Theoretically, this study is framed within the semiotic tradition of communication theory, which theorizes communication as the intersubjective mediation by signs. Methodologically, this study is guided by Peirce’s semiotic ideas, especially his writing about the commens and commind, or the sign and the object, and the power of a community as the final interpretant performing the process of sensemaking. Results showed how the survivors of a natural calamity symbolically interacted with such calamity, and how this led to a reformation of (...) the way they view themselves and the world. The survivors’ symbolic images captured in narratives, in sketches and drawings, and in poetry helped them to reframe their sense of self and their worldview by believing in common sense and intuition, and by valuing the power of courage, initiative, preparedness, hope, and resilience. An unfortunate irony emerged in their symbolic interaction with the disaster such that their sinning and self-inflicted blame made them think they were worthy of punishment. Nonetheless, this unfortunate irony will change if the survivors continue to reflect on their civic roles, interrogate their environmental and political contexts, and expand their awareness and social consciousness. As these unfold, the survivors will be able to accomplish empowerment, emancipation, and an independent mind. (shrink)

Members of societies involved in an intractable conflict usually consider costs that stem from the continuation of the conflict as unavoidable and even justify for their collective existence. This perception is well-anchored in widely shared conflict-supporting narratives that motivate them to avoid information that challenges their views about the conflict. However, since providing information about such major costs as a method for moderating conflict-related views has not been receiving much attention, in this research, we explore this venue. We examine what (...) kind of costs, and under what conditions, exposure to major costs of a conflict affects openness to information and conciliatory attitudes among Israeli Jews in the context of the intractable Israeli–Palestinian conflict. Study 1 revealed that interventions based on messages providing information on mental health cost, economic cost, and cost of the conflict to Israeli democracy had no significant effect on perceptions of the participants of these prices, openness to new information about the conflict, or support for conciliatory policies. However, the existing perceptions that participants had about the cost of the conflict to Israeli democracy were positively associated with openness to alternative information about the conflict and support for conciliatory policies. Therefore, in Study 2, we tested whether providing information about future potential costs to the two fundamental characteristics of Israel, a democracy or a Jewish state, created by the continuation of the conflict, will induce attitude change regarding the conflict. The results indicate that information on the future cost to the democratic identity of Israel significantly affected the attitude of the participants regarding the conflict, while the effect was moderated by the level of religiosity. For secular participants, this manipulation created more openness to alternative information about the conflict and increased support for conciliatory policies, but for religious participants, it backfired. We discuss implications for the role of information about losses and the relationship between religiosity and attitudes regarding democracy and conflict. (shrink)

Governments regularly rely on citizens’ cooperation in exercising their authority, including the enforcement of rules. This is not only common, but also a necessary practice in a legal system. Technology makes such reliance easier, facilitating increased enforcement of law at little cost. Emergency provides an added legitimizing logic, encouraging citizens’ cooperation and leading them to uncritically follow the government’s lead to reduce the risk to the nation and to themselves. This article considers governments’ crowdsourcing citizens to monitor and surveil other (...) citizens. One central concern this practice raises is that it allows governments to circumvent the limits of their legitimate authority and to augment their power while also obscuring the actor responsible for the surveillance and enforcement action. Consequently, accountability and public oversight over the government are diminished. Where does conventional enlisting of cooperation from law-abiding citizens end, and crowdsourcing totalitarian mass mobilization of citizens against fellow citizens begin? The article’s principal claim is that a bright line should be drawn where governments’ crowdsourcing of information from citizens serves as a means to circumvent democratic checks on their power to collect information, while also disguising the actor responsible for the surveillance. Such practice severely erodes social trust between citizens, jeopardizing their ability to organize and collaborate as engaged citizens and thus serve as a check on government. It further grants excessive power to some citizens over others, endangering the latter’s freedom, especially where the information gathered is used to symbolically or actually exclude certain individuals from the political community. (shrink)

Traditional lay perceptions of genetics are plagued with essentialist biases leading to some unfortunate consequences. Changes in the scientific understanding of heredity in general, and in genotype–phenotype relationships more specifically, provide a vital basis for shifting public understanding of genetics. Facilitating postgenomic literacy among the public has the potential to have translational implications in diminishing deleterious attitudes, beliefs, and behaviors.

