How do the ways we argue represent a practical philosophy or a way of life? Are concepts of character and ethos pertinent to our understanding of academic debate? In this book, Amanda Anderson analyzes arguments in literary, cultural, and political theory, with special attention to the ways in which theorists understand ideals of critical distance, forms of subjective experience, and the determinants of belief and practice. Drawing on the resources of the liberal and rationalist tradition, Anderson interrogates the limits (...) of identity politics and poststructuralism while holding to the importance of theory as a form of life. Considering high-profile trends as well as less noted patterns of argument, The Way We Argue Now addresses work in feminism, new historicism, queer theory, postcolonialism, cosmopolitanism, pragmatism, and proceduralism. The essays brought together here--lucid, precise, rigorously argued--combine pointed critique with an appreciative assessment of the productive internal contests and creative developments across these influential bodies of thought. Ultimately, The Way We Argue Now promotes a revitalized culture of argument through a richer understanding of the ways critical reason is practiced at the individual, collective, and institutional levels. Bringing to the fore the complexities of academic debate while shifting the terms by which we assess the continued influence of theory, it will appeal to readers interested in political theory, literary studies, cultural studies, gender studies, and the place of academic culture in society and politics. (shrink)

In this paper, we aim to show that the framework of embedded, distributed, or extended cognition offers new perspectives on social cognition by applying it to one specific domain: the psychology of memory. In making our case, first we specify some key social dimensions of cognitive distribution and some basic distinctions between memory cases, and then describe stronger and weaker versions of distributed remembering in the general distributed cognition framework. Next, we examine studies of social influences on memory in cognitive (...) psychology, and identify the valuable concepts and methods to be extended and embedded in our framework; we focus in particular on three related paradigms: transactive memory, collaborative recall, and social contagion. Finally, we sketch our own early studies of individual and group memory developed within our framework of distributed cognition, on social contagion of autobiographical memories, collaborative flashbulb memories, and memories of high school at a high school reunion. We see two reciprocal benefits of this conceptual and empirical framework to social memory phenomena: that ideas about distributed cognition can be honed against and tested with the help of sophisticated methods in the social cognitive psychology of memory; and conversely, that a range of social memory phenomena that are as yet poorly understood can be approached afresh with theoretically motivated extensions of existing empirical paradigms. (shrink)

As the cognitive revolution was slow to come to the study of animal behavior, the vast majority of what we know about primate cognition has been discovered in the last 30 years. Building on the recognition that the physical and social worlds of humans and their living primate relatives pose many of the same evolutionary challenges, programs of research have established that the most basic cognitive skills and mental representations that humans use to navigate those worlds are already possessed by (...) other primates. There may be differences between humans and other primates, however, in more complex cognitive skills, such as reasoning about relations, causality, time, and other minds. Of special importance, the human primate seems to possess a species-unique set of adaptations for “cultural intelligence,” which are broad reaching in their effects on human cognition. (shrink)

This paper assesses the potential of organisational culture as a means for improving ethics in organisations. Organisational culture is recognised as one determinant of how people behave, more or less ethically, in organisations. It is also incresingly understood as an attribute that management can and should influence to improve organisational performance. When things go wrong in organisations, managers look to the culture as both the source of problems and the basis for solutions. Two models of organisational culture and ethical behaviour (...) are evaluated. They rest on different understandings of organisational culture and the processes by which ethics are enhanced. Firstly, the prevailing approach holds that creating a unitary cohesive culture around core moral values is the solution to enhancing ethical behaviour. Both the feasibility and desirability of this approach, in terms of ethical outcomes, is questioned. The second model queries the existence of organisational culture at all, arguing that organisations are nothing more than shifting coalitions of subcultures. In this second model, the very porousness of the subcultures provides a catalyst for the scrutiny and critique of norms and practices. Such diversity and debate is construed as potentially a better safeguard for ethical behaviour than the uniformity promised by the unitary, strong culture model. (shrink)

