Results for 'Mark E. Kidwell'

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  1.  1
    Sharon Bertsch McGrayne. The Theory That Would Not Die: How Bayes' Rule Cracked the Enigma Code, Hunted Down Russian Submarines, and Emerged Triumphant from Two Centuries of Controversy. xiii + 320 pp., figs., bibl., index. New Haven, Conn./London: Yale University Press, 2011. $27.50. [REVIEW]Peggy Aldrich Kidwell & Mark E. Kidwell - 2012 - Isis 103 (1):162-163.
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  2.  12
    The Ethics of Professorial Book Selling: Morality, Money and "Black Market" Books.Chet Robie, Roland E. Kidwell & James A. Kling - 2003 - Journal of Business Ethics 47 (2):61-76.
    This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction (...)
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  3.  36
    Shame, Political Accountability, and the Ethical Life of Politics: Critical Exchange on Jill Locke’s Democracy and the Death of Shame and Mark E. Button’s Political Vices.Jill Locke & Mark E. Button - 2019 - Political Theory 47 (3):391-408.
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  4. Democracy and Association.Mark E. Warren, Nina Eliasoph, Amy Gutmann & John Ehrenberg - 2002 - Political Theory 30 (2):289-298.
  5. Designing Deliberative Democracy: The British Columbia Citizens' Assembly.Mark E. Warren & Hilary Pearse (eds.) - 2008 - Cambridge University Press.
    Is it possible to advance democracy by empowering ordinary citizens to make key decisions about the design of political institutions and policies? In 2004, the government of British Columbia embarked on a bold democratic experiment: it created an assembly of 160 near-randomly selected citizens to assess and redesign the province's electoral system. The British Columbia Citizens' Assembly represents the first time a citizen body has had the power to reform fundamental political institutions. It was an innovative gamble that has been (...)
     
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  6.  6
    A modern learning theory perspective on the etiology of panic disorder.Mark E. Bouton, Susan Mineka & David H. Barlow - 2001 - Psychological Review 108 (1):4-32.
  7. Persons, Person Stages, Adaptive Preferences, and Historical Wrongs.Mark E. Greene - 2023 - Journal of Cognition and Neuroethics 9 (2):35-49.
    Let’s say that an act requires Person-Affecting Justification if and only if some alternative would have been better for someone. So, Lucifer breaking Xavier’s back requires Person-Affecting Justification because the alternative would have been better for Xavier. But the story continues: While Lucifer evades justice, Xavier moves on and founds a school for gifted children. Xavier’s deepest values become identified with the school and its community. When authorities catch Lucifer, he claims no Person-Affecting Justification is needed: because the attack set (...)
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  8.  15
    Vector reliability: A new approach to epistemic justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237 - 262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  9. When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Journal of Philosophy of Education 44 (1):45-60.
    Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...)
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  10. How to study adaptation (and why to do it that way).Mark E. Olson & Alfonso Arroyo-Santos - 2015 - Quarterly Review of Biology 90 (2):167-191.
    Some adaptationist explanations are regarded as maximally solid and others fanciful just-so stories. Just-so stories are explanations based on very little evidence. Lack of evidence leads to circular-sounding reasoning: “this trait was shaped by selection in unseen ancestral populations and this selection must have occurred because the trait is present.” Well-supported adaptationist explanations include evidence that is not only abundant but selected from comparative, populational, and optimality perspectives, the three adaptationist subdisciplines. Each subdiscipline obtains its broad relevance in evolutionary biology (...)
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  11.  55
    Three Misunderstandings of Plato's Theory of Moral Education.Mark E. Jonas - 2016 - Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern (...)
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  12.  14
    Plato's Anti‐Kohlbergian Program for Moral Education.Mark E. Jonas - 2016 - Journal of Philosophy of Education 50 (2):205-217.