Labor migration is often regulated internationally through bilateral treaties signed between states, determining the conditions under which migrants from one state may travel to the other state and reside there in order to work. These instruments are sometimes designated as memoranda of understanding and regarded as nonbinding agreements. Many remain unpublished and undisclosed. This Article assesses these design choices critically. It considers the interaction between bilateralism, obscurity and nonbindingness. It evaluates and rejects possible justifications for obscurity and nonbindingness. Finally, it (...) argues that these design choices should be resisted. Since bilateral labor agreements do not regulate strictly the bilateral relationship between two states, but rather create rights and obligations for various third-party individuals, they should be required to meet a rule of law requirement of transparency. (shrink)

Peacemaking is especially challenging in situations of intractable conflict. Collective narratives in this context contribute to coping with challenges societies face, but also fuel conflict continuation. We introduce the Informative Process Model, proposing that informing individuals about the socio-psychological processes through which conflict-supporting narratives develop, and suggesting that they can change via comparison to similar conflicts resolved peacefully, can facilitate unfreezing and change in attitudes. Study 1 established associations between awareness of conflict costs and conflict-supporting narratives, belief in the possibility (...) of resolving the conflict peacefully and support for pursuing peace among Israeli-Jews and Palestinians. Studies 2 and 3 found that exposure to IPM-based original videos led Israeli-Jews to deliberation of the information presented, predicting acceptance of the IPM-based message, which, in turn, predicted support for negotiations. Study 3 also found similar effects across IPM-based messages focusing on different conflict-supporting themes. We discuss the implications to attitude change in intractable conflicts. (shrink)

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist (...) elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. (shrink)

Purpose Genetic research, via the mainstream media, presents the public with novel, profound findings almost on a daily basis. However, it is not clear how much laypeople understand these presentations and how they integrate such new findings into their knowledge base. Genetic knowledge (GK), existing causal beliefs, and genetic essentialist tendencies (GET) have been implicated in such processes; the current study assesses the relationships between these elements and how brief presentations of media releases of scientific findings about genetics are consumed (...) and affect the readers. -/- Methods An Australian national survey of GK, GET, and existing causal beliefs about health phenomena (heart disease and obesity) was conducted. Participants were also exposed to news headlines that offered genetic and non-genetic partial explanations of the same health phenomena and reported their evaluations of these headlines, as well as the effects of the headlines on their personal understanding of the health phenomena. -/- Results GK was negatively-associated with GET. Whereas GK did not directly predict the evaluation and effects of the genetic headlines, GET did. GK predicted the effects of the headlines indirectly via GET and via GET and existing causal beliefs. -/- Conclusion GET seem to predict unwarranted effects of exposure to news headlines about genetic science, whereas GK seems to indirectly mitigate the same unwarranted effects. (shrink)

Based on a survey of 6,989 individuals aged 60 and up from six countries (Austria, Denmark, Israel, the Netherlands, Romania and Spain), this study aimed at exploring the extent to which digital media practices complement and/or replace print media among older internet users. Results indicated a relative strength of print media among this audience and pointed to four differentiated sub-segments: hybrid readers—who comprised the majority of sample respondents—, heavy print readers, heavy online readers and non-readers. The segment type significantly associated (...) with sociodemographic characteristics. The findings indicate that older readers are not a homogenous group and that their reading habits are affected by a complex configuration of factors: technological features of different media, specific individual psychosocial needs, unequal allocation of cultural capital among varied social groups that results in different levels and types of literacy, and—at least to some extent—idiosyncratic cultural and political conditions in each country. (shrink)

Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self‐affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...) to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. (shrink)

