Advancements in novel neurotechnologies, such as brain computer interfaces and neuromodulatory devices such as deep brain stimulators, will have profound implications for society and human rights. While these technologies are improving the diagnosis and treatment of mental and neurological diseases, they can also alter individual agency and estrange those using neurotechnologies from their sense of self, challenging basic notions of what it means to be human. As an international coalition of interdisciplinary scholars and practitioners, we examine these challenges and make (...) recommendations to mitigate negative consequences that could arise from the unregulated development or application of novel neurotechnologies. We explore potential ethical challenges in four key areas: identity and agency, privacy, bias, and enhancement. To address them, we propose democratic and inclusive summits to establish globally-coordinated ethical and societal guidelines for neurotechnology development and application, new measures, including “Neurorights,” for data privacy, security, and consent to empower neurotechnology users’ control over their data, new methods of identifying and preventing bias, and the adoption of public guidelines for safe and equitable distribution of neurotechnological devices. (shrink)

In spite of many claims by people who have had the kind of mystical experiences that I want to discuss, such experiences do not reveal any reality beyond the experience itself; nor does the experience itself constitute a cosmic principle such as the Godhead, Absolute, One or Chaos. These experiences are in the last analysis merely subjective experiences. I say ‘merely’ here only to deny that the experiences have any significance for the cosmologists; not to deny that the experience has (...) significant value for the experiencer. It may be that the experiences are the ultimate goal attainable by human beings. Their value does not depend on their being the ultimate truth. (shrink)

Economic theory is built on assumptions about human behavior—assumptions embodied in rational-choice theory. Underlying these assumptions are implicit notions about how we think and learn. These implicit notions are fundamentally important to social explanation. The very plausibility of the explanations that we develop out of rational-choice theory rests crucially on the accuracy of these notions about cognition and rationality. But there is a basic problem: There is often very little relationship between the assumptions that rational-choice theorists make and the way (...) that humans actually act and learn in everyday life. This has significant implications for economic theory and practice. It leads to bad theories and inadequate explanations; it produces bad predictions and, thus, supports ineffective social policies. (shrink)

In this paper I defend a version of consequentialism that is neither of the act nor the rule variety. I argue that most, if not all, acceptable moral rules are formulations of intricate and interrelated practices that serve to promote harmonious co-existence between human beings; that these formulations – moral rules – are shorthand abbreviations of the lengthy formulations which would be required to actually describe the extremely complicated set of prescriptions and prohibitions which comprise our ethical practices; that we (...) are culturally, perhaps even naturally, disposed to justify our actions in consequentialist fashion; that these underlying moral practices or ‘folk’ ethics provide the foundation for all forms of consequentialism; and finally, that the folk ethical practices practice consequentialism incorporates are empirically verified. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Professor Jack Goody builds on his own previous work to extend further his highly influential critique of what he sees as the pervasive eurocentric or occidentalist biases of so much western historical writing. Goody also examines the consequent 'theft' by the West of the achievements of other cultures in the invention of (notably) democracy, capitalism, individualism, and love. The Theft of History discusses a number of theorists in detail, including Marx, Weber and Norbert Elias, and engages with critical admiration (...) western historians like Fernand Braudel, Moses Finlay and Perry Anderson. Major questions of method are raised, and Goody proposes a new comparative methodology for cross-cultural analysis, one that gives a much more sophisticated basis for assessing divergent historical outcomes, and replaces outmoded simple differences between East and West. The Theft of History will be read by an unusually wide audience of historians, anthropologists and social theorists. (shrink)

Many contemporary Anglo-American philosophers describe themselves as naturalists. But what do they mean by that term? Popular naturalist slogans like, "there is no first philosophy" or "philosophy is continuous with the natural sciences" are far from illuminating. "Understanding Naturalism" provides a clear and readable survey of the main strands in recent naturalist thought. The origin and development of naturalist ideas in epistemology, metaphysics and semantics is explained through the works of Quine, Goldman, Kuhn, Chalmers, Papineau, Millikan and others. The most (...) common objections to the naturalist project - that it involves a change of subject and fails to engage with "real" philosophical problems, that it is self-refuting, and that naturalism cannot deal with normative notions like truth, justification and meaning - are all discussed. "Understanding Naturalism" distinguishes two strands of naturalist thinking - the constructive and the deflationary - and explains how this distinction can invigorate naturalism and the future of philosophical research. (shrink)

