Psychedelic experiences are often compared to “transformative experiences” due to their potential to change how people think and behave. This study empirically examines whether psychedelic experiences constitute transformative experiences. Given psychedelics’ prospective applications as treatments for mental health disorders, this study also explores neuroethical issues raised by the possibility of biomedically directed transformation—namely, consent and moral psychopharmacology. To achieve these aims, we used both inductive and deductive coding techniques to analyze transcripts from interviews with 26 participants in psychedelic retreats. Results (...) indicate that psychedelic experiences can constitute transformative experiences. Twenty participants reported experiences or insights that were seemingly inaccessible or impossible to attain if not for the psychoactive effects of psychedelics. All participants besides one reported some change in identity, values, beliefs, desires, and behavior—changes in behavior being the most common. Participants also reported feeling capable deciding to use psychedelics in part due to information seeking prior to their retreats. Finally, several participants reported an enhanced capacity for enacting changes in their lives. Our results underscore both the importance of subjective embodiment to transformation and the role of transformative agency in shaping outcomes of the psychedelic experience. We examine our results relative to neuroethical issues and advocate for centering the person in psychedelic research and neuroethical inquiry about psychedelics to avoid pitfalls associated with psychedelics’ potential as moral psychopharmacological agents. (shrink)

Das Denken sei das eigentliche Handeln, hat Heidegger behauptet.

The case studies compiled in _Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling_ offer a comparative look at how the global politics of educational decentralization have influenced the democratic aspirations of diverse community-based schooling initiatives in Europe, Africa, Asia and the Americas.

A primary goal of research in the semantics/pragmatics interface is to investigate the division of labor between the truth-conditional component of the meaning of an expression and other factors of a more pragmatic nature. One favorite strategy, associated foremost with Grice (1967, 1989), is to keep to a rather austere semantics and to derive the overall meaning of an utterance by predictable additional inferences, called ``implicatures,'' which are seen as based on certain principles of rational and purposeful interaction. In this (...) chapter, I will explore a di¨erent way in which the truth-conditional component is complemented in context. Imagine that we have persuasive evidence that an expression a in context c expresses a proposition p. The straightforward way of capturing this in a semantic system is to attribute to a a context-dependent meaning that maps c to p in a systematic and adequate way. (shrink)

∗ These are preliminary notes for a future chapter of a book I am writing, which is going to be a linguistic guide to conditionals. I would be appreciate all the help I can get. I already have Sabine Iatridou and Michela Ippolito to thank, who both know much more about tense and tense in conditionals than I will ever know. I also need to acknowledge my admiration for Jonathan Bennett and his amazingly nutritious Philosophical Guide to Conditionals. Lastly, when (...) I was writing my dissertation, Roger Higgins urged me to study the works of Vic Dudman, where I learned a lot – among other things what a scarily complex topic this is. (shrink)

Sly Pete and Mr. Stone are playing poker on a Mississippi riverboat. It is now up to Pete to call or fold. My henchman Zack sees Stone’s hand, which is quite good, and signals its content to Pete. My henchman Jack sees both hands, and sees that Pete’s hand is rather low, so that Stone’s is the winning hand. At this point, the room is cleared. A few minutes later, Zack slips me a note which says “If Pete called, he (...) won,” and Jack slips me a note which says “If Pete called, he lost”. (shrink)

To do theology in the twenty-first century, we must understand Hegel. In this accessible introduction, Tseng examines the philosopher's significant influence on European thought in general and Protestant theology in particular.

This volume offers a comprehensive overview of architectures, languages, methods, and techniques for analysing, modelling, and constructing information systems in organisations. Numerous approaches are surveyed coming from computer science, information systems, and business administration among others. With more than 30 contributions, the book is an authoritative source of information for professional researchers and graduate students. It also provides a reference source for problem solvers in business, industry, and government.

On Christian philosophy in comparison with philosophies of other religions.

