Objective: Individually, vision and hearing impairments have been linked to higher levels of anxiety and depression. We investigated the effect of dual sensory impairment in a large representative sample of Spanish adults. Methods: Data from a total of 23,089 adults from the Spanish National Health Survey 2017 were analyzed. Self-reported difficulty of seeing and hearing, and depression and chronic anxiety were analyzed. Multivariable logistic regression was assessed for difficulty with vision alone, hearing alone and with difficulty with both, adjusting for (...) gender, age, marital status, living as a couple, education, smoking, alcohol consumption, BMI, physical activity, use of glasses/contact lenses, and hearing aid. Results: Visual difficulty, hearing difficulty, and dual difficulties were all associated with significantly higher odds for depression and for chronic anxiety. Dual sensory difficulty was associated with higher odds ratios for depression and anxiety when compared to either impairment alone. Conclusion: Dual sensory difficulty is associated with significantly higher odds of anxiety and depression when compared to either vision or hearing difficulty alone. Appropriate interventions are needed to address any reversible causes of vision and hearing as well as anxiety and depression in people in these specific groups. (shrink)

How can we talk meaningfully about the past if it does not exist to be talked about? What gives time its direction? Is time travel possible? This defence of presentism - the view that only the present exists - makes an original contribution to a fast growing and exciting debate.

Is there any difference between playing video games in which the player’s character commits murder and video games in which the player’s character commits pedophilic acts? Morgan Luck’s “Gamer’s Dilemma” has established this question as a puzzle concerning notions of permissibility and harm. We propose that a fruitful alternative way to approach the question is through an account of aesthetic engagement. We develop an alternative to the dominant account of the relationship between players and the actions of their characters, and (...) argue that the ethical difference between so-called “virtual murder” and “virtual pedophilia” is to be understood in terms of the fiction-making resources available to players. We propose that the relevant considerations for potential players to navigate concern (1) attempting to make certain characters intelligible, and (2) using aspects of oneself as resources for homomorphic representation. (shrink)

Robert Rupert argues against the view that human cognitive processes comprise elements beyond the boundary of the organism, developing a systems-based conception in place of this extended view. He also argues for a conciliatory understanding of the relation between the computational approach to cognition and the embedded and embodied views.

Most of us would want to say that it is true that Socrates taught Plato. According to realists about past facts,1 this is made true by the fact that there is, located in the past, i.e., earlier than now, at least one real event that is the teaching of Plato by Socrates. Presentists, however, in denying that past events and facts exist2 cannot appeal to such facts to make their past-tensed statements true. So what is a presentist to do?

Most of us would want to say that it is true that Socrates taught Plato. According to realists about past facts, this is made true by the fact that there is, located in the past, i.e., earlier than now, at least one real event that is the teaching of Plato by Socrates. Presentists, however, in denying that past events and facts exist cannot appeal to such facts to make their past-tensed Statements true. So what is a presentist to do?There are (...) at least three conditions that would ideally be met in a satisfactory solution to this problem:a) It must preserve our views about which Statements are true and which falseb) It must be transparent what the truthmakers are for those Statementsc) It must accommodate the truth-value links between various times. (shrink)

Kathleen Stock’s engaging and careful book demonstrates that ‘extreme intentionalism’ – the view that a fiction’s content is determined by what its author actually intended – has for too long been held back by a set of familiar objections.1 1 It is often thought to have implausible consequences involving disregarding conventional meaning, permitting undetectable fictional content, denying that authorial intentions can be unsuccessful, or giving too much importance to extraneous indications of intention and too little to the work itself. All (...) these objections, Stock argues, are overplayed, all are answerable, and several ultimately favour extreme intentionalism over its rivals. Stock’s defence of extreme intentionalism grounds a view of imaginative resistance, an account of the fiction/non-fiction distinction and of what an individual fiction is, and a characterization of propositional imagining and of the nature of supposition. (shrink)

This fourth edition of Precedent in English Law presents a basic guide to the current doctrine of precedent in England, set in the wider context of the jurisprudential problems which any treatment of this topic involves. Such problems include the nature of _ratio_ _decidendi_ of a precedentand of its binding force, the significance of precedents alongside other sources of law, their role in legal reasoning, and the account which must be taken of them by any general theory of law. Considerable (...) re-writing has been undertaken to update case-law and take account of the possibleimplications for the doctrine of precedent of the impact of European Community law, making it an indispensable work of reference for readers interested in the past history, present state, and future developments of English rules of precedent. (shrink)