    Following Lawrence Kohlberg it has been commonplace to regard Plato's moral theory as ‘intellectualist’, where Plato supposedly believes that becoming virtuous requires nothing other than ‘philosophical knowledge or intuition of the ideal form of the good’. This is a radical misunderstanding of Plato's educational programme, however. While Plato claims that knowledge is extremely important in the initial stages of the moral development of young adults, he also claims that knowledge must be followed by a rigorous process of imitation and habituation. (...)
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  13.  13
    What should and should not be said: Deliberating sensitive issues.Mark E. Warren - 2005 - Journal of Social Philosophy 37 (2):163–181.
  14.  16
    Vector Reliability: A new Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237-262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  15.  16
    Infinitary intuitionistic logic from a classical point of view.Mark E. Nadel - 1978 - Annals of Mathematical Logic 14 (2):159-191.
  16.  97
    What Can Democratic Participation Mean Today?Mark E. Warren - 2002 - Philosophy Today 30 (5):677-701.
  17.  15
    Roberts on Depletion: How Much Better Can We Do for Future People?Mark E. Greene - 2016 - Utilitas 28 (1):108-118.
    Suppose that Depletion will reduce the well-being of future people. Many of us would like to say that Depletion is wrong because of the harm to future people. However, it can easily be made to seem that Depletion is actually harmless – this is the non-identity problem. I discuss a particularly ingenious attempt by Melinda Roberts to attribute a harm to Depletion. I will argue that the magnitude of Roberts's harm is off target by many orders of magnitude: it is (...)
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  18.  8
    Wittgenstein on Language‐Games of Visual Sensations and Language‐Games of Visual Objects.Mark E. Weber - 1993 - Southern Journal of Philosophy 31 (4):491-518.
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  19.  10
    Error Reduction, Patient Safety and Institutional Ethics Committees.Mark E. Meaney - 2004 - Journal of Law, Medicine and Ethics 32 (2):358-364.
    Institutional ethics committees remain largely absent from the literature on error reduction and patient safety. This paper attempts to fill the gap. Healthcare professionals are on the front lines in the defense against medical error, but the changes that are needed to reduce medical errors and enhance patient safety are cultural and systemic in nature. As noted in the Hastings Centers recent report, Promoting Patient Safety, the occurrence of medical error involves a complex web of multiple factors. Human misstep is (...)
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  20.  40
    Finding Truth in ‘Lies’: Nietzsche’s Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche’s concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers’ article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  21.  27
    Plato’s legacy: alive and well.Mark E. Jonas & Yoshiaki Nakazawa - 2023 - Journal of Philosophy of Education 57 (3):699-707.
    In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to these supposed doctrines better, we would discover that Plato’s views are (...)
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  22.  24
    Mendeleyev revisited.E. G. Marks & J. A. Marks - 2021 - Foundations of Chemistry 23 (2):215-223.
    Despite the periodic table having been discovered by chemists half a century before the discovery of electronic structure, modern designs are invariably based on physicists’ definition of periods. This table is a chemists’ table, reverting to the phenomenal periods that led to the table’s discovery. In doing so, the position of hydrogen is clarified.
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  23. Missing the Mark: Sin and Its Consequences in Biblical Theology.Mark E. Biddle - 2005
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  24.  13
    Brain function theories, EEG sources, and dynamic states.Mark E. Pflieger - 2000 - Behavioral and Brain Sciences 23 (3):411-412.
    This commentary discusses three features of the general theoretical framework proposed by Nunez: (1) Functional concepts, such as computation and control, are not foundational. (2) A mismatch between the concept of subcortical input and EEG output is problematic for the input/output operator concept of cortical dynamics. (3) The concept of brain state is relatively static.
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  25.  5
    Deliberation under nonideal conditions: A reply to Lenard and Adler.Mark E. Warren - 2008 - Journal of Social Philosophy 39 (4):656-665.
  26.  29
    The Use and Abuses of Emulation as a Pedagogical Practice.Mark E. Jonas & Drew W. Chambers - 2017 - Educational Theory 67 (3):241-263.