Dual relationships between professors and students have many ethical risks. This article discusses how the professor's role, characteristics of the situation, characteristics of the student, and a set of four decision criteria can be used to assess the risks of dual relationships. The examples of a professor who is involved in a consensual sexual relationship with a student and a professor who has a friend who wants to enroll in his or her class are used to demonstrate how the decision (...) criteria can be applied. Several general characteristics of dual relationships are discussed. (shrink)

I thought the paper by Kai-yee Wong and Chris Fraser was fascinating and insightful. Two things I especially appreciated are the clarity with which they summarize my views. I think they are quite fair and accurate. Second, I appreciate their suggestion that the way to deal with the practical problem of weakness of will has much to do with the role of the Background in shaping our actions. I think they are especially on the right track when they say that (...) the improvement of Background skills may actually narrow the range of real options for action, (p. 21) nonetheless, they do not decrease freedom. As they say, “It is a process of strengthening the self, and the agent is likely to experience the concomitant restriction of ‘live’ options not as a limitation but as strength of character.” (p. 21). That seems to me very much on the right track. What they are suggesting, and it is a powerful addition to my own writings, is that we should not just think of the Background as facilitating languages, games and social practices generally, but for morality as well (p. 23). (shrink)

After years of neglect, civics education is gaining the attention of educators, political scientists, and politicians in the United States. As recent national citizenship reports have suggested, the level of civic knowledge in the U.S. has remained unchanged or even declined over the past century ( NCES, 2011 ). New technological innovations are, however, providing promising hope for restoring civic education in the United States. This study explores the impact of one of these innovative technologies, iCivics.org, an online civics education (...) gaming program. This study examined the impact of structured game engagement in 13 classrooms (grades 4, 5, 6, 8, 12) with over 250 children. To explore the effectiveness of this program on students’ civic knowledge, this article presents a three-dimensional analysis of the results, including both quantitative and qualitative data. Initial results of this study suggest that iCivics provides positive gains in students’ content knowledge. Moreover, findings highlight the important role teachers play in implementing iCivics and the need for more research on civics education through gaming formats. (shrink)

This volume provides an introduction to word and paradigm models of morphology and the general perspectives on linguistic morphology that they embody. The recent revitalization of these models is placed in the larger context of the intellectual lineage that extends from classical grammars to current information-theoretic and discriminative learning paradigms. The synthesis of this tradition outlined in the volume highlights leading ideas about the organization of morphological systems that are shared by word and paradigm approaches, along with strategies that have (...) been developed to formalize these ideas, and ways in which the ideas have been validated by experimental methodologies. An extended comparison of contemporary word and paradigm variants isolates the central assumptions about morphological units and relations that distinguish implicational from realizational models and clarifies the relation of these models to morpheme-based accounts. Designed to be accessible to a wide readership, this book will serve both as an introduction to morphology and morphological theory from the word and paradigm perspective for non-specialists, and for morphologists, as a detailed account of the history of the ideas that underlie these models. (shrink)

This paper describes student outcomes from participating in a week-long out-of-school action civics program designed to increase students’ civic and political competence and engagement. Using analysis from four years of survey data, this paper presents findings related to changes in students’ civic competence as a result of participating in the program, including findings related to both first time and repeat campers. Data revealed that participants experienced gains in half of the civic competence construct variables, with first-time campers experiencing significant gains (...) in five of the civic competence construct variables. Data analysis suggests that iEngage, an action civics summer experience, was effective in increasing elements of students’ civic competence, including their ability to get people to care about a problem, organize and run a meeting, write an opinion letter or contact a media outlet to express their views, and contact an elected official or community leader to address an issue. (shrink)

This paper presents the relationship between pedagogical content knowledge and political/ideological clarity as a framework for understanding the nuanced interpretations and applications of critical social studies pedagogy and practice. Using a qualitative case study research design, this study explores the decision-making process of two novice social studies teachers as they decide if and how to utilize critical historical inquiry within their classrooms. Findings indicate that teachers’ use of critical historical inquiry is informed by their subject area consciousness and political and (...) ideological clarity which is cultivated through personal, schooling, and communal experiences. However, we also find that a teacher's pedagogy is significantly strengthened when political and ideological clarity are coupled with pedagogical content knowledge to ensure a more developed enactment of critical historical inquiry is reached within the social studies classroom. (shrink)

Although business ethics has a long history as a core theme within the realm of strategic management it has not received considerable attention in top strategy journals until recently. In this paper, we assess the state of business ethics research published over a 5-year period (2006–2010) in Strategic Management Journal to ascertain whether there has been an increase in business ethics research published in the top strategy outlet. The results of our content analysis reveal that ethics research in SMJ is (...) indeed on the rise yet this research stream is still underrepresented with only 5.8 % of all articles published over the five-year period having an ethics theme. Moreover, the link between Corporate Social Performance and Financial Performance was identified as the top theme during the review period. (shrink)

- uneducated in the field authors who defend a consensus they are being TOLD when they enter offices of Ed-Sci, teaching and writing works on learning-theory - but never checked the facts, PART I and PART II.