What makes a biological entity an individual? Jack Wilson shows that past philosophers have failed to explicate the conditions an entity must satisfy to be a living individual. He explores the reason for this failure and explains why we should limit ourselves to examples involving real organisms rather than thought experiments. This book explores and resolves paradoxes that arise when one applies past notions of individuality to biological examples beyond the conventional range and presents an analysis of identity and (...) persistence. The book's main purpose is to bring together two lines of research, theoretical biology and metaphysics, which have dealt with the same subject in isolation from one another. Wilson explains an alternative theory about biological individuality which solves problems which cannot be addressed by either field alone. He presents a more fine-grained vocabulary of individuation based on diverse kinds of living things, allowing him to clarify previously muddled disputes about individuality in biology. (shrink)

John Buridan was the most famous philosophy teacher of his time, and probably the most influential. In this important new book, Jack Zupko offers the first systematic exposition of Buridan's thought to appear in any language. Zupko uses Buridan's own conception of the order and practice of philosophy to depict the most salient features of his thought, beginning with his views on the nature of language and logic and then illustrating their application to a series of topics in metaphysics, (...) natural philosophy, and ethics. Part 1 of John Buridan considers the picture of language and logic developed in Buridan's Summulae de dialectica. Buridan systematically overhauled the logic he first learned and later taught at the University of Paris, redeeming the older tradition of Aristotelian logic in terms, propositions, and arguments. This made possible newer and more powerful forms of philosophical discourse. The second part of this volume provides a reading of Buridan's philosophy, showing how this discourse shaped his treatment of speculative questions such as the relation between soul and body, the nature of knowledge, the proper subject of psychology, the function of the. (shrink)

This book offers solutions to two persistent and I believe closely related problems in epistemology. The first problem is that of drawing a principled distinction between perception and inference: what is the difference between seeing that something is the case and merely believing it on the basis of what we do see? The second problem is that of specifying which beliefs are epistemologically basic (i.e., directly, or noninferentially, justified) and which are not. I argue that what makes a belief a (...) perceptual belief, or a basic belief, is not any introspectible feature of the belief but rather the nature of the cognitive system, or "module", that is causally responsible for the belief. Thus, even zombies, who in the philosophical literature lack conscious experiences altogether, can have basic, justified, perceptual beliefs. -/- The theories of perceptual and basic beliefs developed in the monograph are embedded in a larger reliabilist epistemology. I use this theory of basic beliefs to develop a detailed reliabilist theory: Inferentialist Reliabilism, which offers a reliabilist theory of inferential justification and which solves some longstanding problems for other reliabilist views by demanding inferential support for some—but not all—beliefs. The book is an instance of a thoroughgoingly naturalistic approach to epistemology. Many of my arguments have an empirical basis, and the view that I endorse reserves a central role for the cognitive sciences—in particular, cognitive neuroscience—in filling in the details of an applied epistemological theory. (shrink)

Jack Cohen and Ian Stewart explore the ability of complicated rules to generate simple behaviour in nature through 'the collapse of chaos'.

Hume wrote about women, for women, and even with the help of women. When he obtained the post of Librarian to the Faculty of Advocates, a dramatic affair related in detail in a letter to John Clephane, he recognized in women his decisive allies, in spite of the accusations of skepticism, atheism, and deism, of which Hume was then, as on so many other occasions, a victim. In his words.

Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high (...) aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them. (shrink)

The agencies of the government of the United States of America, such as the Food and Drug Administration or the Environmental Protection Agency, intervene in American society through the collection, processing, and diffusion of information. The Presidency of Barack Obama was notable for updating and redesigning the US government’s information infrastructure. The White House enhanced mass consultation through open government and big data initiatives to evaluate policy effectiveness, and it launched new ways of communicating with the citizenry. In this essay (...) we argue that these programs spelled out an emergent epistemology based on two assumptions: dispersed knowledge and a critique of judgment. These programs have redefined the evidence required to justify and design regulatory policy and conferred authority to a new kind of expert, which we call epistemic consultants. (shrink)

