It’s common to think that animals think. The cat thinks it is time to be fed, the monkey thinks the dominant is a threat. In order to make sense of what the other animals around us do, we ascribe mental states to them. The cat meows at the door because she wants to be let in. The monkey the monkey fails the test because he doesn’t remember the answer. -/- We explain animal actions in terms of their mental states, just (...) as we do with humans. One of us has argued that our science of animal minds requires that animal behavior be explained in such terms, and this doesn’t lead to a problematic use of folk psychology or anthropomorphism (Andrews 2016, 2020). By “anthropomorphism” we mean the attribution of human psychological, social, or normative properties to non-human animals “usually with the implication it is done without sound justification” (Shettleworth 2010, 477). And by “folk psychology” we mean the commonsense practice of seeing action as caused or accompanied by mental states like belief and desire, emotions, and seeing people in terms of their moods or personality traits, as well as categorizing complex behaviors as examples of grieving, communicating, or teaching (Andrews 2012). Psychologists routinely describe human behaviors in folk psychological terms, so it’s not that the categories are unscientific. The issue with using folk psychology to describe animal behavior is whether observable similarities between human and nonhuman behavior warrants thinking they involve the same psychological kind. The use of folk psychology when talking about animals need not be problematically anthropomorphic, though we need some evidentiary basis for filing animal behavior under some folk psychological category. -/- Despite it being commonplace for humans to attribute thoughts to animals, and there being arguments in favor of doing so in science, the nature of these mental states so many are happy to see in other animals remains unclear. To help bring some focus into the discussion, we will examine the attitude of belief. In this chapter we will examine the various possible statuses of animal beliefs, and the implications of those various views for our folk practice as well as our scientific investigations. (shrink)

What if "liberal democracy" were a contradiction in terms? This book distinguishes liberalism from democracy to defend a Rancièrean vision of impure politics. Disclosing Rancière's refusal of ontology as political, The Lessons of Rancière enacts a critical theory beyond unmasking and a democratic politics beyond liberalism.

This study examined the application of Lesson Study for professional development (PD) for a domain approach to moral education. A comparison was drawn between the effects of Lesson Study with 17 teachers and 144 students representing middle schools in the same district as a prior study employing intensive traditional PD. In Lesson Study, groups of same grade teachers construct lessons taught by one group member and observed by the others. Teachers meet following the lesson to critique and improve the (...) lesson using criteria established by teachers and informed by outside ‘experts.’ Findings from analysis of teacher discourse over nine months and end of year surveys revealed improvements in teacher pedagogy, knowledge of moral development, greater sense of professionalism, and efficacy for engagement in moral education in comparison with controls. Fewer lessons were produced, resulting in fewer gains in student moral and conventional reasoning than observed with intensive individualized PD. (shrink)

In the lesson study approach, researchers and teachers work together to solve teaching and learning problems identified by practitioners. This paper presents three examples of lesson study conducted with different audiences (primary and secondary) in mathematics and physics. The authors analyze the different postures built and adopted by researchers in each of these situations and try to identify some conditions and constraints more or less favorable to building a partnership between researchers and practitioners. The lesson study’s approaches seem to be (...) part of collaborative research, under certain conditions, especially in connection to researchers postures that accompany these research groups. These conditions meet the idea of the double likelihood that characterizes collaborative research. (shrink)

Thomas Hobbes is an iconic figure who serves as an easy reference for pundits commenting on the brutality of war as well as for critics of a distinctly modern individualism in which calculating and rapacious self-interest is the cause of the violence, destruction, and exploitation endemic to the contemporary world. Frost's reading of Hobbes's philosophy shows us that underlying such visions of self and politics is another iconic figure: that of the Cartesian subject. What gives the iconic Hobbes his hardcore (...) individualism and its corollary accounts of instrumentalism, conflict, and absolutism is a Cartesian rendering of the self as split into mind and body. Carefully elaborating Hobbes's materialist ontology, _Lessons from a Materialist Thinker_ challenges both our implicit Cartesian assumptions about the self and the commonplace Hobbes that so readily figures violence in our political imagination. Through his materialism, Hobbes presents an alternative modern account of self-consciousness, reason, agency, power, freedom, and responsibility. In doing so, he shows that our fundamental intersubjectivity and interdependence require that we pursue peace above all else. (shrink)