In my Contemporary Critiques of Religion and in my Scepticism , I argue that non-anthropomorphic conceptions of God do not make sense. By this I mean that we do not have sound grounds for believing that the central truth-claims of Christianity are genuine truth-claims and that we do not have a religiously viable concept of God. I argue that this is so principally because of three interrelated features about God-talk. While purporting to be factual assertions, central bits of God-talk, e.g. (...) ‘God exists’ and ‘God loves man-kind’, are not even in principle verifiable in such a way that we can say what experienceable states of affairs would count for these putative assertions and against their denials, such that we could say what it would be like to have evidence which would make either their assertion or their denial more or less probably true. Personal predicates, e.g. ‘loves’, ‘creates’, are at least seemingly essential in the use of God-talk, yet they suffer from such an attenuation of meaning in their employment in religious linguistic environments that it at least appears to be the case that we have in such environments unwittingly emptied these predicates of all intelligible meaning so that we do not understand what we are asserting or denying when we utter ‘God loves mankind’ or ‘God created the heavens and the earth’ and the like. When we make well-formed assertions, it appears at least to be the case that a necessary condition for such wellformedness is that we should be able successfully to identify the subject of that putative statement so that we can understand what it is that we are talking about and thus understand that a genuine statement has actually been made. But, where God is conceived non-anthropomorphically, we have no even tolerably clear idea about how God, an infinite individual, occupying no particular place or existing at no particular time, and being utterly transcendent to the world, can be identified. Indeed we have no coherent idea of what it would be like to identify him and this means we have no coherent idea of what it would be like for God even to be a person or an it. He cannot be picked out and identified in the way persons and things can. (shrink)

Metaphilosophy is itself philosophy about philosophy. It is not something before or independent of philosophy. Both Kai Nielsen and Richard Rorty are deeply concerned (someone might say obsessively preoccupied) with metaphilosophy. They both are thoroughly historicist and contextualist resolutely rejecting any form of a transcendental or metaphysical turn. They argue against claims to absolute validity (as well as against absolutism in any form) and a natural order of reasons: some 'Reason' to which any rational agent must be committed. They both (...) see philosophy as a transitional genre first (historically speaking) from religion then metaphysics and more latterly from scientistic conceptions of the world. But they differ about what philosophy is transitional to. For Rorty it is historical narrative and utopian proposals; for Nielsen it is critical theory. Rorty claims this, Nielsen's intentions to the contrary notwithstanding, commits him to enlightenment rationalism. Nielsen replies that his form of critical theory is deeply historicist and contextual without being resolutely atheoretical. This plays out in political orientation to Nielsen's being a socialist while Rorty is a social democrat. (shrink)

Noted philosopher Kai Nielsen offers an answer to this fundamental question - a question that reaches in to grasp at the very heart of ethics itself. Essentially, this innocent inquiry masks a confusion that so many of us get caught in as we think about moral issues. We fail to realize that there is a difference between judging human behavior within an ethical context, or set of moral principles, and justifying the principles themselves. According to Nielsen, it is precisely this (...) basic muddle that has spawned all sorts of challenges to morality, from relativism and intuitionism to egoism and skepticism. Nielsen first argues the case for these challenges in the strongest possible terms; then he shows that their failure to establish themselves demonstrates a fundamental flaw - an inability to understand what it means to have good reasons for the moral claims we make. In his search for "good reasons," Nielsen must face the innocent question "Why be moral?" He tries to show us that skirmishes among supporters of specific moral principles require a different sort of resolution than those that occur between groups of ethical principles. Justifying an action within a moral point of view is quite different from making the case for having a moral point of view in the first place. In its relentless search for the very basis of morality and the limits of moral justification, Why Be Moral? outlines the essential questions that will help us clear away confusion. Nielsen's approach will interest and delight informed readers and professionals alike. This vital work addresses itself to thoughtful people everywhere who are perplexed about morality and about the foundations of the moral life. (shrink)