Economics plays a significant role in decision-making in contemporary western societies, but its role is increasingly questioned. A recurring topic among the challenges raised by critics is that economics as a discipline lacks sufficient pluralism. That is, it fails to enable, encourage, and respect the use of different ontologies, methodologies, theories, and/or schools of thought to study economic reality. Has this been a productive critique? Does talk about pluralism help identify genuine problems in the discipline? Pluralism in economics could draw (...) support from the current consensus in philosophy that pluralism in science is a good thing. I argue, however, that the claim that economic research is insufficiently pluralist is unlikely to convince economists who believe economics is already pluralist enough and that it does not offer unambiguous recommendations for change. This is because there are too many legitimate ways to interpret how pluralism maps to practice. There are numerous variables that pluralist ideals might focus on—the things that they seek multiple rather than one of—and different interpretations of how many of those variables economics has in practice. Yet, as I go on to argue, this does not mean that talk of pluralism is entirely beside the point, since the reasons pluralists offer for their ideals do help to identify genuine problems in economics. The social epistemic strategies that arguments for pluralism recommend point us to three concrete issues in the way economic research is organised: gender imbalances, a steep internal hierarchy, and a dismissive attitude to outsiders. I show that economic research could be more progressive, representative of the interests of those in society, accepted, and legitimate and less likely to fall into bias if the discipline alleviated its gender imbalances, if it were less hierarchical, and if it had a healthier relationship with outsiders. -/- In chapter 1, I outline the debate about pluralism in economics and explain how my thesis utilises a novel approach to social epistemology to offer a way out of the impasse in which that the debate presently resides. In chapter 2, I explain the different philosophical arguments for pluralism in science and categorise them using the variables they focus on and the reasons they give for pluralism. In chapter 3, I argue that interpreting pluralism as a particular arrangement of variables for economics to attain does not lead to unambiguous recommendations for change because it leaves too much open. Yet, I go on to argue, in chapter 4, that drawing on the reasons for pluralism can provide a set of heuristics for piecemeal evaluations of the social epistemic practices in economics. In chapters 5, 6, and 7, I apply these heuristics to economics. I provide evidence that [a] women are outnumbered in economics and face an adverse environment in the discipline, that [b] economics is steeply hierarchical, and that [c] economists form an in-group that assumes superiority and frequently dismisses outside voices. I argue that these three features of economic research block avenues for productive forms of feedback (mechanisms that help to challenge, justify, and refine scientific knowledge), block the interests of certain perspectives being heard, and block public scrutiny of the decisions made by economists. (shrink)

Emotion, Social Theory, and Social Structure takes sociology in a new direction. It examines key aspects of social structure by using a fresh understanding of emotions categories. Through that synthesis emerge new perspectives on rationality, class structure, social action, conformity, basic rights, and social change. As well as giving an innovative view of social processes, J. M. Barbalet's study also reveals unappreciated aspects of emotions by considering fear, resentment, vengefulness, shame, and confidence in the context of social structure. While much (...) has been written on the social consequences of excessive or pathological emotions, this book demonstrates the centrality of emotions to routine operations of social interaction. Dr Barbalet also re-evaluates the nature of social theory, for once the importance of emotions to social processes becomes clear, the intellectual constitution of sociology, and therefore its history, must be rethought. (shrink)

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of (...) responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. (shrink)

Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is a first step in developing preventive measures. Previous (...) research has attempted to do this through the use of self-report surveys, but such research takes considerable time and resources to conduct and suffers from low response rates and social desirability bias. To address this limitation in existing research, this study links existing data from records of other-reported cheating to university registration data in order to examine 6 cheating risk factors identified in previous research: maturity level, gender, grade point average, major, international student status, and fear of punishment. The results of the study suggest that international and transfer students, particularly those who are male, in high-risk majors, and have lower grade point averages, are in particular need of preventative education. Likewise, those faculty who teach in computer science, engineering and economics majors should do more to educate implement practices to reduce the likelihood of cheating. (shrink)

I argue that the social dimension of alienation, as discussed by Williams and Railton, has been underappreciated. The lesson typically drawn from their exchange is that moral theory poses a threat to the internal integrity of the agent, but there is a parallel risk that moral theory will implicitly construe agents as constitutively alienated from one another. I argue that a satisfying account of agency will need to make room for what I call ‘genuine ethical contact’ with others, both as (...) concrete objects in the world external to ourselves and as subjects who can recognize us reciprocally. (shrink)

Purpose – This paper aims to respond to Curno’s piece on the Challenges to ethical publishing in the digital era. Design/methodology/approach – In this response, the author argues that a focus on “publication ethics” may perpetuate the problem of unethical conduct because such a focus ignores the influences of the educational ethics pipeline. Findings – As a result, the author issues two calls for action: we must cease operating in our ethical silos and educational leaders must publicly recognize the problem (...) of unethical conduct and fully commit to addressing it. Originality/value – This response challenges the notions of ethical silos and the inaction by educational institutions to properly train ethical professionals, authors and researchers. (shrink)

This is an opinionated overview of the Frege-Geach problem, in both its historical and contemporary guises. Covers Higher-order Attitude approaches, Tree-tying, Gibbard-style solutions, and Schroeder's recent A-type expressivist solution.

