Anthropogenic climate change (ACC) has been described as a tragedy of the commons (T of C) by Baylor Johnson. Johnson argues that solutions to T of C scenarios reside in collective action rather than individual action, and that our moral obligation is to advocate for collective solutions to ACC. Marion Hourdequin argues that individual action can serve to promote collective action and in doing so it can also serve as an ethical obligation. I contend that individual action holds intrinsic value (...) in lieu of its ability to counteract our susceptibility to the kind of moral corruption espoused by Stephen Gardiner. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 127-150 [Access article in PDF] They Who Burned Themselves for Peace: Quaker and Buddhist Self-Immolators during the Vietnam War Sallie B. KingJames Madison UniversityNhat Chi Mai was a lay disciple of Thich Nhat Hanh and member of the Order of Interbeing, an Engaged Buddhist order founded by Nhat Hanh. On May 16, 1967, Vesak, the celebration of the birth of the Buddha, she burned (...) herself to death outside the Tu Nghiem Temple, a nunnery. An idealistic young student with much to live for, she sacrificed herself in an effort to bring the war to an end. In a letter to the U.S. government she wrote, I offer my body as a torch to dissipate the dark to waken love among men to give peace to Vietnam the one who burns herself for peace. 1In her farewell letter to Thich Nhat Hanh she wrote, "Thay, don't worry too much. We will have peace soon." 2On November 2, 1965, Norman Morrison, a devout Quaker and ardent pacifist, drove from Baltimore to Washington and burned himself to death at the Pentagon, at a spot estimated to be 40 to 100 feet from the window of Robert S. McNamara, then Secretary of Defense and one of the chief American prosecutors of the war. Shortly before his death, he wrote to his wife, "For weeks even months I have been praying only that I be shown what I must do. This morning with no warning I was shown.... Know that I love thee but must act...." 3 Morrison took his baby daughter, Emily, along with him and held her in his arms as he prepared for his act. Somehow--accounts differ as to how it happened--she was separated from her father before the flames engulfed him and she emerged entirely unharmed, though her clothing smelled strongly of the kerosene with which Morrison had soaked himself. 4There were others who burned themselves to death during the war in Vietnam. The venerable Buddhist monk Thich Quang Duc was the first. On June 11, 1963, [End Page 127] at a downtown crossroads in Saigon, he sat in the lotus posture and, in a state of meditative control, burned himself to death in protest of the Diem regime's repression of the Buddhist religion. Many Vietnamese Buddhist monks and nuns followed his example; I do not know all their names, or exactly how many they were.In America, to my knowledge, eight people burned themselves to death during the war. Two were Quakers: Norman Morrison and Alice Herz. Roger LaPorte, a former Trappist seminarian who had become a Catholic worker, burned himself to death one week after Norman Morrison. The others were: Hiroko Hayasaki, a Japanese-American Buddhist; Erik Thoen, a student of Zen Buddhism; another university student, George Winne; a high school student, Ronald Brazee; and Florence Beaumont, described as a "housewife." A number of others attempted self-immolation but survived. 5In this paper I will focus upon the self-immolations of Norman Morrison and Nhat Chi Mai. I will also have a few comments on Thich Quang Duc. My remarks are intended, however, to have relevance to all the Buddhist and Quaker self-immolators. 6Let us now consider in more detail some of the features of the self-immolations of Norman Morrison and Nhat Chi Mai, and some of the issues they pose to the Quaker and Buddhist communities, respectively. Precipitating Events While neither act was the result of a moment's impulse, we still would do well to ask what events most proximately precipitated the two self-immolations. In Norman Morrison's case, the precipitating events were two. The morning of the day he immolated himself he read a report of the American bombing of a village in Vietnam. Paris Match had published an interview with a French priest, recuperating in a Saigon clinic, who had witnessed and survived the bombing raid. The priest said, "I have seen my faithful burned up in napalm.... I have seen... (shrink)

1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

Global justice is one of the most important subjects in law and political theory today. What principles of justice might tell us about the actual practices of the WTO and other international economic institutions is of vital importance to states and their citizens. This volume reflects the results of a symposium held at Tillar House, the ASIL headquarters in Washington, DC, in November 2008 which brought together philosophers, legal scholars, and economists to discuss the problems of understanding international economic law (...) from the standpoint of rights, justice, and economic efficiency. The book makes advances in developing the normative criterion for ecaluation and justifying the international economic legal order. (shrink)