BackgroundCurrent guidelines do not clearly outline when assent should be attained from paediatric research participants, nor do they detail the necessary elements of the assent process. This stems from the fact that the fundamental justification behind the concept of assent is misunderstood. In this paper, we critically assess three widespread ethical arguments used for assent: children’s rights, the best interests of the child, and respect for a child’s developing autonomy. We then outline a newly-developed two-fold justification for the assent process: (...) respect for the parent’s pedagogical role in teaching their child to become an autonomous being and respect for the child’s moral worth.DiscussionWe argue that the ethical grounding for the involvement of young children in medical decision-making does not stem from children’s rights, the principle of best interests, or respect for developing autonomy. An alternative strategy is to examine the original motivation to engage with the child. In paediatric settings there are two obligations on the researcher: an obligation to the parents who are responsible for determining when and under what circumstances the child develops his capacity for autonomy and reasoning, and an obligation to the child himself. There is an important distinction between respecting a decision and encouraging a decision. This paper illustrates that the process of assent is an important way in which respect for the child as an individual can be demonstrated, however, the value lies not in the child’s response but the fact that his views were solicited in the first place.SummaryThis paper demonstrates that the common justifications for the process of assent are incomplete. Assent should be understood as playing a pedagogical role for the child, helping to teach him how specific decisions are made and therefore helping him to become a better decision-maker. How the researcher engages with the child supports his obligation to the child’s parents, yet why the researcher engages with the child stems from the child’s moral worth. Treating a child as having moral worth need not mean doing what they say but it may mean listening, considering, engaging or involving them in the decision. (shrink)

Amanda Kelly À la recherche d'un bain romain dans la région de Malia p. 607-627 On aborde ici l'importance de l'activité romaine dans la région de Malia et on examine l'éventualité de la présence d'un bain romain (public ou privé, mais plus vraisemblablement privé) dans la zone du marais. L'identification de trois clous d'espacement en terre cuite et de plusieurs fragments de pilae recueillis lors de la prospection de Malia, près de la basilique, suggère l'existence d'un bain romain dans (...) les environs, quelque part dans le marais (probablement dans la région de la basilique). La présence de clous d'espacement en terre cuite dans l'arrière-pays maliote est révélatrice, puisque leur usage est presque exclusivement associé à des bains romains, ailleurs dans l'Orient romain (généralement datés des IIe et IIIe siècles apr. J.-C.). (shrink)

The growing proportion of elderly people in society, together with recent advances in robotics, makes the use of robots in elder care increasingly likely. We outline developments in the areas of robot applications for assisting the elderly and their carers, for monitoring their health and safety, and for providing them with companionship. Despite the possible benefits, we raise and discuss six main ethical concerns associated with: (1) the potential reduction in the amount of human contact; (2) an increase in the (...) feelings of objectification and loss of control; (3) a loss of privacy; (4) a loss of personal liberty; (5) deception and infantilisation; (6) the circumstances in which elderly people should be allowed to control robots. We conclude by balancing the care benefits against the ethical costs. If introduced with foresight and careful guidelines, robots and robotic technology could improve the lives of the elderly, reducing their dependence, and creating more opportunities for social interaction. (shrink)

PRIVATIZAÇÃO DAS ÁGUAS: UMA ANÁLISE NA PERSPECTIVA LATINO AMERICANA A PARTIR DOS DIREITOS HUMANOS FUNDAMENTAIS.

Affects have often been characterised as a hindrance to the rational thinker. In this paper I reconsider the role of affects in philosophical inquiry in the light of recent work on the emotions which suggests that affects play a role in framing the ways in which we experience the world. I explore affects as motivators and curtailers of philosophical inquiry drawing on work by Hookway. I suggest that although Hookway is correct in identifying the motivating role of affects, his account (...) is too sparse and does not take account of the wider role which affects play in philosophical inquiry. Drawing on phenomenological psychiatry I argue that affects play a pre-reflective role which enables successful ‘explicit’ reasoning to begin. Building on this I use accounts by de Sousa on emotions as salience providers and William James on the role of temperament in philosophical inquiry to supplement and fill the gaps left by Hookway’s account. Here I draw a distinction between sporadic and sustained affects, claiming that a full account of the role of affects in philosophy ought to take account of both. This paper ultimately provides an examination of how the recent work on emotions affects the way we may view philosophical inquiry. (shrink)

This chapter considers infants' understanding that acts of attention — looking and pointing — as object-directed, that is, as implying a relation between the agent who produces them and the object at which they are directed. Sensitivity to the object-directed structure of these actions provides an essential framework for understanding the phenomenological, psychological, and behavioural implications of these actions. The evidence reviewed indicates that although young infants sometimes orient appropriately in response to others' gaze shifts and points, they seem not (...) to understand these actions as object-directed until late in the first year of life. Findings of relatively early success at orienting but later success in action understanding raise questions about the mechanisms by which action understanding emerges, and these are considered at the end of the chapter. (shrink)