BackgroundDuring the COVID-19 outbreak in 2020, national governments took restrictive measures, such as a visitors ban, prohibition of group activities and quarantine, to protect nursing home residents against infections. As ‘safety’ prevailed, residents and close relatives had no choice but to accept the restrictions. Their perspectives are relevant because the policies had a major impact on them, but they were excluded from the policy decisions. In this study we looked into the moral attitudes of residents, close relatives and volunteers regarding (...) the restrictions in retrospect, and what moral lessons they considered important.MethodsWe conducted 30 semi-structured interviews with residents and close relatives and one focus group meeting with volunteers working in nursing homes. Data were transcribed verbatim and analyzed inductively. Subsequently, three Socratic dialogue meetings with residents, close relatives and volunteers were organized in which first analysis outcomes were discussed and dialogues were fostered into moral lessons for future pandemics. Outcomes were combined with moral theory following an empirical bioethics design. ResultsCritical perspectives regarding the COVID-19 restrictions grew in time. Various moral values were compromised and steered moral lessons for our future. The participants recognized three moral lessons as most important. First, constructing tailored (well-balanced) solutions in practice is desirable. Second, proper recognition is needed for the caring role that close relatives fulfill in practice. Third, a responsive power distribution should be in place that includes all stakeholder perspectives who are affected by the restrictions. DiscussionComparing the results with moral theory strengthens the plea for inclusion of all stakeholder groups in decision-making processes. To further concretize the moral lessons, tailored solutions can be realized with the use of moral case deliberations. Proper recognition includes actions addressing moral repair and including counter-stories in the debate. Responsive power distribution starts with providing clear and trustworthy information and including all perspectives. (shrink)

The most powerful lesson learned from the 2013-2016 outbreak of Ebola in West Africa was that we do not learn our lessons. A common sentiment at the time was that Ebola served as a “wake-up call”—an alarm which signalled that an outbreak of that magnitude should never have occurred and that we are ill-prepared globally to prevent and respond to them when they do. Pledges were made that we must learn from the outbreak before we were faced with another. (...) Nearly five years later the world is in the grips of a pandemic of the severe acute respiratory syndrome coronavirus 2 that causes coronavirus disease 2019. It is therefore of no surprise that we are now yet again hearing that the COVID-19 pandemic serves as the “wake-up call” we need and that there are many lessons to be learned to better prepare us for future outbreaks. Will anything be different this time around? We argue that nothing will fundamentally change unless we truly understand and appreciate the nature of the lessons we should learn from these outbreaks. Our past failures must be understood as moral failures that offer moral lessons. Unless we appreciate that we have a defect in our collective moral attitude toward remediating the conditions that precipitate the emergence of outbreaks, we will never truly learn. (shrink)

This paper examines lessons obtained by means of simulations in the form of agent-based models about the norms that are to guide disagreeing scientists. I focus on two types of epistemic and methodological norms: norms that guide one’s attitude towards one’s own theory, and norms that guide one’s attitude towards the opponent’s theory. Concerning I look into ABMs that have been designed to examine the context of peer disagreement. Here I challenge the conclusion that the given ABMs provide a (...) support for the so-called Steadfast Norm, according to which one is epistemically justified in remaining steadfast in their beliefs in face of disagreeing peers. I argue that the proposed models at best provide evidence for a weaker norm, which concerns methodological steadfastness. Concerning I look into ABMs aimed at examining epistemic effects of scientific interaction. Here I argue that the models provide diverging suggestions and that the link between each ABM and the type of represented inquiry is still missing. Moreover, I examine alternative strategies of arguing in favor of the benefits of scientific interaction, relevant for contemporary discussions on scientific pluralism. (shrink)

Folklore has it that Sobel sequences favor a variably strict analysis of conditionals over its plainly strict alternative. While recent discussions for or against the lore have focussed on Sobel sequences involving counterfactuals, this paper draws attention to the fact that indicative Sobel sequences are just as felicitous as are their counterfactual cousins. The fact, or so I shall argue here, disrupts the folklore: given minimal assumptions about the semantics and pragmatics of indicative conditionals, a textbook variably strict analysis fails (...) to predict that indicative Sobel sequences are felicitous. The correct lesson to draw from Sobel sequences is that their felicity challenges classical implementations of the variably strict and of the plainly strict analysis alike. In response to this challenge I develop a dynamic strict analysis of conditionals that handles indicative Sobel sequences with grace while preserving intuitive constraints on the semantics and pragmatics of their members. A discussion of how such an analysis may handle the challenge from reverse Sobel sequences is provided. (shrink)

Algorithmic discrimination has rapidly become a topic of intense public and academic interest. This article explores three issues raised by algorithmic discrimination: 1) the distinction between direct and indirect discrimination, 2) the notion of disadvantageous treatment, and 3) the moral badness of discriminatory automated decision-making. It argues that some conventional distinctions between direct and indirect discrimination appear not to apply to algorithmic discrimination, that algorithmic discrimination may often be discrimination between groups, as opposed to against groups, and that it is (...) not necessarily the case that morally bad algorithmic discrimination gives us reason to not use automated decision-making. For each of the three issues, the article explores implications for algorithmic discrimination, suggests some alternative answers, and clarifies how we may want to think of discrimination more broadly in light of lessons drawn from the context of algorithmic discrimination. (shrink)