Hospital-based professionals who manage cases of family violence are often unclear about the benefits and costs of particular interventions to their clients. Operating under conditions of potential lethality, both to them and family members, clinicians often experience conflict between legal and ethical recommendations or between strategies intended to provide safety to victims of domestic (spousal) violence and those meant to protect children from abuse. This article presents a situation of family violence and the dilemmas of decision-making confronting both social worker (...) and lawyer. It discusses such issues as professional role, reporting requirements, and duties to warn, emphasizing the difficulty of implementing a plan and of predicting its consequences. It recommends substantive and procedural guidelines that may help protect victims while allowing professionals to emotionally sustain themselves during the management ordeal. (shrink)

Hospital-based professionals who manage cases of family violence are often unclear about the benefits and costs of particular interventions to their clients. Operating under conditions of potential lethality, both to them and family members, clinicians often experience conflict between legal and ethical recommendations or between strategies intended to provide safety to victims of domestic (spousal) violence and those meant to protect children from abuse. This article presents a situation of family violence and the dilemmas of decision-making confronting both social worker (...) and lawyer. It discusses such issues as professional role, reporting requirements, and duties to warn, emphasizing the difficulty of implementing a plan and of predicting its consequences. It recommends substantive and procedural guidelines that may help protect victims while allowing professionals to emotionally sustain themselves during the management ordeal. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Dialogic: Education for the Digital Age argues that despite rapid advances in communications technology, most educational research still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. The challenge identified in Wegerif's text is the growing need to develop a new (...) understanding of education that will encourage us to provide new policies, and hold the potential to transform educational pedagogy and meet the realities of the digital age. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include: - dialogical learning and cognition - dialogical learning and emotional intelligence - educational technology, dialogic 'spaces' and consciousness - global dialogue and global citizenship - dialogic theories of science and maths education. (shrink)

The Buddhist technical term was first translated as ‘mindfulness’ by T.W. Rhys Davids in 1881. Since then various authors, including Rhys Davids, have attempted definitions of what precisely is meant by mindfulness. Initially these were based on readings and interpretations of ancient Buddhist texts. Beginning in the 1950s some definitions of mindfulness became more informed by the actual practice of meditation. In particular, Nyanaponika's definition appears to have had significant influence on the definition of mindfulness adopted by those who developed (...) MBSR and MBCT. Turning to the various aspects of mindfulness brought out in traditional Theravāda definitions, several of those highlighted are not initially apparent in the definitions current in the context of MBSR and MBCT. Moreover, the MBSR and MBCT notion of mindfulness as ‘non-judgmental’ needs careful consideration from a traditional Buddhist perspective. Nevertheless, the difference in emphasis apparent in the theoretical definitions of mindfulness may not be so significant in the actual clinical application of mindfulness techniques. (shrink)

Buber’s distinction between the ‘I-It’ mode and the ‘I-Thou’ mode is seminal for dialogic education. While Buber introduces the idea of dialogic space, an idea which has proved useful for the analysis of dialogic education with technology, his account fails to engage adequately with the role of technology. This paper offers an introduction to the significance of the I-It/I-Thou duality of technology in relation with opening dialogic space. This is followed by a short schematic history of educational technology which reveals (...) the role technology plays, not only in opening dialogic space, but also in expanding dialogic space. The expansion of dialogic space is an expansion of what it means to be ‘us’ as dialogic engagement facilitates the incorporation, into our shared sense of identity, of aspects of reality that are initially experienced as alien or ‘other’. Augmenting Buber with an alternative understanding of dialogic space enables us to see how dialogue mediated by technology, as well as dialogue with monologised fragments of technology, can, through education, lead to an expansion of what it means to be human. (shrink)

Basement membranes are thin sheets of extracellular proteins situated in close contact with cells at various locations in the body. They have a great influence on tissue compartmentalization and cellular phenotypes from early embryonic development onwards. The major constituents of all basement membranes are collagen IV and laminin, which both exist as multiple isoforms and each form a huge irregular network by self assembly. These networks are connected by nidogen, which also binds to several other components (proteoglycans, fibulins). Basement membranes (...) are connected to cells by several receptors of the integrin family, which bind preferentially to laminins and collagen IV, and via some lectin‐type interactions. The formation of basement membranes requires cooperation between different cell types since nidogen, for example, is usually synthesized by cells other than those exposed to the basement membranes. Thus many molecular interactions, of variable affinities, determine the final shape of basement membranes and their preferred subanatomical localization. (shrink)