This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in (...) light of the catastrophes and social ills that humanity has brought upon itself in the last century that I will argue that the time is ripe for educators around the world to substitute their loyalty to the national, religious and ideological establishments, in their own communities, for a commitment to a universal professional ethics-one that is founded on the tenets of humanism and critical pedagogy. (shrink)

La Mihna (218-234 H) fue un acontecimiento definitorio de la autoridad espiri-tual islámica. Su importancia fue evidente para sus contemporáneos, tanto los inqui-sidores como sus víctimas, y ambos lados recogieron los acontecimientos producidos. Este artículo compara estas narraciones. Se concentra en tres elementos que aparecen en ambos relatos: cómo cada lado contó la historia a un público amplio; cómo perci-bieron la tortura de Ibn Hanbal; cómo describieron y comprendieron el diálogo entre Ibn Hanbal y sus inquisidores. Es interesante señalar que (...) los relatos de ambos lados de estos acontecimientos tienen un gran parecido. El objeto de este estudio es detec-tar de qué modo las descripciones de hechos comunes acaban apoyando ideologías opuestas. = The mihna (218-234 H.) was a defining event of Islamic spiritual authority. Its importance was evident to contemporaries, the inquisitors and their victims, and each side recorded the events. This study compares these accounts. It concentrates on three components that appear in both narratives: how each side told the story to the wide public; how they perceived the torture of Ibn Hanbal; how they described and understood the dialogue between Ibn Hanbal and his inquisitors. Interestingly, the depictions of these events bear a strong resemblance. The aim of this study is to trace how shared factual descriptions end up promoting opposing ideologies. (shrink)

Despite the fact that Levinas has often been accused of having little or no room for the maternal in his writing, his rhetoric nonetheless applies maternal tendencies that complicate his ethical st...

a single life-span. Philosophers, then, do not see more or know more, and they do not see less or know less. They aim to see less detail and more of the abstract. Their details, if you like, are abstractions. Walking on God’s earth as a pedestrian, as a farmer working his fields or as a passer-by, one’s picture of one’s surroundings is every bit as intelligent as that of the pilot riding the sky. The views of the field are radically (...) different, however. One sees only a specific field and in all lively detail: the exact pattern of the land, or even the exact outline of a given leaf, grasshopper, grain of sand even. Acquaintance with minute detail is not without its price: details may stand in the way of conjuring the big picture. It may be difficult to compare whichever field one happens to be in with far off fields, with respect to their size or shape or any other quality. One may wish to inquire if far off fields were already planted, harvested, or even if they exist. A pedestrian may find it hard or even impossible to do so. The pedestrian view contains fine points that the pilot’s map never would, but it does not necessarily contain more information, for it lacks the general context. After all, there are only so many items that one can observe and account for at a single glance, a single map, a single book, a single life-span. (shrink)

In this work the author presents Nietzsche as a counter-nihilistic philosopher-educator who aimed, very much like Plato and Rousseau, to set forth a healing education for western man in a characteristically decadent era. The principal pedagogical or edifying dimension of his philosophy, it is argued, consists of a redefinition of the educational aim of modern humanityóformulated in medical and cultural termsóas the recovery of health and worth.

In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to ‘what the known demands of us’. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major challenges to the sustainable futures of young people in the third decade of the twenty first century as well as proposing transformative and empowering educational strategies. (...) Employing the terminology of sustainability in its wider sense, we begin with a widely acknowledged diagnosis of the five major global risks – interconnected and interdependent – that endanger the sustainable future of humanity and nature: environmental, political, social, health, and cultural. We then move to suggest a constructive solution, proposing three conceptual pillars for repairing the world and laying foundation for a thriving sustainable future: (a) Ecohumanism as the paradigm for values education – merging the humanist concern for human dignity, social justice and democracy with the ecological concern for climate stability, biodiversity and environmental sustainability; (b) education of democratic personality and for democratic culture that is holistic and transformative; and (c) a threefold notion of activist pedagogy that addresses the element of cultivating personal agency, empowering political literacy and agency, and engaging students in experiential, holistic, and active teaching-learning experiences. (shrink)

In this article, I am suggesting that one effective strategy for revitalizing moral education consists in incorporating classical traditions of care ethics, East and West, which are very mu...