Recent work on non-visual modalities aims to translate, extend, revise, or unify claims about perception beyond vision. This paper presents central lessons drawn from attention to hearing, sounds, and multimodality. It focuses on auditory awareness and its objects, and it advances more general lessons for perceptual theorizing that emerge from thinking about sounds and audition. The paper argues that sounds and audition no better support the privacy of perception’s objects than does vision; that perceptual objects are more diverse (...) than an exclusively visual perspective suggests; and that multimodality is rampant. In doing so, it presents an account according to which audition affords awareness as of not just sounds, but also environmental happenings beyond sounds. (shrink)

The idea of attention was brought back into mainstream philosophical thinking about ethics by Iris Murdoch, drawing on Simone Weil. While Murdoch’s use of the idea has been reflected on by a number of recent commentators, I think its deepest lessons have largely been missed. Beginning from a recurrent and revealing misreading of Murdoch on attention, a misreading often articulated through reflection on Murdoch’s example of M and D, I want to bring out some of those lessons. It (...) is well-known that Murdoch links attention with just and loving vision. I describe a common, mistaken account of what she means by just and loving vision, and I then turn to other connotations of attention invoked by Murdoch. These other connotations are mentioned in dispatches by some commentators, but not dwelt upon. While Murdoch herself does not explore them extensively either, I argue that they are important for teasing out what matters most in Murdoch’s invocation of attention. As that way of putting suggests, my interest in Murdochian exegesis is eventually superseded by my attempts to elicit what I think to be some of the most fruitful implications of her reflections on attention. (shrink)

It remains controversial whether the human sciences can quantify the phenomena they study. The feasibility of quantification is usually assessed by identifying similarities and differences to quantitative measurement in physics. We argue that the case studies used to exemplify physical measurement are not sufficiently representative to underwrite such assessments. We substantiate this thesis by reconstructing how seismologists quantified “earthquake size.” Seismology demonstrates that quantification can succeed under conditions that, on the one hand, differ from canonical case studies and, on the (...) other, resemble those of the human sciences in relevant respects—seismologists study phenomena that are not amenable to significant experimental control and that cannot be isolated from complex background conditions. This allows us to refute an influential argument for the impossibility of human science quantification, which turns on the claim that experimental control is a necessary condition for quantification (Trendler, 2009). Finally, we draw constructive lessons for the human sciences from the method that seismologists Charles Richter and Beno Gutenberg used to quantify earthquake size. That method starts by introducing (approximate and circumscribed) “placeholder” scales, which can then be extended and revised to account for inevitable disturbing factors in the measurement process. We use this method to identify promising developments but also continued shortcomings in a noteworthy effort at quantification: the Lexile measure of reading comprehension. (shrink)

COVID‐19, caused by a novel coronavirus named SARS‐CoV‐2, was identified in December 2019, in Wuhan, China. It was first confirmed in sub‐Saharan Africa in Nigeria on 27 February 2020 and has since spread quickly to all sub‐Saharan African countries, causing more than 111,309 confirmed cases and 2,498 deaths as of 03 June 2020. The lessons learned during the recent Ebola virus disease (EVD) outbreaks in some sub‐Saharan African countries were expected to shape and influence the region’s responses to COVID‐19 (...) pandemic. However, some of the challenges associated with the management of the EVD outbreaks persist and create obstacles for the effective management of the COVID‐19 pandemic. This article describes the commonalities between the EVD epidemics and COVID‐19 pandemic, with a view to draw on lessons learned to effectively tackle the ongoing pandemic. Key successes, failures and lessons learned from previous EVD outbreaks are discussed. Recommendations on how these lessons can be translated to strengthen the COVID‐19 response in sub‐Saharan Africa are provided. (shrink)

There are several lessons that can already be drawn from the current research programs on strong AI and building conscious machines, even if they arguably have not produced fruits yet. The first one is that functionalist approaches to consciousness do not account for the key importance of subjective experience and can be easily confounded by the way in which algorithms work and succeed. Authenticity and emergence are key concepts that can be useful in discerning valid approaches versus invalid ones (...) and can clarify instances where algorithms are considered conscious, such as Sophia or LaMDA. Subjectivity and embeddedness become key notions that should also lead us to re-examine the ethics of decision delegation. In addition, the focus on subjective experience shifts what is relevant in our understanding of ourselves as human beings and as an image of God, namely, in de-emphasizing intellectuality in favor of experience and contemplation over action. (shrink)