    From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth (...)
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  27.  6
    Knowledge of Federal Regulations for Mental Health Research Involving Prisoners.Mark E. Johnson, Christiane Brems, Aaron L. Bergman, Michael E. Mills & Gloria D. Eldridge - 2015 - AJOB Empirical Bioethics 6 (4):12-18.
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  28.  11
    Mental Health Research in Correctional Settings: Perceptions of Risk and Vulnerabilities.Mark E. Johnson, Karli K. Kondo, Christiane Brems, Erica F. Ironside & Gloria D. Eldridge - 2016 - Ethics and Behavior 26 (3):238-251.
    With more than half of individuals incarcerated having serious mental health concerns, correctional settings offer excellent opportunities for epidemiological, prevention, and intervention research. However, due to unique ethical and structural challenges, these settings create risks and vulnerabilities for participants not typically encountered in research populations. We surveyed 1,224 researchers, Institutional Review Board members, and IRB prisoner representatives to assess their perceptions of risks and vulnerabilities associated with mental health research conducted in correctional settings. Highest ranked risks were related to privacy, (...)
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  29.  18
    Nietzsche on Inequality, Education, and Human Flourishing.Mark E. Jonas - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 295-304.
    As recent policy debates demonstrate, schools in democratic societies are often under political and cultural pressure to equalize achievement among all students, even if it necessitates diverting resources from the most educationally advantaged to the least educationally advantaged. The assumption is that maximizing student potential is a zero-sum game, and the best way to increase achievement in the least advantaged group is to focus the majority of attention on their needs, even if it diminishes the potential of the most advantaged (...)
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  30.  13
    Radicals and revolution.Mark E. Borrello - 2004 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 35 (1):209-216.
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  31.  5
    A Deliberative Model of Corporate Medical Management.Mark E. Meaney - 2000 - Journal of Law, Medicine and Ethics 28 (2):125-136.
    Managed care is evolving in ways that pose unique ethical challenges to those interested in the intersection of clinical and organizational ethics. For example, Disease Management is a form of managed care that has emerged in response to chronic illness. DM is a healthcare management tool that coordinates resources across an entire health care delivery system and throughout the life cycle of chronic disease. Health Maintenance Organizations have reduced some costs in the delivery of acute care, but real cost savings (...)
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  32.  16
    Lessons from the Sustainability Movement: Toward An Integrative Decision-Making Framework for Nanotechnology.Mark E. Meaney - 2006 - Journal of Law, Medicine and Ethics 34 (4):682-688.
    The author argues that bioethicists must develop alternative approaches to facilitate the study of the conditions for the responsible development of nanotechnologies. Proponents of “sustainability” have developed a useful model to integrate multiple perspectives into the evaluation of the impact of technologies on global ecological integrity under conditions of uncertainty.
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  33.  10
    Wittgenstein on language-games of visual sensations and language-games of visual objects.Mark E. Weber - 1993 - Southern Journal of Philosophy 31 (4):491-518.
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  34.  24
    Thinking in continua: Beyond the adaptive radiation metaphor.Mark E. Olson & Alfonso Arroyo-Santos - 2009 - Bioessays 31 (12):1337-1346.
    ‘‘Adaptive radiation’’ is an evocative metaphor for explosive evolutionary divergence, which for over 100 years has given a powerful heuristic to countless scientists working on all types of organisms at all phylogenetic levels. However, success has come at the price of making ‘‘adaptive radiation’’ so vague that it can no longer reflect the detailed results yielded by powerful new phylogeny-based techniques that quantify continuous adaptive radiation variables such as speciation rate, phylogenetic tree shape, and morphological diversity. Attempts to shoehorn the (...)
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  35.  8
    Power, Disability, and Democracy.Mark E. Jonas - 2010 - Philosophy of Education 66:54-57.
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  36.  12
    Plato’s dialogues to enhance learning and inquiry: exploring Socrates’ use of protreptic for student engagement.Mark E. Jonas - 2021 - British Journal of Educational Studies 69 (6):799-802.