In 5, Tait identifies a set of reflection principles called equation image-reflection principles which Peter Koellner has shown to be consistent relative to the existence of κ, the first ω-Erdős cardinal 1. Tait also defines a set of reflection principles called equation image-reflection principles; however, Koellner has shown that these are inconsistent when m > 2, but identifies restricted versions of them which he proves consistent relative to κ 2. In this paper, we introduce a new large-cardinal property, the α-reflective (...) cardinals. Their definition is motivated by Tait's remarks on parameters of third or higher order in reflection principles. We prove that if κ is ℶκ + α + 1-supercompact and 0 < α < κ then κ is α-reflective. Furthermore we show that α-reflective cardinals relativize to L, and that if κ exists then the set of cardinals λ < κ, such that λ is α-reflective for all α such that 0 < α < λ, is a stationary subset of κ. We show that an ω-reflective cardinal satisfies some restricted versions of equation image-reflection, as well as all the reflection properties proved consistent in 2. (shrink)

ABSTRACT We shall defend three philosophical theses about the extent of intrinsic justification based on various technical results. We shall present a set of theorems which indicate intriguing structural similarities between a family of “weak” reflection principles roughly at the level of those considered by Tait and Koellner and a family of “strong” reflection principles roughly at the level of those of Welch and Roberts, which we claim to lend support to the view that the stronger reflection principles are intrinsically (...) justified as well as the weaker ones. We consider connections with earlier work of Marshall. (shrink)

Dewey's pragmatism rejected ‘truth’ as indicative of an underlying reality, instead ascribing it to valuable connections between aims and ends. Surprisingly, his argument mirrors Bishop Berkeley's Idealism, summarised as ‘esse est percepi’ (to be is to be perceived), whose thinking is shown to be highly pragmatist—but who retained a foundationalist ontology by naming God as the guarantor of all things. I argue that while this position is unsustainable, pragmatism could nonetheless be strengthened through an ontological foundation. Koopman's charges of foundationalist (...) ‘givenism’ in Dewey's work, and in his promotion of the scientific method, are not proven. However, Koopman's ‘genealogical pragmatism’ may develop Deweyan educational theory by addressing dilemmas around curricular study. Koopman's arguments also point towards a missing ontological piece in Dewey's theory of knowledge. In the final section of the article I offer a dialogic ontology as compatible with pragmatism. This dialogical ontology provides both an ethical foundation through interrelatedness, and a generative theory of meaning and experience, as emergent from the encounter with difference. In this framework, to be is to respond—or be responded to. I offer the metaphor of ‘realisation’ to capture the human experience implied by this ontological stance. (shrink)

For decades, myxobacteria have been spotlighted as exemplars of social “wolf‐pack” predation, communally secreting antimicrobial substances into the shared public milieu. This behavior has been described as cooperative, becoming more efficient if performed by more cells. However, laboratory evidence for cooperativity is limited and of little relevance to predation in a natural setting. In contrast, there is accumulating evidence for predatory mechanisms promoting “selfish” behavior during predation, which together with conflicting definitions of cooperativity, casts doubt on whether microbial “wolf‐pack” predation (...) really is cooperative. Here, it is hypothesized that public‐goods‐mediated predation is not cooperative, and it is argued that a holistic model of microbial predation is needed, accounting for predator and prey relatedness, social phenotypes, spatial organization, activity/specificity/transport of secreted toxins, and prey resistance mechanisms. Filling such gaps in our knowledge is vital if the evolutionary benefits of potentially costly microbial behaviors mediated by public goods are to be properly understood. (shrink)

A two-worlds view of Plato’s epistemology holds that the objects of the epistemic powers knowledge and belief cannot overlap. Whereas, an overlap view claims that they can. The two-worlds view has...

Our world culture is founded on the belief that consciousness is derived from matter, giving rise to the materialistic assumption that informs almost every aspect of our lives as is the root cause of the suffering within individuals, the conflicts between communities and nations, and the degradation of our environment. The Nature of Consciousness exposes the fallacy of this belief and suggests that the recognition of the presence, the primacy and the nature of consciousness is the prerequisite for any new (...) paradigm that is to address these issues at their core."--Back cover. (shrink)