Neurophenomenological (NP) methods integrate objective and subjective data in ways that retain the statistical power of established disciplines (like cognitive science) while embracing the value of first-person reports of experience. The present paper positions neurophenomenology as an approach that pulls from traditions of cognitive science but includes techniques that are challenging for cognitive science in some ways. A baseline study is reviewed for “lessons learned,” that is, the potential methodological improvements that will support advancements in understanding consciousness and cognition (...) using neurophenomenology. These improvements, we suggest, include (1) addressing issues of interdisciplinarity by purposefully and systematically creating and maintaining shared mental models among research team members; (2) making sure that NP experiments include high standards of experimental design and execution to achieve variable control, reliability, generalizability, and replication of results; and (3) conceiving of phenomenological interview techniques as placing the impetus on the interviewer in interaction with the experimental subject. (shrink)

Evolutionary developmental biology (Evo-devo) is a vibrant area of contemporary life science that should be (and is) increasingly incorporated into teaching curricula. Although the inclusion of this content is important for biological pedagogy at multiple levels of instruction, there are also philosophical lessons that can be drawn from the scientific practices found in Evo-devo. One feature of particular significance is the interdisciplinary nature of Evo-devo investigations and their resulting explanations. Instead of a single disciplinary approach being the most explanatory (...) or fundamental, different methodologies from biological disciplines must be synthesized to generate empirically adequate explanations. Thus, Evo-devo points toward a non-reductionist epistemology in biology. I review three areas where these synthetic efforts become manifest as a result of Evo-devo’s practices (form versus function reasoning styles; problem-structured investigations; idealizations related to studying model organisms), and then sketch some possible applications to teaching biology. These philosophical considerations provide resources for life science educators to address (and challenge) key aspects of the National Science Education Standards and Benchmarks for Scientific Literacy. (shrink)

Fifty years after the publication of Bell's theorem, there remains some controversy regarding what the theorem is telling us about quantum mechanics, and what the experimental violations of Bell inequalities are telling us about the world. This chapter represents my best attempt to be clear about what I think the lessons are. In brief: there is some sort of nonlocality inherent in any quantum theory, and, moreover, in any theory that reproduces, even approximately, the quantum probabilities for the outcomes (...) of experiments. But not all forms of nonlocality are the same; there is a distinction to be made between action at a distance and other forms of nonlocality, and I will argue that the nonlocality required to violate the Bell inequalities need not involve action at a distance. Furthermore, the distinction between forms of nonlocality makes a difference when it comes to compatibility with relativistic causal structure. (shrink)

Mary Shelley’s Frankenstein has captured the public imagination ever since it was first published over 200 years ago. While the narrative reflected 19th-century anxieties about the emerging scientific revolution, it also suggested some clear moral lessons that remain relevant today. In a sense, Frankenstein was a work of bioethics written a century and a half before the discipline came to exist. This paper revisits the lessons of Frankenstein regarding the creation and manipulation of life in the light of (...) recent developments in stem cell and neurobiological research. It argues that these lessons are becoming more relevant than ever. (shrink)

A deeply comforting and enlightening book on how Stoicism can inspire us to lead more enjoyable lives What aspects of your life do you really control? What do you do when you cannot guarantee that things will turn out in your favour? And what can Stoicism teach us about how to live together? In the past few years, Stoicism has been making a comeback. But what exactly did the Stoics believe? In Lessons in Stoicism, philosopher John Sellars weaves together (...) the key ideas of the three great Roman Stoics -- Seneca, Epictetus and Marcus Aurelius -- with snapshots of their fascinating lives, to show us how their ideas can help us today. In vivid prose, Sellars shows how the works of these three Stoics have inspired readers ever since, speaking as they do to some of the perennial issues that face anyone trying to navigate their way through life. Their works, fundamentally, are about how to live -- how to understand one's place in the world, how to cope when things don't go well, how to manage one's emotions and how to behave towards others. Consoling and inspiring, Lessons in Stoicism is a deeply thoughtful guide to the philosophy of a good life. (shrink)

New Zeno cases are unfamiliar but not impossible, and reflection on these cases suggests they do not require exotic forms of causation or other unusual powers. Kaiserman and Magidor suggest that there is little to learn from reflection on these cases. It is argued that some of their own conclusions are important enough to count as valuable lessons. Hawthorne’s cases of social or legal causation via Zeno sequences merit careful attention. These cases may be nearer to reality than one (...) might have thought: recipes are given for individual people with mundane powers to apparently bring about Hawthorne-style legal or social New Zeno cases. Perhaps what we should say about cases like those raised by Hawthorne is related to what we should say about putative cases where laws or social action putative bring about social inconsistencies. (shrink)

