It has become a truism that we live in so-called information societies where new information technologies have made information abundant. At the same time, information science has made us aware of many phenomena tied to the way we process information. This article explores a series of socio-epistemic information phenomena resulting from processes that track truth imperfectly: pluralistic ignorance, informational cascades, and belief polarization. It then couples these phenomena with the hypothesis that modern information technologies may lead to their amplification so (...) as to give rise to what are called “infostorms.” This points to the need for studying further the exact relations between information technologies and such infostorms, as well as the ways we may design technologies to avoid being misled away from what we have good reasons to believe. (shrink)

Socrates defends justice against the attack mounted by Thrasymachus in Plato’s Republic, but it isn’t easy to say what the defense consists of. A careful reading shows that Thrasymachus himself is deeply though unselfconsciously attached to justice. Thrasymachus admires skillful artisans and thinks that devoting oneself to one’s art makes one a good man, worthy of good things. He feels that the skillful and unjust deserve to get the better of the artless and weak, which is to say he unselfconsciously (...) believes in a form of distributive justice. Moreover, his surprising attachment to justice resembles and casts light on the attachment to justice that most people feel. (shrink)

The significance of colonialism and decolonization for the dawning of European integration and their subsequent bearing on notions of European identity still constitute a largely unexplored field within research. In seeking to problematize and amend this state of things, this article embarks on charting a set of historical developments which provide a case for arguing that theoretical and empirical studies on the nexus of European integration and European identity need to pay much closer attention to questions pertaining to colonialism and (...) decolonization. As such, the article seeks to offer a glimpse of what it takes to be a critical background against which scholarly debates on contemporary notions of European identity need to be considered. Such an approach, it is suggested, should be of particular value for research trying to come to terms with Brussels' current endeavour to foster a collective sense of European identity in the Union. In expanding on this exact point, the article also broaches the question concerning all those `non-European' territories in Africa, South America and elsewhere that are incorporated into the present-day European Union, but which, nevertheless, hardly ever surface as such in studies on the EU and its politics of European identity. (shrink)

The American Journal of Bioethics, Volume 12, Issue 2, Page 46-48, February 2012.

Performance Generating Systems (PGS) are rule- and task-based approaches to improvisation on stage in theatre, dance, and music. These systems require performers to draw on predefined source materials (texts, scores, memories) while working on complex tasks within limiting rules. An interdisciplinary research team at a large Western Canadian university hypothesized that learning to sustain this praxis over the duration of a performance places high demands on executive functions; demands that may improve the performers’ executive abilities. These performers need to continuously (...) shift attention while remaining responsive to embodied and environmental stimuli in the present, they are required to inhibit automated responses and impulses using the rules of the system, and they strive towards addressing multitasking challenges with fluidity and flexibility. This study set out to test the mentioned hypothesis deductively and identify mediating processes inductively, using mixed empirical methods. In a small sample experiment with a control group (28 participants; 15 in intervention group, 13 in control group), standardized quantitative tests of executive functions (D-KEFS) were administered before and after an eight-week intervention. Participant-reported qualitative observations from the praxis were also collected throughout the intervention for grounded analysis. Within the limitations of small sample data, we found both statistically significant and trending effects on inhibition, problem-solving initiation, fluidity, and cognitive flexibility. Examining the mediating process, we found that participants experienced significant challenges sustaining the practice halfway through the intervention. The participant-reported solutions to these challenges, which emerged as the strongest behavioural patterns when coding the qualitative data to saturation, were strategies of problem-solving and of re-directing attention. These strategies support and advance our understanding of the effects measured in the standardized tests. In terms of application, our results identify characteristics of PGS that could potentially maintain and strengthen executive functions over and above less demanding performing arts interventions. The results also deliver new insight into how PGS works, which may contribute to the development and teaching of this artistic practice. (shrink)

This is a critical and exegetical introduction to the work and thought of Hannah Arendt, one of the most powerful and important political thinkers of the twentieth century. The book traces the connections in Arendt's work between public life and political thinking and the ways in which each informs the other. In conclusion, the author suggests why Arendt provides a unique way of rendering the political visible and relevant to people in an everyday setting.

