In this essay, we suggest practical ways to shift the framing of crisis standards of care toward disability justice. We elaborate on the vision statement provided in the 2010 Institute of Medicine (National Academy of Medicine) “Summary of Guidance for Establishing Crisis Standards of Care for Use in Disaster Situations,” which emphasizes fairness; equitable processes; community and provider engagement, education, and communication; and the rule of law. We argue that interpreting these elements through disability justice entails a commitment to both (...) distributive and recognitive justice. The disability rights movement's demand “Nothing about us, without us” requires substantive inclusion of disabled people in decision‐making related to their interests, including in crisis planning before, during, and after a pandemic like Covid‐19. (shrink)

John Dewey is celebrated for his work in the philosophy of education and acknowledged as a leading proponent of American pragmatism. His philosophy of logic, on the other hand, is largely unheard of. In Dewey's New Logic, Burke analyzes portions of the debate between Dewey and Bertrand Russell that followed the 1938 publication of Dewey's Logic: The Theory of Inquiry. Burke shows how Russell failed to understand Dewey, and how Dewey's philosophy of logic is centrally relevant to contemporary developments in (...) philosophy and cognitive science. Burke demonstrates that Russell misunderstood crucial aspects of Dewey's theory and contends that logic today, having progressed well beyond Russell's early views, is approaching Dewey's broader perspective. -/- "[This] book should be of substantial interest not only to Dewey scholars and other historians of twentieth-century philosophy, but also to devotees of situation theory, formal semantics, philosophy of mind, cognitive science, and Artificial Intelligence."--Georges Dicker, Transactions of the C.S. Peirce Society "No scholar, thus far, has offered such a sophisticated and detailed version of central themes and contentions in Dewey's Logic . This is a pathbreaking study."--John J. McDermott, editor of The Philosophy of John Dewey. (shrink)

A cognitive assessment strategy that is not limited to examining a set of summary test scores may be more helpful for early detection of emergent illness such as Alzheimer’s disease (AD) and may permit a better understanding of cognitive functions and dysfunctions in those with AD and other dementia disorders. A revisit of the work already undertaken by Kaplan and colleagues using the Boston Process-Approach provides a solid basis for identifying new opportunities to capture data on neurocognitive processes, test-taking strategies (...) and response styles. Thus, this critical review will combine traditional process-based assessment strategies with support provided or offered by newer technologies that have the potential to add value to data collection and interpretation. There is now considerable interest in neuropsychological test administration using computer/digital technology, both in research and in clinical settings. To add value, any computerized version of an existing cognitive test should respect the administration procedure for which normative data were obtained, should be time-saving in terms of scoring and interpretation, and should, we argue, facilitate gathering information about the processes and strategies followed in test completion. This article will offer an overview of the steps needed when implementing computerization of neuropsychological tests using a Process-Based Approach (PBA) to these technology-based adaptations and will discuss further developments in this area by linking it to future technological developments that may be possible in the area of neuropsychological assessment. Additionally, an overview of neuropsychological tests that may benefit from computerization will be presented, together with suggestions on the specific processes, strategies and features that may be captured with the aid of such computerization. Finally, hypotheses on how virtual reality could be an asset for the future of the PBA to neuropsychological assessment will also be discussed. (shrink)

This paper examines the role of ?situations? in John Dewey's philosophy of logic. To do this properly it is necessary to contrast Dewey's conception of experience and mentality with views characteristic of modern epistemology. The primary difference is that, rather than treat experience as peripheral and or external to mental functions (reason, etc.), we should treat experience as a field in and as a part of which thinking takes place. Experience in this broad sense subsumes theory and fact, hypothesis and (...) evidence, reason and observation, thought and perception. Logic in this view is a formal study of the generic features of all possible kinds of experience in this broad (thick, deep, wide, multifaceted) sense. The goal of this paper is to explain what Dewey thinks a situation is in the context of this view of experience, and to argue for the fundamental importance of that idea for logic and philosophy in general. (shrink)