BackgroundVarious forms of Clinical Ethics Support (CES) have been developed in health care organizations. Over the past years, increasing attention has been paid to the question of how to foster the quality of ethics support. In the Netherlands, a CES quality assessment project based on a responsive evaluation design has been implemented. CES practitioners themselves reflected upon the quality of ethics support within each other’s health care organizations. This study presents a qualitative evaluation of this Responsive Quality Assessment (RQA) project.MethodsCES (...) practitioners’ experiences with and perspectives on the RQA project were collected by means of ten semi-structured interviews. Both the data collection and the qualitative data analysis followed a stepwise approach, including continuous peer review and careful documentation of the decisions.ResultsThe main findings illustrate the relevance of the RQA with regard to fostering the quality of CES by connecting to context specific issues, such as gaining support from upper management and to solidify CES services within health care organizations. Based on their participation in the RQA, CES practitioners perceived a number of changes regarding CES in Dutch health care organizations after the RQA: acknowledgement of the relevance of CES for the quality of care; CES practices being more formalized; inspiration for developing new CES-related activities and more self-reflection on existing CES practices.ConclusionsThe evaluation of the RQA shows that this method facilitates an open learning process by actively involving CES practitioners and their concrete practices. Lessons learned include that “servant leadership” and more intensive guidance of RQA participants may help to further enhance both the critical dimension and the learning process within RQA. (shrink)

Self-regulated learning is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems, have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students’ SRL while they learn about the human circulatory system. (...) MetaTutor’s architecture and instructional features are designed based on models of SRL, empirical evidence on human and computerized tutoring principles of multimedia learning, Artificial Intelligence in educational systems for metacognition and SRL, and research on SRL from our team and that of other researchers. We present MetaTutor followed by a synthesis of key research findings on the effectiveness of various versions of the system on learning outcomes. First, we focus on findings from self-reports, learning outcomes, and multimodal data and their contributions to our understanding of SRL with an ITS. Second, we elaborate on the role of embedded pedagogical agents as external regulators designed to scaffold learners’ cognitive and metacognitive SRL strategy use. Third, we highlight and elaborate on the contributions of multimodal data in measuring and understanding the role of cognitive, affective, metacognitive, and motivational processes. Additionally, we unpack some of the challenges these data pose for designing real-time instructional interventions that scaffold SRL. Fourth, we present existing theoretical, methodological, and analytical challenges and briefly discuss lessons learned and open challenges. (shrink)

Recent media reports about new programmes for 'happiness lessons' in schools signal a welcome concern with children's well-being. However, as I shall argue, the presuppositions of the discourse in which many of these proposals are framed, and their orientation towards particular strands of positive psychology, involve ideas about human life that are, in an important sense, anti-educational.

This paper looks at what David Kaplan's work on indexicals can teach us about logic and the philosophy of logic, and also what Kaplan's logic (i.e. the Logic of Demonstratives) can teach us about indexicals. The lessons are i) that logical consequence is not necessary truth-preservation, ii) that that the linguistic doctrine of necessary truth (also called conventionalism about modality) fails, and iii) that there is a kind of barrier to entailment between non-context-sensitive and context-sensitive claims.

‘Bioethics still has important work to do in helping to secure status equality for LGBT people’ writes Timothy F. Murphy in a recent Bioethics editorial. The focus of his piece, however, is much narrower than human rights, medical care for LGBT people, or ending the HIV/AIDS pandemic. Rather, he is primarily concerned with sexuality and gender identity, and the medical intersections thereof. It is the objective of this response to provide an alternate account of bioethics from a Queer perspective. I (...) will situate Queer bioethics within Queer studies, and offer three ‘lessons’ that bioethics can derive from this perspective. These are not definitive rules for Queer bioethics, since it is a field which fundamentally opposes categorizations, favoring pastiche over principles. These lessons are exploratory examples, which both complement and contradict LGBT bioethics. My latter two lessons – on environmental bioethics and disability – overlap with some of Murphy's concerns, as well as other conceptions of LGBT bioethics. However, the first lesson takes an antithetical stance to Murphy's primary focus by resisting all forms of heteroconformity and disavowing reproduction as consonant with Queer objectives and theory. The first lesson, which doubles as a primer in Queer theory, does heavy philosophical lifting for the remainder of the essay. This response to Timothy F. Murphy, whose work is certainly a legacy in bioethics, reveals the multiplicity of discourses in LGBT/Queer studies, many of which are advantageous – even essential – to other disciplines like bioethics. (shrink)

Kant is known for having said relatively little about truth in Critique of Pure Reason. Nevertheless, there are important lessons to be learned from this work about truth, lessons that apply to the contemporary debate on the nature and structure of truth and its theory. In this paper I suggest two such lessons. The first lesson concerns the structure of a substantive theory of truth as contrasted with a deflationist theory; the second concerns the structure of a (...) correspondence theory of truth. The first lesson warns us against conceiving of a substantive theory of truth in a way that led Kant to conclude that such a theory is unviable. In so doing it indirectly suggests what a viable substantive theory of truth would be like. The second lesson teaches us that a correspondence theory of truth need not be as naive and overly simplistic as it is usually thought to be, but can, and should be, far more complex. This lesson is based on a correspondence theory of truth incipient in the Critique, one whose structure reflects the complexity of the relation between mind and world in Kant’s theory. (shrink)