Although some authors claim that deception requires intention, we argue that there can be deception in social robotics, whether or not it is intended. By focusing on the deceived rather than the deceiver, we propose that false beliefs can be created in the absence of intention. Supporting evidence is found in both human and animal examples. Instead of assuming that deception is wrong only when carried out to benefit the deceiver, we propose that deception in social robotics is wrong when (...) it leads to harmful impacts on individuals and society. The appearance and behaviour of a robot can lead to an overestimation of its functionality or to an illusion of sentience or cognition that can promote misplaced trust and inappropriate uses such as care and companionship of the vulnerable. We consider the allocation of responsibility for harmful deception. Finally, we make the suggestion that harmful impacts could be prevented by legislation, and by the development of an assessment framework for sensitive robot applications. (shrink)

A recent article from Archives of Disease in Childhood outlined problems with the act of gaining child assent for research participation. However the arguments used in the article are incomplete or misguided. Rather than being harmful, assent should be seen as an ethically-appropriate way in which we can engage with the child about his participation in research. While additional clarification of the concept of assent is needed, the child's family context can provide us with a valuable guide to the way (...) we involve him in the decision-making process. (shrink)

This is a preprint draft. Please cite published version (DOI: 10.1111/mila.12385). The aim of this paper is to provide a novel analysis of anorexia nervosa (AN) in the context of the sense of agency literature. I first show that two accounts of anorexia nervosa that we ought to take seriously— i.e., the first personal reports of those who have experienced it firsthand as well as the research that seeks to explain anorexic behavior from an empirical perspective— appear to be thoroughly (...) in tension with one another in their descriptions of anorexic actions. Rather than proceeding at this point by way of disregarding anorexic testimony as meaningless or insincere, I instead offer a positive account of the sense of agency in anorexia nervosa that renders these two depictions compatible. The resultant picture of anorexic behavior is one that accommodates current empirical findings while also providing valuable insight into how it is that anorexics can sincerely report feeling fully in control over their food restriction. (shrink)

In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome-driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed “technologies” of writing — “handbooks” for students that address issues of academic writing — that systematize, (...) and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of “writing” and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's Walden and through Stanley Cavell's reading of that text. In making a distinction between writing-as-plowing and writing-as-hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost and finding one's own way out. These “lessons” are illustrated with reference to Thoreau's text Walden and to American literature and film. (shrink)

Current uses of robots in classrooms are reviewed and used to characterise four scenarios: Robot as Classroom Teacher; Robot as Companion and Peer; Robot as Care-eliciting Companion; and Telepresence Robot Teacher. The main ethical concerns associated with robot teachers are identified as: privacy; attachment, deception, and loss of human contact; and control and accountability. These are discussed in terms of the four identified scenarios. It is argued that classroom robots are likely to impact children’s’ privacy, especially when they masquerade as (...) their friends and companions, when sensors are used to measure children’s responses, and when records are kept. Social robots designed to appear as if they understand and care for humans necessarily involve some deception, and could increase the risk of reduced human contact. Children could form attachments to robot companions, or robot teachers and this could have a deleterious effect on their social development. There are also concerns about the ability, and use of robots to control or make decisions about children’s behaviour in the classroom. It is concluded that there are good reasons not to welcome fully fledged robot teachers, and that robot companions should be given a cautious welcome at best. The limited circumstances in which robots could be used in the classroom to improve the human condition by offering otherwise unavailable educational experiences are discussed. (shrink)

(2010). “Meaningful Educational Opportunity” May Not be Equality of Educational Opportunity [Essay Review of the Book Moving Every Child Ahead: From NCLB Hype to Meaningful Educational Opportunity] Educational Studies: Vol. 46, No. 1, pp. 116-128.

In this chapter, I introduce a novel conception of pacifism. This conception arises out of considering two key insights drawn from Cheyney Ryan’s work, specifically his characterization of the ‘pacifist impulse’ as a felt rejection of killing and his analysis of contemporary Western attitudes to war and methods of fighting, as reflecting a condition of alienated war. I expand on these claims and argue that considering them together reveals an important problem for pacifism. Specifically, the alienated condition of contemporary violence (...) renders the pacifist impulse impotent with respect to its usual function, i.e. to inhibit violence. In response, I propose re-conceiving of pacifism: Building on the Marxist-Hegelian notion of alienation and re-appropriation, I describe this proposed alternative view of pacifism as re-appropriated violence. (shrink)

Some individuals devalue positivity previously associated with negativity (Winer & Salem, 2016). Positive emotions (e.g. happiness) may be seen as threatening and result in active avoidance of futu...