A proliferation of tests exists for the assessment of auditory-verbal memory processes. However, from a clinical practice perspective, the situation is less clear when it comes to the ready availability of reliable and valid tests for the evaluation of visual/visuo-spatial memory processes. While, at face value, there appear to be a wide range of available tests of visual/visuo-spatial memory, utilizing different types of materials and assessment strategies, a number of criticisms have been, and arguably should be, leveled at the majority (...) of these tests. The criticisms that have been directed toward what are typically considered to be visual/visuo-spatial memory tests, such as the potential for verbal mediation, over-abstraction of stimuli, the requirement of a drawing response, and the lack of sensitivity to unilateral brain lesions, mean that, in reality, the number of readily available valid tests of visual/visuo-spatial memory is, at best, limited. This article offers a critical, historical review on the existing measures and resources for the neuropsychological assessment of visual/visuo-spatial memory, and it showcases some examples of newer tests that have aimed to overcome the challenges of assessing these important aspects of memory. The article also identifies new trends and examples of how technological advances such as virtual reality may add value to overcome previous obstacles to assessment, thereby offering professionals more reliable, accurate means to evaluate visual/visuo-spatial memory in clinical practice. (shrink)

Learning in educational settings most often emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other, equally important components of learning, especially improvements produced by experience in the extraction of information: Perceptual learning. Here we describe research that combines principles of perceptual learning with computer technology to address persistent difficulties in mathematics learning. We report three experiments in which we developed and tested perceptual learning modules to address issues of structure extraction and fluency in relation to algebra and (...) fractions. PLMs focus students’ learning on recognizing and discriminating, or mapping key structures across different representations or transformations. Results showed significant and persisting learning gains for students using PLMs. PLM technology offers promise for addressing neglected components of learning: Pattern recognition, structural intuition, and fluency. Using PLMs as a complement to other modes of instruction may allow students to overcome chronic problems in learning. (shrink)

Although John Dewey is celebrated for his work in the philosophy of education and acknowledged as a leading proponent of American pragmatism, he might also have enjoyed more of a reputation for his philosophy of logic had Bertrand Russell not attacked him so fervently on the subject. In _Dewey's New Logic_, Tom Burke analyzes the debate between Russell and Dewey that followed the 1938 publication of Dewey's _Logic: The Theory of Inquiry_. Here, he argues that Russell failed to understand Dewey's (...) logic as Dewey intended, and despite Russell's resistance, Dewey's logic is surprisingly relevant to recent developments in philosophy and cognitive science. Burke demonstrates that Russell misunderstood crucial aspects of Dewey's theory and contends that logic today has progressed beyond Russell and is approaching Dewey's broader perspective. "[This] book should be of substantial interest not only to Dewey scholars and other historians of twentieth-century philosophy, but also to devotees of situation theory, formal semantics, philosophy of mind, cognitive science, and Artificial Intelligence."—Georges Dicker, _Transactions of the C.S. Peirce Society_ "No scholar, thus far, has offered such a sophisticated and detailed version of central themes and contentions in _Dewey's Logic_. This is a pathbreaking study."—John J. McDermott, editor of _The Philosophy of John Dewey_. (shrink)

Objective: The objective of the current study was to maximise the amount of information children and adolescents understand about the risks and benefits associated with participation in a biomedical research study.Design: Participants were presented with one of six hypothetical research protocols describing how to fix a fractured thigh using either a “standard” cast or “new” pins procedure. Risks and benefits associated with each of the treatment options were manipulated so that for each one of the six protocols there was either (...) a correct or ambiguous choice.Participants and setting: Two hundred and fifty one children, ages 6–15 , and 237 adults were interviewed while waiting for a clinic appointment at the Hospital for Sick Children.Results: Using standardised procedures and questionnaires, it was determined that most participants, regardless of age group, were able to understand the basic purpose and procedures involved in the research, and most were able to choose the “correct” operation. The younger children, however, showed an overall preference for a cast operation, whereas the older participants were more likely to choose the pins.Conclusions: By creating age appropriate modules of information, children as young as six years can understand potentially difficult and complex concepts such as the risks and benefits associated with participation in biomedical research. It appears, however, that different criteria were used for treatment preference, regardless of associated risks; older participants tended to opt for mobility whereas younger participants stayed with the more familiar cast operation. (shrink)