In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...) analysis of disciplinary approaches, key topics, research methodologies and age-related educational levels) and to examine the international and gender-related development of the journal and the influence of its contributors (by analysis of first authors and editorial board members). The findings identify important concerns, key research topics and neglected areas in moral education and development. Analysis offers an insight into the contribution of JME as the main international interdisciplinary journal in this field, to the history of moral education, to theory and practice and in the changing socio-cultural contexts of the past 40 years. Discussion of the findings is offered, limitations are acknowledged and implications for future directions for the journal considered. (shrink)

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

In post-Gricean pragmatics, communication is said to be successful when a hearer recovers a speaker’s intended message. On this assumption, proposals for ‘what is said’ – the semantic, propositional meaning of a speaker’s utterance – are typically centred around the content the speaker aimed to communicate. However, these proposals tend not to account for the fact that speakers can be deliberately vague, leaving no clear proposition to be recovered, or that a speaker can accept a hearer’s misconstrual even though the (...) speaker didn’t intend it. In such cases, identifying ‘what is said’ is more contentious, even though communication is arguably no less successful. Building on recent interactionist approaches to meaning, this chapter offers a proposal for ‘what is said’ that can account for cases of ‘imperfect’ communication in which the recovery of a speaker’s intention goes awry. This involves taking ‘what is said’ as the co-constructed meaning that the speaker and hearer jointly agree on, giving ‘grounded meanings’ – those mutually and manifestly accepted into the discourse by speaker and hearer – higher precedence in a theory of communication than simply the speaker’s intended meaning. In such cases, rather than speaker and hearer converging at the level of explicit utterance content, communication is expected to be successful as long as the hearer recovers a proposition which is compatible with the speaker’s higher-order discursive goal. The hearer’s uptake is then allowed to override the content of the speaker’s intended meaning in the process of negotiating ‘what is said’. (shrink)

In the summer of 1997 one could scarcely enter a bookstore in Beijing without encountering Wang Xiaobo's pensive and defiant look on the cover of dozens of books displayed at the entrance. Wang had suddenly died in the spring of that year at the age of forty-five. Born in Beijing in 1952 to a family of intellectuals, he remained attached to China's capital despite periods of separation, such as during the Cultural Revolution, when he was sent to Yunnan to "learn (...) from the peasants" and taught in a "people-run-school" in Shandong, and also during the 1980s, when he studied in the United States . Wang always returned to Beijing, in the late 1970s to study economy and business at the People's University and in the late 1980s to teach there. After retiring in 1993, he devoted his time to writing: poetry, novels, essays, non-fiction, and a movie script. (shrink)

This book proposes a semantic theory of conditionals that can account for (i) the variability in usages that conditional sentences can be put; and (ii) both conditional sentences of the form ‘if p, q’ and those conditional thoughts that are expressed without using ‘if’. It presents theoretical arguments as well as empirical evidence from English and other languages in support of the thesis that an adequate study of conditionals has to go beyond an analysis of specific sentence forms or lexical (...) items. The resulting perspective on conditionals is one in which conditionality is located at a higher level than that of the sentence; namely, at the level of thought. The author argues that it is only through adopting such a perspective, and with it, a commitment to context-dependent semantics, that we can successfully represent conditional utterances as they are used and understood by ordinary language users. It will be of interest to students and scholars working on the semantics of conditionals in the fields of linguistics (especially semantics and pragmatics) and philosophy of language. (shrink)

Multicellularity in the cellular slime mold Dictyostelium discoideum is achieved by the expression of two types of cell–cell adhesion sites. The EDTA‐sensitive adhesion sites are expressed very early in the developmental cycle and a surface glycoprotein of 24000 Da is known to be responsible for these sites. The EDTA‐resistant contact sites begin to accumulate on the cell surface at the aggregation stage of development. Several glycoproteins have been implicated in the EDTA‐resistant type of cell–cell binding and the best characterized one (...) has an Mr of 80000 (gp80). gp80 mediates cell–cell binding via homophilic interaction and its cell binding site has been mapped to an octapeptide sequence. The mechanism by which gp80 mediates cell–cell adhesion will be discussed. (shrink)

Based on a rather simple thesis that we can learn from our mistakes, Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. According to him, knowledge, especially scientific knowledge, progresses through conjectures that are controlled by criticism, or attempted refutations . As he puts it, ‘Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us understand the difficulties of the problem which we are trying to solve. This (...) is how we become better acquainted with our problem, and able to propose more mature solutions: the very refutation of a theory ... is always a step forward that takes us nearer to the truth. And this is how we can learn from our mistakes’ . Since criticism plays such a crucial role in Popper's falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the psychological literature over the feasibility and utility of his falsificationism as a heuristic. In this paper, I first consider Popper's falsificationism within the framework of his critical rationalism, elucidating three core and interrelated concepts, viz. fallibilism, criticism, and verisimilitude. Then I argue that the implementation of Popper's falsificationism means exposing to criticism various philosophical presuppositions that work against criticism, such as essentialism, instrumentalism, and conventionalism; it also means combating what seems a common tendency of humans to be biased towards confirmation. I examine the confirmation bias, to which Popper did not give much attention: its pervasiveness and various guises, some theoretical explanations for it, and the role of teachers in undermining its strength and spread. Finally, I consider the question whether students can and should be taught to use disconfirmatory strategies for solving problems. (shrink)