Expressivists explain the expression relation which obtains between sincere moral assertion and the conative or affective attitude thereby expressed by appeal to the relation which obtains between sincere assertion and belief. In fact, they often explicitly take the relation between moral assertion and their favored conative or affective attitude to be exactly the same as the relation between assertion and the belief thereby expressed. If this is correct, then we can use the identity of the expression relation in the two (...) cases to test the expressivist account as a descriptive or hermeneutic account of moral discourse. I formulate one such test, drawing on a standard explanation of Moore's paradox. I show that if expressivism is correct as a descriptive account of moral discourse, then we should expect versions of Moore's paradox where we explicitly deny that we possess certain affective or conative attitudes. I then argue that the constructions that mirror Moore's paradox are not incoherent. It follows that expressivism is either incorrect as a hermeneutic account of moral discourse or that the expression relation which holds between sincere moral assertion and affective or conative attitudes is not identical to the relation which holds between sincere non-moral assertion and belief. A number of objections are canvassed and rejected. (shrink)

In _Phenomenology, Naturalism and Empirical Science_, Jack Reynolds takes the controversial position that phenomenology and naturalism are compatible, and develops a hybrid account of phenomenology and empirical science. Though phenomenology and naturalism are typically understood as philosophically opposed to one another, Reynolds argues that this resistance is based on an understanding of transcendental phenomenology that is ultimately untenable and in need of updating. Phenomenology, as Reynolds reorients it, is compatible with liberal naturalism, as well as with weak forms of (...) methodological naturalism. Chapters explore areas where scientific and phenomenological work overlap and sometimes conflict, contesting standard ways of understanding the relationship between phenomenological philosophy and empirical science. The book outlines the significance of the first-person perspective characteristic of phenomenology—both epistemically and ontologically—while according due respect to the relevant empirical sciences. This book makes a significant contribution to one of the central issues in phenomenology and argues for phenomenology’s ongoing importance for the future of philosophy. (shrink)

Economists have always recognised that human endeavours are constrained by our limited and uncertain knowledge, but only recently has an accepted theory of uncertainty and information evolved. This theory has turned out to have surprisingly practical applications: for example in analysing stock market returns, in evaluating accident prevention measures, and in assessing patent and copyright laws. This book presents these intellectual advances in readable form for the first time. It unifies many important but partial results into a satisfying single picture, (...) making it clear how the economics of uncertainty and information generalises and extends standard economic analysis. Part One of the volume covers the economics of uncertainty: how each person adapts to a given fixed state of knowledge by making an optimal choice among the immediate 'terminal' actions available. These choices in turn determine the overall market equilibrium reflecting the social distribution of risk bearing. In Part Two, covering the economics of information, the state of knowledge is no longer held fixed. Instead, individuals can to a greater or lesser extent overcome their ignorance by 'informational' actions. The text also addresses at appropriate points many specific topics such as insurance, the Capital Asset Pricing model, auctions, deterrence of entry, and research and invention. (shrink)

R. A. Duff has revived the tradition of “answerability” for crime. In this philosophical and jurisprudential tradition, a person is answerable to the criminal law of a state and the process of that state’s courts only if there is some appropriate relationship between the state and the person. Duff’s great contribution has been to develop the idea of accountability of persons to a state or other polity as a philosophical notion which, he argues, underlies all just implementations of criminal law. (...) Duff has centered his views around the relationship between the citizen and the polity (in today’s world, the state) to which the citizen belongs. His focus has been on insiders, rather than outsiders.This article argues that, in the current world, the relationship among cocitizens, outsiders, and the state is based in part on the moral idea that the state exists to protect citizens from evil acts, specifically those that we call public and criminal wrongs, wherever the acts originate. Outsiders understand this, and understand that states other than their own use criminal law to protect their citizens.Duff’s writings contain an idea which turns out to be very useful in cases of outside acts, even though he does not apply it directly to them. Some states or other entities may have only an incomplete relationship with an accused person (compared with the relationship of citizen and state), but nonetheless may have the moral and political authority to try her for crime. This paper extends this notion to show that such incomplete relationships exist in a great many common cases of outsiders (noncitizens who act outside the territory of a state) who commit crime. These relationships support criminal prosecution of outsiders, so long as we admit that protection of persons from crime is a legitimate goal of the criminal law. (shrink)