This paper examines Hannah Arendt's claim from ‘Understanding and Politics’ that we need to determine what ‘makes it bearable for us to live with other people, strangers forever, in the same world and makes it possible for them to bear with us’. From the vantage point of bearing with strangers, it analyses in detail two of Arendt's essays not often treated extensively: ‘Reflections on Little Rock’ and ‘On Humanity in Dark Times: Thoughts about Lessing’. Some implications of Arendt's position for (...) current debates about the construction of otherness are identified and assessed. It is argued that bearing with strangers offers unique insights into questions of personal identity and the nature of appropriate political and social bonds. Ultimately, the paper suggests that the idea of bearing with strangers puts Arendt's political thought and her key concepts in a new light and offers elements of a distinctively Arendtian account of politics. (shrink)

This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant difference in (...) mathematics achievement that can be attributed to gender or class composition. However, scores in school-based English improved for students in single-gender classes. Improvement for girls in single-gender classes was greater than that for boys in single-gender classes. (shrink)

The ability of dance to address social isolation is argued, but there is a lack of both evidence of such an effect and interventions designed for the purpose. An interdisciplinary research team at University of Calgary partnered with Kaeja d’Dance to pilot test the effects of an intervention designed to facilitate embodied social connections among older adults. Within a mixed methods study design, pre and post behavioral tests and qualitative surveys about experiences of the body and connecting were administered to (...) thirteen participants along with test instruments of loneliness and body appreciation. In the short-term, no significant changes were found on quantitative tests. Exploratory analysis revealed intervention improvements on individual body appreciation questions only. This indication of change was strongly supported by converging qualitative data and identified as relating to: increased connection through task-based collaboration, increased awareness of interpersonal boundaries, and a shift to experiencing the body as responsive. These indications of increased relational capacity were deemed likely to cause further impact in the long term. Examining this possibility and the subsequently arisen factor of COVID-19 risks and restrictions, test instruments were administered again to 10 participants 4 and 5 months after the intervention. A significant increase in loneliness was found. Despite this negative impact of COVID-19 isolation, several positive intervention changes remained detectable and some continued to increase over time. Seventy percent of the participants, who made new social contacts during the intervention and later sought continued contact, improved significantly across all body appreciation measures over the full study. The qualitative data from the last two time-points revealed both consistent values and new, negative changes. While these preliminary findings speak to the durability of intervention changes, they also identify areas of urgent priority to help older adults restore embodied relational capacity that has declined during COVID-19. Within the limitations of a small-sample pilot study, converging mixed methods results support the hypothesis that dance interventions designed for the purpose can positively affect the social inclusion of older adults. Although we recommend further study, these promising results also indicate that dance interventions can help older adults recover from pandemic isolation. (shrink)

‘The authenticity of the ille ego lines fails on every count’ was the conclusion of an article by Professor R. G. Austin1 on the lines of the Aeneid preceding arma virumque cano. The aim of the following discussion is to suggest that perhaps, after all, Virgil did write the lines. To avoid unnecessary repetition I adhere as closely as possible to Prof. Austin's arrangement of the points to be considered. It is not always the arrangement that I should have chosen (...) myself but I have only had to deviate from it in as far as I have found it necessary to discuss part of the contents of section V ‘Conclusions’ along with section I ‘The Ancient Evidence’. 1t will be understood that only the reader with Prof. Austin's article to hand will find the following fully intelligible. (shrink)

This manuscript seeks to provide a fresh and comprehensive re-interpretation of the ideas of the world-renowned Canadian Political theorist, C.B. Macpherson.

"This manuscript seeks to provide a fresh and comprehensive re-interpretation of the ideas of the world-renowned Canadian Political theorist, C.B. Macpherson."--.

The awkwardness of the word in 997 has called forth various transpositions and excisions, but none so far suggested seems to put the passage right. Thus Fraenkel excised 991—6 and 1005 f. Professor H. Lloyd-Jones very rightly defends the passage against this, advocating the placing of 991—6 between 1005 and 1006. But although the verses do indeed fit here, is still slightly odd, since a few lines come between Orestes' first talking of the robe and his next mention of it (...) , and in these lines both Clytemnestra and Aegisthus are mentioned. (shrink)

In his Convention David Lewis defined conventions as behavioural regularities instantiating proper coordination equilibria made salient by precedent and operational by this being common knowledge. While later proponents of game theoretical approaches in the study of convention have agreed on dropping Lewis’ eccentric ‘coordination’ requirement as well as that of common knowledge, they are confused as to whether conventions should be regarded as proper thereby precluding mixed equilibria. In this paper I argue that mixed equilibria may not be conventions, but (...) also suggest that the reason for this reveals that though common knowledge is not necessary for a convention to operate, it may be utilized to identify the conventional aspect of a given practice. (shrink)

This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant difference in (...) mathematics achievement that can be attributed to gender or class composition. However, scores in school-based English improved for students in single-gender classes. Improvement for girls in single-gender classes was greater than that for boys in single-gender classes. (shrink)