"Newark Lessons" offers a response to the harassment and threats that George Yancy faced after the publication of his "Dear White America" letter, published in the New York Times on 24 December, 2015. The Newark Lessons are an autobiographical account how the white community of my childhood used the Newark Race Riots/Rebellions as a trope to teach me about the value of whiteness. I discuss the damaging effects of these lessons in terms of the collateral damage of (...) white supremacy for white people. (shrink)

Lessons of history are often referred to in public discourse, but seldom in scholarly discussions. This book wants to change this by introducing an innovative scholarly, analytical model of historical lessons, starting from the basic three-fold perspective that you simultaneously are history, share history, and make history. Not any history is useful for extracting or using lessons. Here, what are denoted as borderline historical events, demonstrating both time-specific and time-transcending qualities, are suggested as useful materials. Scholarly works (...) on the Holocaust and Soviet terror, from Raul Hilberg's and Robert Conquest's classical works of the 1960s to more recent books by Jan Gross and Timothy Snyder, are analyzed to identify lessons of history, and their change during a full half-century. (shrink)

Critical Lessons: What Our Schools Should Teach. By Nel Noddings. Pp. 319. Cambridge: Cambridge University Press. 2006. $30 (US). ISBN 0-521-85188-2 (hbk).

Yoga Lessons For Developing Spiritual Consciousness If we study the action of mind upon mind, of mind over matter, of mind over the human body, we may realize how "each man is a power in himself". Life is a series of awakenings. Ideas dawn upon the mind from time to time, are caught up by brain and body and fins physical expression as acts. Our outward life with its environment is fitted to our inward development. Wealth, position, fame, power,?all (...) these are the simple expressions of individual character. This treatise exposes the readers to the essential truths of the being and the ways and methods of developing the consciousness to the level of being able to migrate to a higher spiritual level. (shrink)

Lessons in the study of habits by Walter L. Sheldon. This book is a reproduction of the original book published in 1903 and may have some imperfections such as marks or hand-written notes.

This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson study cycles, we present evidence (...) that suggests that lesson study can be used to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. We suggest, however, that a combination of factors might contribute to variations in teachers' participation in that shared professional teaching knowledge culture including the degree to which the teachers embraced the public nature of lesson study. These factors include the teachers' idiosyncratic views of teaching and learning, the teachers' individual tolerance for socially constructing curricula, and the degree to which teachers acceded to cultural obstacles within elementary schooling. (shrink)

CITATION: Msimang, P. 2020. Lessons in our faults : fault lines on race and research ethics. South African Journal of Science, 116:8449, doi:10.17159/sajs.2020/8449.

It is hard to overstate the growing impact of the works of Andreas Reckwitz and Hartmut Rosa on contemporary social theory. Given the quality and originality of their intellectual contributions, it is no accident that they can be regarded as two towering figures of contemporary German social theory. The far-reaching significance of their respective approaches is reflected not only in their numerous publications but also in the fast-evolving secondary literature engaging with their writings. All of this should be reason enough (...) to take note of their collaborative work, which, most recently, has culminated in the publication of their co-authored book Spätmoderne in der Krise: Was leistet die Gesellschaftstheorie? (Berlin: Suhrkamp, 2021). The main purpose of this paper is to demonstrate that the latest exchange between Reckwitz and Rosa contains valuable insights into recent and ongoing trends in society in general and social theory in particular. The first part comprises an outline of the central matters at stake in, and the core lessons learnt from, the constructive dialogue between Reckwitz’s critical analytics and Rosa’s critical theory, before moving, in the second part, to an assessment of the most significant limitations of their respective views and propositions. (shrink)

Radical collective behavior change is required to develop sustainable forms of urban life. This demands redesign of everyday environments. However, the ways in which our material world shape our behaviors are still understudied and underappreciated. Not much is known about how collective behaviors are facilitated through infrastructural or material interventions. Here, we draw upon 15 years of experience at RAAAF, an Amsterdam-basedcollective for visual art and architecture, to introduce ten practical lessons for developing strategic design interventions for affordance-based behavior (...) change in urban environments. Affordancesare the possibilities for action provided by the environment. Strategic design interventions aim to set collective social change in motion by developing sustainable affordances and dismantling unsustainable behavioral constraints. Strategic design interventions seek to inspire policies andpublic imagination. Whereasscientific studies aim to describe reality as it is, RAAAF’s material interventions help imagine how the shared urban environment could be in the future. (shrink)