This is the first of two papers addressing Browning’s “Designation, Characterization, and Theory in Dewey’s Logic” (2002) where he distinguishes a series of pre-theoretical and theoretical stages for developing a theory of logic. The second of these two papers will recommend a modified version of this scheme of stages of inquiry into inquiry. The present paper recounts Browning’s original version of these stages and the ramifications of not clearly distinguishing them. I respond to Browning’s claim that in Burke 1994 I (...) made two such mistakes of not properly distinguishing theoretical and pre-theoretical stages of inquiry into inquiry. (shrink)

This is the introduction to the inaugural issue of The Journal of Philosophy of Disability.

This paper examines the settlement movement (a social reform movement during the Progressive Era, roughly 1890–1920) in order to illustrate what pragmatism is and is not. In 1906, Mary Kingsbury Simkhovitch proposed an analysis of settlement house methods. Because of her emphasis on interpretation and action, and because of the nature of the settlement movement as a social reform effort with vitally important consequences for everyone involved, it might be thought that her analysis would be pragmatist in character. This paper (...) shows that her analysis is empiricist, not pragmatist, and offers an alternative pragmatist sketch of settlement house methodology. (shrink)

This paper compares Dewey's and Russell's views of "immediate knowledge." Dewey was perhaps mistaken in attributing to Russell the view that immediate sense data provide incorrigible foundations for knowledge. Russell's characterization of sensing plus attention as the most immediate knowing of which we have experience nevertheless remains a valid target of Dewey's criticisms. These two philosophers developed very different theories of logic and knowledge, language and experience. Given the reconstructed notions of experience and knowledge at the root of Dewey's logical (...) theory, referring to knowledge as immediate or nearly immediate constitutes a serious category mistake. (shrink)

The American Journal of Bioethics, Volume 12, Issue 10, Page 36-37, October 2012.

Les questions relatives à l’opposition réalisme/antiréalisme sont abordées à la lumière d’une philosophie pragmatiste de l’esprit. On élabore une philosophie pragmatiste de l’esprit dans les termes d’une théorie ‘externaliste-active’ de l’expérience vue comme double processus. Cette théorie pose en principe deux types d’expérience tels que la ‘mentalité’ (en tant que capacité à penser, émettre des hypothèses, formuler des théories, raisonner, délibérer) constitue l’un des deux types d’expérience. La correspondance formelle de la théorie avec les faits est caractérisée en termes de (...) correspondance fonctionnelle entre ces deux types d’expérience. On discute alors les aspects réalistes et constructivistes de cette conception. L’externalisme-actif garantit une sorte de réalisme écologique, qui permet à la théorie d’éviter le constructivisme radical ou l’irréalisme. (shrink)

Logic for Dewey is a normative inquiry into the nature of inquiry itself. Goodman’s grue example is assessed in light of Dewey's vocabulary for logic as presented in his 1938 Logic.

The ethical and philosophical issues of choosing disability accommodations, particularly regarding human service provider accommodations, have not received much attention in the academic literature. Signed language interpreting is an especially complex accommodation that requires assessment of the deaf person's language knowledge and facility in a society where the many varieties of deaf education have generated a continuum of American Sign Language and signed English. Signed language interpreters with variable levels of skill and proficiency flock to work in locations with high (...) demand for their services, sometimes with little regulation and consumer protection, due to laws that mandate the provision of... (shrink)

To what extent does the fact that a philosopher, in order to communicate, is constrained to use the same language and the same concepts as other members of his society, inhibit him from developing genuinely original modes of thought? Section I of this paper outlines arguments for the view that any attempt at radical originality, of the kinds traditionally expected of philosophy, must involve misuse of these shared concepts. Section II, however, on the basis of an examination of what it (...) is for different members of a society to use the same concepts, argues that so doing does not rule out important differences over instantiations and logical interrelations. It then attempts to show that this latitude for difference is adequate to allow for certain kinds of philosophical originality, for example, that shown in the Whiteheadian philosophy of organism. (shrink)