This volume features forty-two essays written in honor of Joseph Agassi. It explores the work and legacy of this influential philosopher, an exciting and challenging advocate of critical rationalism. Throughout six decades of stupendous intellectual activity, Agassi called attention to rationality as the very starting point of every notable philosophical way of life. The essays present Agassi’s own views on critical rationalism. They also develop and expand upon his work in new and provocative ways. The authors include Agassi's most notable (...) pupils, friends, and colleagues. Overall, their contributions challenge the received view on a variety of issues concerning science, religion, and education. Readers will find well-reasoned arguments on such topics as the secular problem of evil, religion and critical thinking, liberal democratic educational communities, democracy and constitutionalism, and capitalism at a crossroad.“/div>divTo Joseph Agassi, philosophy is the practice of reason, where reason is understood as the relentless search for criticisms of the best available explanations that we have to the world around us. This book not only honors one of the most original philosophers of science today. It also offers readers insights into a school of thought that lies at the heart of philosophy. (shrink)

This Article examines the authority of states to settle individual private property claims in post–conflict negotiations towards settlement. We analyze this question by exploring the limits of states’ authority to take or limit private property rights for the public good. We argue that this authority rests on two cumulative justifications: the inclusion of the property owners among the public that stands to benefit from the public good, and their representation by the government that decides on the taking of the property. (...) In post–conflict settlement, the negotiating states may redistribute both private property and the public good between and within their respective communities. Their authority to redistribute continues to rests on the same justifications of inclusion and representation. Hence, their authority extends only to the redistribution of property of owners who are members of the respective communities that negotiate the agreement, and who are represented by a negotiating government. (shrink)

Uchiyama et al. question heritability estimates in a convincing manner. We offer additional arguments to further bolster their claims, highlighting methodological issues in heritability coefficients' derivation, their misuse in various contexts, and their potential contributions to exacerbating common erroneous intuitions that have been shown to lead to deleterious social phenomena. We conclude that science should move away from using them.

Most of our colleagues are either dogmatists or justificationists. This makes friendship with them a delicate matter: one constantly faces the dilemma of either doing them the curtesy of overlooking their faults, or offering them the service of readiness to criticize their opinions. Bunge is one of the few who make both friendship and criticism easy: he avoids both dogmas and justifications.

When explaining the causes of human behavior, genes are often given a special status. They are thought to relate to an intrinsic human 'essence', and essentialist biases have been shown to skew the way in which causation is assessed. Causal reasoning in general is subject to other pre-existing biases, including beliefs about normativity and morality. In this synthesis we show how factors which influence causal reasoning can be mapped to a framework of genetic essentialism, which reveals both the shared and (...) unique factors underpinning biases in causal reasoning and genetic essentialism. This comparison identifies overlooked areas of research which could provide fruitful investigation, such as whether normative assessments of behaviors influence the way that genetic causes are ascribed or endorsed. We also outline the importance of distinguishing reasoning processes regarding genetic causal influences on one's self versus others, as different cognitive processes and biases are likely to be at play. (shrink)

This book is a philosophical introduction to the field of communication and media studies. In search of the philosophical backgrounds of that relatively young field, the book explores why this overwhelmingly popular discipline is in crisis. The book discusses classic introductions on communication, provides an update on lessons learned, and re-evaluates the work of pioneers in the light of up-to-date philosophical standards. It summarizes various debates surrounding the foundations of system theory and especially its applicability to the Social Sciences in (...) general and to Communication Studies in particular. Communication schools promise their students an understanding of the source of a principal and dynamical power in their lives, a power shaping societies and identities, molding aspirations, and deciding their fates. They also promise students a practical benefit, a chance to learn the secret of controlling that dynamical power, improving a set of skills that would ensure them a critical edge in the future job market: become better media experts for all media. Yet no one seems to know how such promises are met. Can there be a general theory of communication? If not, what can (should) communication students learn? This book looks at the problem from a philosophical perspective and proposes a framework wherein critical cases can be tested. (shrink)