The Last Gift is an observational HIV cure-related research study conducted with people with HIV at the end of life (EOL) at the University of California San Diego. Participants agree to voluntarily donate blood and other biospecimens while living and their bodies for a rapid research autopsy postmortem to better understand HIV reservoir dynamics throughout the entire body. The Last Gift study was initiated in 2017. Since then, 30 volunteers were enrolled who are either (1) terminally ill with a concomitant (...) condition and have a prognosis of 6 months or less or (2) chronically ill with multiple comorbidities and nearing the EOL. Multiple ethical and logistical challenges have been revealed during this time; here, we share our lessons learnt and ethical analysis. Issues relevant to healthcare research include surrogate informed consent, personal and professional boundaries, challenges posed conducting research in a pandemic, and clinician burnout and emotional support. Issues more specific to EOL and postmortem research include dual roles of clinical care and research teams, communication between research personnel and clinical teams, legally required versus rapid research autopsy, identification of next of kin/loved ones and issues of inclusion. Issues specific to the Last Gift include logistics of body donation and rapid research autopsy, and disposition of the body as a study benefit. We recommend EOL research teams to have clear provisions around surrogate informed consent, rotate personnel to maintain boundaries, limit direct contact with staff associated with clinical care and have a clear plan for legally required versus research autopsies, among other recommendations. (shrink)

The idea that incompatibilism is intuitive is one of the key motivators for incompatibilism. Not surprisingly, then philosophers who defend incompatibilism often claim that incompatibilism is the natural, commonsense view about free will and moral responsibility (e.g., Pereboom 2001, Kane Journal of Philosophy 96:217–240 1999, Strawson 1986). And a number of recent studies find that people give apparently incompatibilist responses in vignette studies. When participants are presented with a description of a causal deterministic universe, they tend to deny that people (...) are morally responsible in that universe. Although this suggests that people are intuitive incompatibilists, Eddy Nahmias and Dylan Murray, in a recent series of important papers, have developed an important challenge to this interpretation. They argue that people confuse determinism with bypassing, the idea that one’s mental states lack causal efficacy. Murray and Nahmias present new experiments that seem to confirm the bypassing hypothesis. In this paper, we use structural equation modeling to re-examine the issue. We find support instead for an incompatibilist explanation of the bypassing results, i.e., incompatibilist judgments seem to cause bypassing judgments. We hypothesize that this phenomenon occurs because people think of decisions as essentially indeterministic; thus, when confronted with a description of determinism they tend to think that decisions do not even occur. We provide evidence for this in three subsequent studies which show that many participants deny that people make decisions in a deterministic universe; by contrast, most participants tend to allow that people add numbers in a deterministic universe. Together, these studies suggest that bypassing results don’t reflect a confusion, but rather the depth of the incompatibilist intuition. (shrink)

A concise survey of the culture and civilization of mankind, The Lessons of History is the result of a lifetime of research from Pulitzer Prize–winning historians Will and Ariel Durant. With their accessible compendium of philosophy and social progress, the Durants take us on a journey through history, exploring the possibilities and limitations of humanity over time. Juxtaposing the great lives, ideas, and accomplishments with cycles of war and conquest, the Durants reveal the towering themes of history and give (...) meaning to our own. (shrink)

The Institute of Medicine (IOM) Committee on the Necessity of the Use of Chimpanzees in Biomedical and Behavioral Research made a series of recommendations that, as of an announcement on June 26, 2013, the National Institutes of Health (NIH) is turning into implemented guidelines. Many advocates, including some researchers and scholars, have suggested that the Committee’s recommendations could be applied successfully to other animal species. This article examines, from my perspective as the IOM Committee’s chair, some of the most important (...) features of the Committee’s work, addresses whether chimpanzees represent a special or unique case for the purpose of research policy, and suggests an approach for evaluating the applicability of the Committee’s recommendations for other animal species used in research. I first present my perspective on the features of the Committee’s work that influenced its approach and conclusions. I then argue that despite the fact that chimpanzees represent a somewhat unique case for restricted research use, their case still offers important lessons for policy regarding the use of other species. Finally, I offer some observations regarding the recommendations and implications of the report from the NIH Working Group charged with crafting guidelines for implementing the IOM Committee’s recommendations. (shrink)

External validity is typically regarded as the downside of case study research by methodologists and social scientists; case studies, however, are often aimed at drawing lessons that are generalizable to new contexts. The gap between the generalizability potential of case studies and the research goals demands closer scrutiny. I suggest that the conclusion that case study research is weak in external validity follows from a set of assumptions that I term the "traditional view," which are disputable at best. In (...) this view, external validity is treated as a matter of mere representativeness. I argue that it is best understood instead as a problem of inference and that the emphasis should be placed on the comparability of the study rather than on the typicality of the case. By making case studies highly comparable, their external validity can be reliably and efficiently assessed and, in this way, their generalizability potential enhanced. (shrink)

A California teacher outlines lessons from American heroes that instill renewed admiration of their achievements, provides guidelines for self-improvement, and sets us on a constructive path to recovering our past.