Around 1900, psychiatry was interested in »peculiar documents« from »paranoid malcontents.« Anomalies in the performance and tracing of handwriting were considered as evidence for the clinical picture »malcontent's paranoia.« These diagnoses concerning the noise of writing and the querulous scene of writing can be traced back to bureaucratic decisions of the 18th century: For example, laws and declarations which established the malcontent as a specific type of plaintiff in the legal proceedings of the Prussian bureaucracy. These psychiatric and bureaucratic discussions (...) were concerned with something that one might call »mimetic parasitism.« German Um 1900 interessierte sich die Psychiatrie für »eigentümliche Schriftstücke« von »paranoiden Querulanten«. Indizien für das Krankheitsbild »Querulanten-Paranoia« waren Anomalien der materiellen Schriftspur und der Performanz des Schreibens. Diese Diagnosen über das Rauschen des Schriftzugs und die querulatorische Schreibszene lassen sich bis auf bürokratische Beschlüsse des späten 18. Jahrhunderts zurückführen. Gesetze und Deklarationen etwa, in denen der Querulant als Typus eines spezifischen Klägers in den Gerichtsverfahren der preußischen Bürokratie wirkmächtig installiert wurde. Was psychiatrische und bürokratische Diskussionen dabei beschäftigte, ist etwas, das »mimetischer Parasitismus« genannt werden kann. (shrink)

Die Probleme, die in dieser Arbeit entwickelt werden und deren Losung versucht wird, haben den Autor sowohl durch sein juristisches Studium als auch seine praktische Ausbildung begleitet. Sie sind in ihrer Aktualitat so beharrlich, weil sie gleichwohl bei der juristischen Alltagsarbeit auftauchen wie auch den Hohenflug juristischer Theorienbildung begleiten. rch hoffe, daB die Arbeit beiden Unternehmungen dienlich ist. Dank schul de ich Herrn Prof. Dr. ULRICH KLUG, der in angenehmster Weise durch wertvolle Anregungen sowohl vor Irrtiimern zu bewahren als auch (...) zur Fortfiihrung der Arbeit zu ermuntern wuBte. Herrn Prof. Dr. GERHARD KEGEL verdanke ich die Gelegenheit, meine Konzeption an rechts­ vergleichendem Material priifen zu konnen. Und nicht zuletzt verdanke ich meine Zuversicht allen Wissenschaftlern, die ihre Freude in dem gleichen Wagstiick fanden, der Wahrheit zu dienen. Wer der Wahrheit die nt, dient dem Recht. Und nur wer der Wahrheit dient, kann dem Recht dienen. Koln, Juni 1966 RUPERT SCHREIBER Inhaltsverzeichnis Einleitung........ (shrink)

How can we talk meaningfully about the past if it does not exist to be talked about? What gives time its direction? Is time travel possible? This defence of presentism - the view that only the present exists - makes an original contribution to a fast growing and exciting debate.

‘Deep adaptation’ refers to the personal and collective changes that might help us to prepare for – and live with – a climate-influenced breakdown or collapse of our societies. It is a framework for responding to the terrifying realization of increasing disruption by committing ourselves to reducing suffering while saving more of society and the natural world. This is the first book to show how professionals across different sectors are beginning to incorporate the acceptance of likely or unfolding societal breakdown (...) into their work and lives. They do not assume that our current economic, social and political systems can be made resilient in the face of climate change but, instead, they demonstrate the caring and creative ways that people are responding to the most difficult realization with which humanity may ever have to come to terms. Edited by the originator of the concept of deep adaptation, Jem Bendell, and a leading climate activist and strategist, Rupert Read, this book is the essential introduction to the concept, practice and emerging global movement of Deep Adaptation to climate chaos. (shrink)

Educational technology is controversial - some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a (...) 'dialogic' theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence (AI). Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design. A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching, or making decisions about the use of technologies within educational contexts. (shrink)

Philosophers of mind commonly draw a distinction between the personal level – the distinctive realm of conscious experience and reasoned deliberation – and the subpersonal level, the domain of mindless mechanism and brute cause and effect. Moreover, they tend to view cognitive science through the lens of this distinction. Facts about the personal level are given a priori, by introspection, or by common sense; the job of cognitive science is merely to investigate the mechanistic basis of these facts. I argue (...) that this view misrepresents the structure of cognitive-scientific enquiry. Taken at face value, cognitive science makes no commitment to the existence of a distinctive level at which persons or selves appear. Thus, in the age of cognitive science, we should not expect to find the self in an ontologically distinct realm. Instead, we should expect to locate it in cognitive-scientific models themselves. In closing, I indicate likely results of this approach. (shrink)