This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...) philosophy, medical philosophy, and education. The contributors include scholars from 16 countries. Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes. 1. Introduction Section I. An Academic Vocation Section II. Philosophy Section III. Physics and Philosophy of Physics Section IV. Cognitive Science and Philosophy of Mind Section V. Sociology and Social Theory Section VI. Ethics and Political Philosophy Section VII. Biology and Philosophy of Biology Section VIII. Mathematics Section IX. Education Section X. Varia Section XI. Bibliography. (shrink)

Quine’s philosophy comprises a bewildering set of views whose integrating principle is his "confirmed extensionalism". The paper offers a historical as well as an intellectual reconstruction of extensionalism. Traditional extensionalism (Boole) freed logic from Aristotelian essentialism that had inhibited the development of logic. Quine’s confirmed extensionalism is the acceptance, as a matter of course, of the validity of Frege’s criticism of [Boole’s] extensionalism. His confirmed extensionalism is a generalized version of the philosophy of science known as conventionalism. As such, it (...) places the advancement of science outside the province of science proper. It is, thus, at odds with Quine’s repeated expressions of alliance with the Popperian (hypothetico-deductive) model of science. (shrink)

The central thesis of Karl Popper's philosophy is that intellectual and political progress are best achieved by not deferring to dogmatic authority. His philosophy of science is a plea for the replacement of classic dogmatic methodology with critical debate. His philosophy of politics, similarly, is a plea for replacing Utopian social and political engineering with a more fallibilist, piecemeal variety. Many confuse his anti‐dogmatism with relativism, and his anti‐authoritarianism with Cold War conservatism or even with libertarian politics. Not so: he (...) showed a clear preference for the ideal of truth over relativist complacency, for cosmopolitanism over nationalism, and for democratic control over unbridled capitalism. (shrink)

In his last book, Agassi reiterates Critical Rationalism as a full-fledged philosophy of life. He criticizes Paternalism and Relativism as degenerative, and even pathological, attempts to grant life a meaning, and suggests, in their place, that fallibilism is the minimal condition for a meaningful life.

Classical thinking on rationality regards it as an all-or-nothing affair. It thus fails to account for the fact that institutions are powerful social factors that frame the contexts within which rational agents supposedly exercise their ability to choose. This poses the classic dilemma: should social explanation refer to individual decisions or to institutions? Wettersten skillfully criticizes some of the most advanced solutions to it, and attempts to formulate a better explanatory unit for the social sciences: the partially rational individual. Since (...) the partially rational individual is also only partially an individual,Wettersten's methodological reconciliation between individualism and holism seems to have some ontological implications too, ones that he seems reluctant to embrace. His book is nevertheless an interesting contribution to the controversy regarding the limits to the explanatory power of social theories. (shrink)

Philosophy of the Social Sciences, Ahead of Print.

In this paper I offer a brief summary of Popper’s views on metaphysics. I then explain Agassi’s criticism of those views, and why I regard them as fruitful improvements.

In this paper I offer a brief summary of Popper’s views on metaphysics. I then explain Agassi’s criticism of those views, and why I regard them as fruitful improvements.

Logic, Rhetoric and Argumentation Theory are more or less distinct attempts to approach the riddle of persuasion: what makes our reason tick? Moreover, how best can we study our ability to influence the reason of others so as to make them share our opinions? The three classical answers, then, are: (1) Logic, the theory of valid inference, is the best persuasion theory available. (2) Rhetoric, the theory of effective manipulation of others is the best persuasion theory available. Finally, (3) Argumentation (...) theory, the middle theory that recommends a mix of reasoning and manipulation, is the best persuasion theory available. In this article, I briefly explain the controversy between these three competing views and offer some comments upon its possible resolution. Since all forms of communication are performed on the spectrum between manipulation and the non-manipulative offering of contents, this controversy should interest all those who are intrigued by the miraculous possibility of human communication in the first place. (shrink)