(1999). The lessons and messages of the holocaust as conveyed through Yom Hashoah (holocaust day) commemorations in selected Australian Jewish communities, 1945–1996. The European Legacy: Vol. 4, Postmodern Fascism, pp. 54-71.

This essay offers some lessons from the history of the United States Constitution for constitutions for emerging democracies in Eastern Europe. The United States Constitution declined in efficacy over time because special interests eroded its restraints on rent-seeking. This essay seeks to consider solutions to prevent constitutional decline. It suggests that since special interests will try to dissolve constitutional restraints, the original constitution should itself contain trigger rulers imposing new restraints when certain events occur that suggest the old restraints (...) are weakening. Thus in this essay I suggest creating constitutional provisions to spring into effect when the consequences of constitutional decline become apparent in the polity.Cet article met en avant quelques leçons puisées dans l’histoire de la constitution américaine pour les constitutions des démocraties naissantes de l’Europe Orientale. La constitution des Etats-Unis a perdu de son efficacité au fil du temps parce que les intérêts particuliers ont entamé les contraintes qui pesaient sur les activités de recherche de rente. Cet article essaye d’envisager des solutions pour contrecarrer le déclin constitutionnel. Il suggère que, puisque les intérêts particuliers essayent de dissoudre les contraintes constitutionnelles, la constitution devrait inclure, à l’origine même, des règles d’activation imposant de nouvelles contraintes quand certains évènements qui surviennent révèlent l’insuffisance des contraintes antérieures. Ainsi, dans cet article, l’auteur suggère la création de dispositions constitutionnelles qui sont activées quand les conséquences du déclin constitutionnel sont apparentes au niveau politique. (shrink)

In _The Lesson of this Century_ Popper's purpose is to warn us against the increasing violence and egoism of our society. What solutions can we offer to the problems of the environment, demography and corruption? How can we prevent the violence our society engenders? How can we preserve our democratic system while at the same time paving the way for global peace? Popper believes that the philosopher has a duty to intervene in politics and he utters a clear call to (...) all of us to recognise our responsibilities. He reminds us that it is our actions which will create the world of tomorrow. The interviews in this volume were originally given to the Italian journalist Giancarlo Bosetti. The volume also includes the transcript of an interview about the moral dangers of television not previously available in English. (shrink)

Excerpt from Lessons in Logic The chief need of the teacher of logic in our high-schools and colleges is a text-book which will meet the peculiar requirements of the classroom. Many of the text-books now in use are written by men whose theory of the nature and value of knowledge, influenced as it is by false philosophical principles, is distrusted by the teacher who uses the books, and is not unlikely to upset the minds of the pupils. Others, while (...) written on the soundest philosophical principles, take little or no account of pedagogical methods, and present the theory of logic without sufficient regard for the difficulties which beset beginners in this study. The present text-book aims at supplying both these defects. It is based on the traditional scholastic theory of knowledge, and, wherever it touches on philosophical principles, the principles which it invokes in justification of the rules of logic are those of scholastic psychology and metaphysics. It aims at removing, as far as is possible, the technical difficulties of the study of logic, and tries to approach the problems of logic by the route which extended experience in the classroom has proved to be the easiest. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

This article examines the significance of Jacques Rancière’s work on pedagogy, and argues that to make sense of Rancière’s ‘lesson on the lesson’ one must do more but also less than merely explicate Rancière’s texts. It steadfastly refuses to draw out the lessons of Rancière’s writings in the manner of a series of morals, precepts or rules. Rather, it is committed to thinking through the ‘lessons’ of Rancière in another sense. Above all, Rancière wants to ‘teach’ his readers (...) something absolutely crucial about teaching. In making this claim the article emphasizes the extent to which Rancière advocates an utterly radical pedagogy, one that completely reconceives all the central elements of ‘schooling’, including teacher, student, intelligence and knowledge. Rancière thinks it possible to teach without knowing; he believes that the best schoolmasters can operate not on the assumption of their expertise, but on the equality of intelligence; and this means ultimately that Rancière contends that we can ‘teach what we do not know’. The best schoolmasters are ignorant schoolmasters. Rancière’s radical pedagogy depends upon, just as it consistently advances, a thoroughgoing resistance to a certain form of epistemological and ontological mastery. The rejection of mastery—of schoolmasters who would know it all, and convey this knowing to their students—forms the very backbone of all of Rancière’s writings and critical investigations. This is the chief reason why Rancière is, in a way, always talking about pedagogy, even when his subject matter appears to be something else entirely. (shrink)