Human one‐to‐one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor‐centered one, a student‐centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of (...) tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities. (shrink)

In this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests (...) discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions. (shrink)

This paper aims to bridge the relationship between metalinguistic if you like as a non-propositional discourse marker and its conditional counterparts. This paper claims that metalinguistic if you like is polysemous between a hedge that denotes the speaker’s reduced commitment to some aspect of the main clause, and an optional yet potential conditional reading that interlocutors can legitimately draw on in interaction which is brought about due to the ‘if p, q’ sentence form. That is, although the metalinguistic reading is (...) most likely obtained automatically by default, it also carries an available conditional reading that is akin to other metalinguistic conditional clauses such as if you see what I mean. Next, a semantic representation of metalinguistic if you like is developed that takes on board a characterization of conditionality that departs from lexico-grammatical conventions, such that conditionals of the form ‘if p, q’ no longer bear a one-to-one correspondence with “conditional” truth conditions. Employing a radical contextualist semantic framework in which the unit of truth-conditional analysis is not constrained to the sentence form, utterances employing metalinguistic if you like are given a semantic representation such that the if-clause does not contribute propositional content, yet they also maintain their status as conditionals as the sentence form gives rise to a potential conditional secondary meaning. (shrink)

Büchi, J. R. The monadic second order theory of [omega symbol]₁.--Büchi, J. R. and Siefkes, D. Axiomatization of the monadic second order theory of [omega symbol]₁.

In this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests (...) discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions. (shrink)

According to Karl Popper’s critical rationalism, criticism is the only way we have of systematically detecting and learning from our mistakes so as to get nearer to the truth. Meanwhile, it is arguable that the emphasis of Confucianism on creating a hierarchical and harmonious society can easily lead to submission rather than opposition, producing a conformist rather than critical mind. A question arises here as to whether Confucianism tends to denigrate criticism and thus run counter to critical rationalism. In this (...) paper, I first argue that Confucianism prizes criticism and critical discussion, for which ample justification can be found in Confucian classics. Then I compare Confucianism with critical rationalism and assess the compatibility between them. (shrink)

Nowadays, there is still a widely held view that the Chinese and Western modes of thought are quite distinct from each other. In particular, the Chinese mode of thought derived from Confucianism is considered as comparatively less rational than the Western one. In this article, I first argue that although the analogical mode of argumentation, which is often claimed to be in sharp contrast with the Western mode of rationalism, has played a prominent role in Confucianism, it does not make (...) Confucianism any less rational. Then, I examine the normative and communicative features of Confucian rationalism, exploring the implications of these features for critical thinking in education. (shrink)

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one‐on‐one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring (...) collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. (shrink)

Based on a rather simple thesis that we can learn from our mistakes, Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. According to him, knowledge, especially scientific knowledge, progresses through conjectures (i.e. tentative solutions to problems) that are controlled by criticism, or attempted refutations (including severely critical tests). As he puts it, ‘Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us understand the difficulties of the (...) problem which we are trying to solve. This is how we become better acquainted with our problem, and able to propose more mature solutions: the very refutation of a theory... is always a step forward that takes us nearer to the truth. And this is how we can learn from our mistakes’ (1989, p. vii). Since criticism plays such a crucial role in Popper's falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the psychological literature over the feasibility and utility of his falsificationism as a heuristic. In this paper, I first consider Popper's falsificationism within the framework of his critical rationalism, elucidating three core and interrelated concepts, viz. fallibilism, criticism, and verisimilitude. Then I argue that the implementation of Popper's falsificationism means exposing to criticism various philosophical presuppositions that work against criticism, such as essentialism, instrumentalism, and conventionalism; it also means combating what seems a common tendency of humans to be biased towards confirmation. I examine the confirmation bias, to which Popper did not give much attention: its pervasiveness and various guises, some theoretical explanations for it, and the role of teachers in undermining its strength and spread. Finally, I consider the question whether students can and should be taught to use disconfirmatory strategies for solving problems. (shrink)