There is a strong pull to the idea that there is some metaphysically interesting distinction between the fully real, objective, observer‐independent qualities of things as they are in themselves, and the less‐than‐fully‐real, subjective, observer‐dependent qualities of things as they are for us. Call this (putative) distinction the primary/secondary quality distinction. The distinction between primary and secondary qualities is philosophically interesting because it is (a) often quite attractive to draw such a distinction, and (b) incredibly hard to spell it (...) out in any kind of satisfying and sensible way. I attempt such a spelling‐out after first trying to pin down in more detail what we want from the primary/secondary quality distinction, and saying a bit about why that is such a hard thing to get. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2013 Issue: 195 Pages: 305-329.

Nineteen teachers took part in a brief, one session, in?service course in which they were trained in behavioural techniques with the main aim of helping them increase their rates of approval contingent upon required behaviours from their pupils and to decrease their rates of disapproval. Subsidiary aims were that the teachers would be enabled to alter the balance of approval/disapproval given to academic and social behaviours, to increase the rate of approval given to group behaviours, to increase the rate of (...) description given to behaviours approved/disapproved, to use pupils' names more frequently and increase redirections given to behaviours following disapproval. From observations taken before and after training, it was seen that the main aim was achieved, with teachers showing increased levels of approval contingent upon required behaviour and decreased levels of disapproval, these changes being accompanied by increased pupil on?task behaviour. For the subsidiary aims, the data showed an encouraging shift in the balance of the teachers' verbal behaviour towards social and academic behaviours but the results were rather mixed for the other subsidiary aims. (shrink)

The rapid development of widely available and effective vaccines has been integral to the international response to the COVID-19 pandemic. However, a significant minority of those offered vaccination have refused, often due to their adherence to ‘anti-vax’ beliefs. These beliefs include that vaccines are dangerous, render the recipient magnetic or contain government microchips.During the pandemic, numerous calls were made for those voluntarily refusing vaccination to be deprioritised when allocating scarce healthcare resources. While these calls were rejected, the likelihood of the (...) same calls being made during future pandemics necessitates a thorough examination of the ethical implications entailed by such a policy.Here, I consider an intuitive argument for the use of vaccination status when allocating healthcare resources. This argument claims that, by avoiding vaccination, vaccine refusers are failing to fulfil a social obligation to protect those around them from harm by facilitating herd immunity. They are, therefore, less deserving of healthcare than their vaccinated peers.I explore three objections to this argument. While a first objection, asserting that no individual can be held responsible for a failure to develop herd immunity, fails, I find two further responses, respectively asserting the primacy of patient autonomy and highlighting the harms deprioritising vaccine refusers would cause to disadvantaged minorities, compelling. I, therefore, conclude that vaccination status should not be considered during healthcare resource allocation, as such discrimination would disproportionately harm marginalised communities. (shrink)

Mr. Robinson’s case raises clear concerns regarding whether, when, and even how to disclose unexpected genetic findings when doing genomic research. The American...

Many works are attributed to artists after their death, even when someone else has contributed substantively to the content of the work or when the work left by the artist is deemed incomplete by any standard of completion. Call these works posthumous works.1 Consider, for instance, Garden of Eden, Mysterious Stranger, Silmarillion, Symphony No. 10, Symphony No. 7, Sagrada Familia, the film A.I., Woyzeck, to name just a few. These are examples where..

In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers' beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme were invited to answer an open-ended questionnaire about history education. Six objectives were found: (1) memorising; (2) critical/explanatory; (3) constructivist; (4) perspective-taking; (5) moral; and (6) collective-identity objectives. Almost all prospective teachers mentioned several of these objectives. A (...) distinction between two epistemological perspectives on historical knowledge representation (factual or interpretive), was used as a framework for categorising the different objectives. More than half of the respondents mentioned objectives of history education that represent history as factual and objectives that represent history as interpretive. We propose that in actual practice most history teachers are combining epistemologically opposing objectives for pedagogical, political and religious motives. (shrink)

When firms face crisis, the instant and open channels of social media communication create a double-edged sword. While corporations can more quickly communicate with stakeholders, any missteps will have drastic and nearly immediate repercussions. What are the relationships among social media, subjective norms, attitudes, and intentions during corporate crisis? We explore this phenomenon via a study of a crisis faced by Lowe’s, an international home improvement store, and how current and potential customers reacted. By utilizing a structural equations model to (...) examine an integrated model of multiple constructs, we find that Facebook usage is associated with behavioral intent, perceptions of ethicality, and attitudes toward the organization. Counter intuitively, we find that an increase in participant Facebook usage is negatively related to felt subjective norms. Our findings indicate that beyond the traditional relationships examined by the Theory of Reasoned Action (e.g., norms, attitudes, and behavioral intent), that social media and subjective norms have a strong relationship with general attitudes and ethical attitudes toward an organization. (shrink)