As an unfunded federal mandate, the Americans with Disabilities Act requires public and private entities to ensure disability accommodations without providing state funding to pay for these accommodations. Disability accommodations under the ADA can take many forms, including audio description of a museum exhibit, designated parking for people with disabilities, or accessible toilet stalls. For each of these examples, once it is established or installed, the accommodation is available to serve the needs of numerous disabled individuals. Individualized service accommodations for (...) disability accessibility emerge only once the individual with the disability makes the request. For example, a deaf job candidate requests communication access for a job interview. The request for the accommodation is individual-dependent, and in the case of signed language interpreting, individual-specific and not fungible. Given that the unfunded mandate of the ADA does not directly provide a mechanism to alleviate expenses related to providing service accommodations to individuals, which can serve as a deterrent to inclusive practices, the question arises as to whether the ADA discriminates against individuals who require ongoing service accommodations. (shrink)

Offering a new edition of Dewey's 1916 collection of essays This critical edition of John Dewey's 1916 collection of writings on logic, Essays in Experimental Logic—in which Dewey presents his concept of logic as the theory of inquiry and his unique and innovative development of the relationship of inquiry to experience—is the first scholarly reprint of the work in one volume since 1954. Essays in Experimental Logic, edited by D. Micah Hester and Robert B. Talisse, uses the authoritative texts from (...) the Collected Works of John Dewey, 1882–1953 and includes as well articles from leading journals representing various contemporary schools of philosophy that criticized Dewey's experimentalism. Culling materials from six volumes of the chronologically arranged Collected Works, this single-volume edition of Essays marks a crucial point in Dewey's intellectual development: one in which Dewey critically engages idealistic and intuitionist theorists and lays the groundwork for his mature theory of inquiry. The text includes a new introduction by renowned Dewey scholar Tom Burke that places Essays in philosophical and historical context. In addition to the original essays, Essays in Experimental Logic also features five critical essays by Dewey's contemporaries, including Bertrand Russell, Wendell T. Bush, R. F. Alfred Hoernlé, H. T. Costello, and C. S. Peirce. (shrink)

This essay discusses ways in which contemporary mathematical logic may be reconciled with John Dewey’s logical theory. Standard formal techniques drawn from dynamic modal logic, situation theory, generative grammar, generalized quantifier theory, category theory, lambda calculi, game theoretic semantics, network exchange theory, etc., are accommodated within a framework consistent with Dewey’s Logic: The Theory of Inquiry (1938). This essay outlines some basic features of Dewey’s logical theory, working in a top-down fashion through various technical notions pertaining to existential and ideational (...) aspects of inquiry, from contextual notions of situations and ideologies, to primitive operational and empirical notions of modes of action and particular qualities. The aim here is to display the scope of Dewey’s logical theory and thus establish a framework relative to which details may be explored without losing sight of their larger significance. (shrink)

Les questions relatives à l’opposition réalisme/antiréalisme sont abordées à la lumière d’une philosophie pragmatiste de l’esprit. On élabore une philosophie pragmatiste de l’esprit dans les termes d’une théorie ‘externaliste-active’ de l’expérience vue comme double processus. Cette théorie pose en principe deux types d’expérience tels que la ‘mentalité’ (en tant que capacité à penser, émettre des hypothèses, formuler des théories, raisonner, délibérer) constitue l’un des deux types d’expérience. La correspondance formelle de la théorie avec les faits est caractérisée en termes de (...) correspondance fonctionnelle entre ces deux types d’expérience. On discute alors les aspects réalistes et constructivistes de cette conception. L’externalisme-actif garantit une sorte de réalisme écologique, qui permet à la théorie d’éviter le constructivisme radical ou l’irréalisme. (shrink)

The discussion note examines communication needs of deaf students and deaf philosophers in the classroom, with particular attention to working with qualified signed language interpreters in the classroom and creating an inclusive classroom environment for deaf students. It additionally considers the question of whether signed languages, such as American Sign Language (ASL), can convey abstract philosophical concepts used in spoken languages, and concludes that this is possible, suggesting that the small number of deaf philosophers using ASL has affected the development (...) of a philosophical lexicon in ASL. (shrink)