s true self’ are common enough expressions. But what do we really mean by the ‘true self’? Does it play an important explanatory role in understanding ourselves? The aim of this article is to shed light on the intuition that people have a true self—in contrast to their more readily perceptible “everyday self”—and to see whether we can give a clear philosophical account of it. When it comes to characterizing the true self (...) on the basis of these, I argue, our intuitions point us in two directions. The first suggests that the true self expresses a person’s essential nature. The second focuses on our own role in creating and maintaining a true self. I argue that both suggestions fail. Although the idea of a true self does not lack intuitive appeal, it is neither conducive to a convincing account, nor does it advance a theoretical understanding of ourselves as persons. (shrink)

To ‘find one’s true self’ or to ‘reveal one’s true self’ are common enough expressions. But what do we really mean by the ‘true self’? Does it play an important explanatory role in understanding ourselves? The aim of this article is to shed light on the intuition that people have a true self—in contrast to their more readily perceptible “everyday self”—and to see whether we can give a clear philosophical account of it. When it comes to characterizing the true self (...) on the basis of these, I argue, our intuitions point us in two directions. The first suggests that the true self expresses a person’s essential nature. The second focuses on our own role in creating and maintaining a true self. I argue that both suggestions fail. Although the idea of a true self does not lack intuitive appeal, it is neither conducive to a convincing account, nor does it advance a theoretical understanding of ourselves as persons. (shrink)

「脳死は人の死」のごまかし、がんでなくても人は死ぬ、「少年A」を解釈するな、埴谷雄高と大森荘蔵など、「魂」(プシューケー)の文体で考える純粋思惟の広大な視界。.

This study investigates Japanese compliments produced at a distinct sequential position and how the complimentees treat the compliments. In ordinary conversation, speakers sometimes talk about their accomplishments. Drawing on Conversation Analysis and multimodal interaction analysis, the study demonstrates how telling recipients deploy compliments at the possible completion of such tellings of accomplishment. The analysis also shows how the tellers deal with the complimentary telling responses, taking into consideration the design of tellings and the possibility of engaging in self-praise. The study (...) illuminates a context-sensitive nature of complimenting activity and managing two conflicting preferences by illustrating a specific interactional pattern of compliment sequences in Japanese ordinary conversation. (shrink)

Eamonn Callan; Freedom and Schooling, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.

Eamonn Callan; Freedom and Schooling, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)

Two hundred and twenty-six state employees completed a structured questionnaire that investigated their ethical values and training needs. Top management were more likely to have attitudes against cronyism and giving advantage to others. Individuals higher in the organizational hierarchy, and female employees were more likely to believe that discriminatory practices were an ethical concern. In addition, employees with a larger number of clients outside of the organization were more supportive of the need to maintain strict confidentiality in business dealings. Employees'' (...) awareness and use of the organization''s code of conduct generally proved to be poor predictors of ethical values. Other analyses revealed that a variety of sociodemographic factors, job characteristics and ethical values predicted specific areas of training needs in ethics. (shrink)

Eamonn Callan; Faith, Worship and Reason in Religious Upbringing, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 183–193, https://do.

Eamonn Callan; Faith, Worship and Reason in Religious Upbringing, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 183–193, https://do.