In their article, Crutchfield and Redinger (2024) outline the conditions that they have identified as situations in which it is ethically permissible to use chemical restraints, defined as medicati...

This book examines the philosophy of the nineteenth-century Indian mystic Sri Ramakrishna and brings him into dialogue with Western philosophers of religion, primarily in the recent analytic tradition. Sri Ramakrishna’s expansive conception of God as the impersonal-personal Infinite Reality, Maharaj argues, opens up an entirely new paradigm for addressing central topics in the philosophy of religion, including divine infinitude, religious diversity, the nature and epistemology of mystical experience, and the problem of evil.

Originally published in 1936, this book presents the ancient Greek text of the paraphrases and quotations of Zeno's philosophical arguments, together with a facing-page English translation and editorial commentary. Detailed notes are incorporated throughout and a bibliography is also included. This book will be of value to anyone with an interest in Zeno and ancient philosophy.

Explores mind-body philosophy from an Asian perspective.

Paul Sheehy has argued that the modal realist cannot satisfactorily allow for the necessity of God's existence. In this short paper I show that she can, and that Sheehy only sees a problem because he has failed to appreciate all the resources available to the modal realist. God may be an abstract existent outside spacetime or He may not be: but either way, there is no problem for the modal realist to admit that He exists at every concrete possible world.

Purpose: A study was made of attitudes of clinical geneticists regarding the age at which minors should be allowed to undergo a carrier test and the reasons they provide to explain their answer. Methods: European clinical institutions where genetic counselling is offered to patients were contacted. 177 (63%) of the 287 eligible respondents answered a questionnaire. Results: Clinical geneticists were significantly more in favour of providing a carrier test to a younger person if the request was made together with the (...) parents than if the adolescent requested the test personally. Although a large fraction of respondents (16%–30%) were “neither unwilling nor willing” to provide a carrier test to a 16-year-old adolescent who requested the test personally, for most disorders slightly more clinical geneticists were “very willing” or “willing”. Conclusion: Age is not the only decisive element when considering the participation of adolescents in decisions affecting their health. The clinical geneticists referred to cognitive, emotional and sexual maturity and the support of parents as crucial elements in their comments regarding when to tell children about their genetic risk or to allow adolescents to request a carrier test. (shrink)

The ontic structural realist stance is motivated by a desire to do philosophical justice to the success of science, whilst withstanding the metaphysical undermining generated by the various species of ontological underdetermination. We are, however, as yet in want of general principles to provide a scaffold for the explicit construction of structural ontologies. Here we will attempt to bridge this gap by utilizing the formal procedure of quantization as a guide to ontic structure of modern physical theory. The example of (...) non-relativistic particle mechanics will be considered and, for that case, it will be shown that a viable candidate for an ontic structural realism framework can be constituted in terms of the combination of a state-space with Poisson bracket structure, and a set of observables, with Lie algebra structure. 1 Introduction2 Formulation Underdetermination and Structural Ontologies3 Quantization and Structural Ontologies4 The Case of Non-relativistic Particle Mechanics4.1 Formulation underdetermination4.2 The classical ontology4.3 Quantum theory and the generalized structural ontology4.4 Interpretation of results5 Conclusion and Prospects. (shrink)

Cheating is a serious issue among business students worldwide. However, research investigating the social factors that may help prevent cheating in Chinese higher education is rare. The present study examined two key social relationship factors of perceived teacher-student relationships and peer relationships by the students. It attempted to build a model which addressed the effects of two variables on Chinese business students’ cheating behaviour: the teacher’s approachability and the relationship goal of the students. Two important social influence factors were also (...) tested as mediators: neutralizing attitudes and perceived cheating norms of the students. A student survey was conducted with 1329 questionnaires collected. The results showed the negative effects of both social relationship variables on cheating, and that their effects were fully mediated by neutralizing attitudes. Moreover, perceived cheating norms fully mediated the effect of the teacher’s approachability, but not so for the relationship goal of the students. This study provided novel insights and recommendations for promoting academic integrity in Chinese business schools and universities. (shrink)

Christology is an attempt to relate the two natures of Christ; apology on the other hand, has the dual aim of justification and attack; both these entail polar structures. It is argued in this paper that these two binary systems of opposition interfered with each other to a certain extent. This occurred because of the practice of the early church to establish institutional stability and consent via a process of polarisation. The effect of apologetic antitheses on Ephrem’s description of the (...) natures of Christ is investigated. Examples from Ephrem’s work relating to the polarity between the church and Judaism, between the nature of God and Arianism, and between the nature of God and humanity are discussed. (shrink)

Upshot: We seek to address several questions and statements made in the commentaries by elaborating on the four main aspects of the M-N-L framework. Before doing so, we discuss the issue of constructivist teaching in the context of schools. We conclude by hypothesizing on what would be lost in the M-N-L framework by taking constructivism out of the picture.

Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during the scholastic year 2014-15, we constructed (...) a conceptual framework which would help us analyze the extent to which he managed to be sensitive to constructivism in a typical classroom setting. We describe the development of the framework M-N-L as a viable analytical tool to search for significant moments in the lessons in which the teacher appeared to engage in what we define as “constructivist teaching” during mathematics lessons. The development of M-N-L is part of a research program investigating the way low-performing students make mathematical sense of new notation with the help of the software Grid Algebra. Results: M-N-L was found to be an effective instrument which helped to determine the extent to which the teacher was sensitive to his own constructivist beliefs while trying to negotiate a balance between the mathematical concepts he was expected to teach and the conceptual constructions of his students. Implications: One major implication is that it is indeed possible for mathematics teachers to be sensitive to the individual constructions of their learners without losing sight of the concepts that society, represented by curriculum planners, deems necessary for students to learn. The other is that researchers in the field of education may find M-N-L a helpful tool to analyze CT during typical didactical situations established in classroom settings. (shrink)

Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: I establish similarities between the author’s teaching approach and my perspective toward teaching and learning. I also highlight some important differences between the didactic situation of a university lecturer and that of a schoolteacher that may be pertinent to the principal issues we discuss in our articles.

The focus on the Logica Nova in the research on 11th and 12th century Quaestio-literature is misleading. It seems to derive from a particular view of the Logica Vetus, which takes Boethius seriously only as a translator and perhaps a commentator of Aristotle. The puzzlement dissappears when Boethius is taken seriously as a logician and dialectician in his own right. Two Boethian works are of particular importance for early medieval as well as for Boethian dialectic, namely the commentary on Cicero's (...) Topica and the De Differentiis Topicis. While all great historians and medieval philosophy acknowledge the early presence and importance of these works, the extent of their influence on the development of the Quaestio has yet to be appreciated. The first section develops the problem by giving an outline of the important features of Bazàn's account of the Quaestio and its place between Lectio and Disputatio. The second section studies Boethius account of dialectic, with particular consideration of teh commentary on Cicero's Topica and the De Differentiis Topicis. The third section argues that Bazàn's and Grabmann's assumption that the 'old logic' did not provide the necessary means for the development of the Quaestio is unjustified. The fourth and final section offers some remarks on the relation of Abelard's Sic et Non to the method of the Quaestio. (shrink)