Prominent author and cultural critic Wendell Berry is well known for his contributions to agrarianism and environmentalism, but his commentary on education has received comparatively little attention. Berry has been eloquently unmasking America's cultural obsession with restless mobility for decades, arguing that it causes damage to both the land and the character of our communities. Education, he maintains, plays a central role in this obsession, inculcating in students' minds the American dream of moving up and moving on. Drawing on Berry's (...) essays, fiction, and poetry, Jack R. Baker and Jeffrey Bilbro illuminate the influential thinker's vision for higher education in this pathbreaking study. Each chapter begins with an examination of one of Berry's fictional narratives and then goes on to consider how the passage inspires new ways of thinking about the university's mission. Throughout, Baker and Bilbro argue that instead of training students to live in their careers, universities should educate students to inhabit and serve their places. The authors also offer practical suggestions for how students, teachers, and administrators might begin implementing these ideas. Baker and Bilbro conclude that institutions guided by Berry's vision might cultivate citizens who can begin the work of healing their communities -- graduates who have been educated for responsible membership in a family, a community, or a polity. (shrink)

Revolutions have shaped world politics for the last three hundred years. This volume shows why revolutions occur, how they unfold, and where they created democracies and dictatorships. Jack A. Goldstone presents the history of revolutions from America and France to the collapse of the Soviet Union, 'People Power' revolutions, and the Arab revolts.

Why do promises give rise to reasons? I consider a quadruple of possibilities which I think will not work, then sketch the explanation of the normativity of promising I find more plausible—that it is constitutive of the practice of promising that promise-breaking implies liability for blame and that we take liability for blame to be a bad thing. This effects a reduction of the normativity of promising to conventionalism about liability together with instrumental normativity and desire-based reasons. This is important (...) for a number of reasons, but the most important reason is that this style of account can be extended to account for nearly all normativity—one notable exception being instrumental normativity itself. Success in the case of promises suggests a general reduction of normativity to conventions and instrumental normativity. But success in the cases of promises is already quite interesting and does not depend essentially the general claim about normativity. (shrink)

Two lines of evidence indicate that there exists a reciprocal inhibitory relationship between opposed brain networks. First, most attention-demanding cognitive tasks activate a stereotypical set of brain areas, known as the task-positive network and simultaneously deactivate a different set of brain regions, commonly referred to as the task negative or defaultmode network. Second, functional connectivity analyses show that these same opposed networks are anti-correlated in the resting state. Wehypothesize that these reciprocally inhibitory effects reflect two incompatible cognitive modes, each of (...) which may be directed towards understanding the external world. Thus, engaging onemode activates one set of regions and suppresses activity in the other.Wetest this hypothesis by identifying two types of problem-solving task which, on the basis of prior work, have been consistently associated with the task positive and task negative regions: tasks requiring social cognition, i.e., reasoning about the mental states of other persons, and tasks requiring physical cognition, i.e., reasoning about the causal/mechanical properties of inanimate objects. Social and mechanical reasoning tasks were presented to neurologically normal participants during fMRI. Each task type was presented using both text and video clips. Regardless of presentation modality, we observed clear evidence of reciprocal suppression: social tasks deactivated regions associated with mechanical reasoning and mechanical tasks deactivated regions associated with social reasoning. These findings are not explained by self-referential processes, task engagement, mental simulation,mental time travel or external vs. internal attention, all factors previously hypothesized to explain default mode network activity. Analyses of resting state data revealed a close match between the regions our tasks identified as reciprocally inhibitory and regions of maximal anti-correlation in the resting state. These results indicate the reciprocal inhibition is not attributable to constraints inherent in the tasks, but is neural in origin. Hence, there is a physiological constraint on our ability to simultaneously engage two distinct cognitive modes. Furtherwork is needed tomore precisely characterize these opposing cognitive domains. (shrink)

Machine generated contents note: 1. Introducing persons and the psychology of personhood Jack Martin and Mark H. Bickhard; Part I. Philosophical, Conceptual Perspectives: 2. The person concept and the ontology of persons Michael A. Tissaw; 3. Achieving personhood: the perspective of hermeneutic phenomenology Charles Guignon; Part II. Historical Perspectives: 4. Historical psychology of persons: categories and practice Kurt Danziger; 5. Persons and historical ontology Jeff Sugarman; 6. Critical personalism: on its tenets, its historical obscurity, and its future prospects James (...) T. Lamiell; Part III. Social-Developmental Perspectives: 7. Conceiving of self and others as persons: evolution and development John Barresi, Chris Moore and Raymond Martin; 8. Position exchange theory and personhood: moving between positions and perspectives within physical, sociocultural and psychological space and time Jack Martin and Alex Gillespie; 9. The emergent ontology of persons Mark H. Bickhard; 10. Theorising personhood for the world in transition and change: reflections from a transformative activist stance on human development Anna Stetsenko; Part IV. Narrative Perspectives: 11. Identity and narrative as root metaphors of personhood Amia Lieblich and Ruthellen Josselson; 12. Storied persons: the double triad of narrative identity Mark Freeman. (shrink)