A theory of cognitive systems individuation is presented and defended. The approach has some affinity with Leonard Talmy's Overlapping Systems Model of Cognitive Organization, and the paper's first section explores aspects of Talmy's view that are shared by the view developed herein. According to the view on offer -- the conditional probability of co-contribution account (CPC) -- a cognitive system is a collection of mechanisms that contribute, in overlapping subsets, to a wide variety of forms of intelligent behavior. Central to (...) this approach is the idea of an integrated system. A formal characterization of integration is laid out in the form of a conditional-probabilitybased measure of the clustering of causal contributors to the production of intelligent behavior. I relate the view to the debate over extended and embodied cognition and respond to objections that have been raised in print by Andy Clark, Colin Klein, and Felipe de Brigard. (shrink)

This paper presents the leading idea of my doctoral dissertation and thus has been shaped by the reactions of all the members of my thesis committee: Charles Chastain, Walter Edelberg, W. Kent Wilson, Dorothy Grover, and Charles Marks. I am especially grateful for the help of Professors Chastain, Edelberg, and Wilson; each worked closely with me at one stage or another in the development of the ideas contained in the present work. Shorter versions of this paper were presented at the (...) 47th Annual Northwest Conference on Philosophy (1995), the 1996 Mid-South Philosophy Conference, the 1997 meeting of the Central Division of the American Philosophical Association, and at the University of Washington, Seattle; thanks to all audiences for their insightful comments and questions and also to my conference commentators, Eric Gampel, Jonathan Cohen, and Bruce Glymour, respectively, each of whom offered a thoughtful critique. Lastly, I extend my gratitude to anonymous referees, including two from Mind and Language, whose remarks led to significant improvements in the paper. Address for correspondence: 13416, 4th Ave. S., Seattle, WA 98168, USA E-mail: [email protected].. (shrink)

Cultural Writing. Asian American Studies. Translation. This version of the Tao Te Ching extrapolates the premise that wise development of Psyche means downplaying ego's role. Lao Tzu uses a telegraphic style, a kind of Basic Chinese. Once we identify the Chinese character Lao Tzu has used, we must ask how to understand that concept, Chinese or not. If Lao Tzu writes, "Know male, but keep to female," what does this mean in terms of Psyche? What indeed is a sage or (...) a wise man? Allen provides a fresh answer, a vision of wisdom that patriarchal scholars disregard--ego-transcendence in favor of the creative unconscious. (shrink)

By demonstrating that many of the concepts and styles associated with Modernism were actually derived directly from cultures such as Japan, China, Korea, India, Egypt, Assyria, West Africa, and the Pacific Islands, this book provides an entirely new way of looking at the evolution of Modernist art and literature in the West.

This article proposes distinctions between guilt and two forms of shame: Guilt arises from a violated norm and is characterized by a focus on specific behavior; shame can be characterized by a threatened social image (Image Shame) or a threatened moral essence (Moral Shame). Applying this analysis to group-based emotions, three correlational studies are reported, set in the context of atrocities committed by (British) ingroup members during the Iraq war (Ns = 147, 256, 399). Results showed that the two forms (...) of shame could be distinguished. Moreover, once the other form of shame was controlled for, they were differentially related to orientations toward the outgroup: Image Shame was associated with negative orientations, whereas Moral Shame had associations with positive outgroup orientations. These associations were distinct from the associations of guilt and rejection. Study 3 used a longitudinal design and provided evidence suggestive of a causal direction from emotions to outgroup orientation. (shrink)

Event summary: The conference focuses on metafiction, taken to cover any fiction which represents itself as a fiction. Because metafictions acknowledge their own status as fictions, they are sometimes known as ‘reflexive’ or ‘self-conscious’ fictions, and sometimes generate apparently paradoxical results. The conference will explore what this reflexivity amounts to, how it distinguishes the metafictional from the non-metafictional works, and what impact this has on questions about the nature of fiction in general. Metafiction amounts to a significant – but not (...) uncommon – distortion of the standard relationship between a fiction and what it represents. This two-day interdisciplinary conference will explore how metafictional representation works by bringing together research on the nature of fiction within philosophy and research on metafiction in literary criticism, film studies and art theory. Questions to Explore Understanding how metafiction works is important to understanding how fiction works. For it raises interesting questions about what fictional representation is, what distinguishes it from non-fictional representation, how fictions represent, how we engage with fiction, and what relations the representation bears to its contents. How should we accommodate metafictions within an account of truth in fiction? Are there any peculiarities of audience engagement with metafictions – do our emotional reactions to a scenario change if we are told by the work that it is ‘just fictional’? What are the different metafictional narrative techniques, and do they all have the same impact on the content of the fiction? What constraints, if any, do metafictions place on the ontology of fiction and the nature of fictional objects? (shrink)