  37.  4
    Rousseau on Sex-Roles, Education and Happiness.Mark E. Jonas - 2015 - Studies in Philosophy and Education 35 (2):145-161.
    Over the last decade, philosophers of education have begun taking a renewed interest in Rousseau’s educational thought. This is a welcome development as his ideas are rich with educational insights. His philosophy is not without its flaws, however. One significant flaw is his educational project for females, which is sexist in the highest degree. Rousseau argues that females should be taught to “please men…and make [men’s] lives agreeable and sweet.” The question becomes how could Rousseau make such strident claims, especially (...)
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  38.  15
    The Formation of Character in Education: From Aristotle to the 21st Century.Mark E. Jonas - 2020 - British Journal of Educational Studies 68 (2):273-274.
  39.  12
    Max Weber's Nietzschean conception of power.Mark E. Warren - 1992 - History of the Human Sciences 5 (3):19-37.
  40.  5
    An Arbitrary Equivalence Relation as Elementary Equivalence in an Abstract Logic.Mark E. Nadel - 1980 - Mathematical Logic Quarterly 26 (7‐9):103-109.
  41.  2
    How did parasitic worms evolve?Mark E. Viney - 2009 - Bioessays 31 (5):496-499.
    Nematodes are important parasites of humans and other animals. Nematode parasitism is thought to have evolved by free‐living, facultatively developing, arrested larvae becoming associated with animals, ultimately becoming parasites. The formation of free‐living arrested larvae of the nematode Caenorhabditis elegans is controlled by the environment, and involves dafachronic acid (DA) and transforming growth factor (TGF)‐β signalling. Recent data have shown that DA acid signalling plays a conserved role in controlling larval development in both free‐living and parasitic species. In contrast, TGF‐β (...)
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  42.  23
    Trying Creation: Scientific Disputes and Legal Strategies.Mark E. Herlihy - 1982 - Science, Technology and Human Values 7 (3):63-66.
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  43.  10
    Education for Epiphany: The Case of Plato's Lysis.Mark E. Jonas - 2015 - Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the (...)
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  44. Drugs, drinks & morals.Mark E. Petersen - 1969 - [Salt Lake City]: Deseret Book Co..
  45. The way to peace.Mark E. Petersen - 1969 - Salt Lake City,: Bookcraft.
     
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  46.  16
    Otto Bauer and the Philosophy of Praxis – Then and Now.Mark E. Blum - 2016 - Historical Materialism 24 (2):245-261.
    Otto Bauer has emerged once more in the thought of Western Marxists. The dominant theoretical voice of the Austrian Social Democrats in the late Austrian-Hungarian Empire and the First Austrian Republic, Bauer was re-examined in the 1970s and ’80s as ‘the third way’ was being explored in European politics by Eurocommunists. Bauer again is being discussed in the twenty-first century as not only a European ‘third way’, but as a model for nations across the globe. Bauer’s vision theoretically as well (...)
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  47.  11
    Phenomenology and Historical Thought: Its History as a Practice.Mark E. Blum - 2022 - De Gruyter.
    The volume begins with what is in common to contemporary phenomenological historians and historiographers. That is the understandings that temporality is the core of human judgment conditioning in its forms how we consciously attend and judge phenomena. For every phenomenological historian or historiographer, all history is an event, a span of time. This time span is not external to the individual, rather forms the content and structure of every judgment of the person. It is the logic used by the individual (...)
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  48.  5
    Radicals and revolution.Mark E. Borrello - 2004 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 35 (1):209-216.
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  49. Freedom and democracy in health care ethics: Is the cart before the horse?Mark E. Meaney - 1996 - Theoretical Medicine and Bioethics 17 (4):399-414.
     
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  50.  10
    The Analytic/Synthetic Distinction Revisited.Mark E. Meaney - 1992 - Southwest Philosophy Review 8 (2):55-66.
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