This paper explores three current notions of literacy, which underpin the theorisation and practice of teaching and learning for both children and adults in England. In so doing, it raises certain problems inherent in these approaches to literacy and literacy education and shows how Stanley Cavell's notions of reading, and especially his reading of Thoreau's Walden , help to construct a notion not of literacy, but of being literate. The paper takes four themes central to Cavell's work in his The (...) senses of Walden : awakening; estrangement and familiarity; conviction; and the obligation to read, and argues that these ideas offer an approach to language, and an understanding of reading in particular, that is different from current iterations of literacy. Such ideas, though alien to current - mainly empirical - work within literacy studies, have a resonance for literacy research and education today. (shrink)

The present study investigated relations between personality and values on the one hand and compensation preferences on the other. We hypothesized that HEXACO Honesty-Humility and self-transcendence versus self-enhancement values predict preference for higher relative compensation level and that HEXACO Openness to Experience and openness to change versus conservation values predict preference for compensation variability. Furthermore, we expected perceived utility of money and risk aversion to mediate the respective relations. The hypotheses were tested using a sample of 2,210 employees from a (...) large international organization. The results provided support for the direct and mediated relations between personality and values on the one hand and preferences for compensation variability and level on the other. (shrink)

Resumo: Uma questão importante na filosofia intercultural diz respeito aos métodos empregados para investigar o pensamento que foi desenvolvido em diferentes contextos culturais. Em um mundo globalizado, é cada vez mais necessário incorporar diversas tradições de pensamento que são derivadas de distintas origens culturais, históricas e linguísticas, no trabalho filosófico acadêmico. No entanto, a questão permanece: como alguém pode aprender com outras tradições filosóficas, sem cair em uma perspectiva dualista ou relativista? Para abordar isso, analisam-se dois conceitos desenvolvidos por Nishitani (...) Keiji (1900-1990), em Religion and Nothingness, bem como sua interpretação de “aprendizagem” (jap. narau 習う) e empatia como uma ferramenta para compreensão mútua genuína. Além disso, explora-se o conceito de interpenetração recíproca (jap. egoteki sōnyū 回互的相入), como um meio de reavaliar métodos filosóficos interculturais. Assim, ao aplicar os conceitos apresentados por Nishitani ao aspecto intercultural da filosofia, acredita-se poder evitar o problema do dualismo e do relativismo, que acabam por dificultar a abordagem e a compreensão da filosofia de forma pluralista e inclusiva. (shrink)

In this paper I defend Max Weber's concept of political legitimacy as a standard for the moral evaluation of states. On this view, a state is legitimate when its subjects regard it as having a valid claim to exercise power and authority. Weber’s analysis of legitimacy is often assumed to be merely descriptive, but I argue that Weberian legitimacy has moral significance because it indicates that political stability has been secured on the basis of civic alignment. Stability on this basis (...) enables all the goods of peaceful cooperation with minimal state violence and intimidation, thereby guarding against alienation and tyranny. Furthermore, I argue, since Weberian legitimacy is empirically measurable in terms that avoid controversial value judgments, its adoption would bridge a longstanding divide between philosophers and social scientists. (shrink)

Wexler and Specker Sullivan (2023) note that, “unbridled speculation can imperil the credibility of neuroethics, generate unrealistic expectations amongst different stakeholders, take up time that...

Philosophers have recently highlighted substantial affinities between causation and grounding, which has inclined some to import the conceptual and formal resources of causal interventionism into the metaphysics of grounding. The prospect of grounding interventionism raises two important questions: exactly what are grounding interventions, and why should we think they enable knowledge of grounding? This paper will approach these questions by examining how causal interventionists have addressed (or might address) analogous questions and then comparing the available options for grounding interventionism. I (...) argue that grounding interventions must be understood in worldly terms, as adding something to or deleting something from the roster of entities, or making some fact obtain or fail to obtain. I consider three bases for counterfactual assessment: imagination, structural equation models, and background theory. I conclude that grounding interventionism requires firmer epistemological foundations, without which the interventionist's epistemology of grounding is incomplete and ineffectually rationalist. (shrink)

Much has been written about the history of the work of men and women in the premodern past. It is now generally acknowledged that early modern ideological assumptions about a strict division of work and space between men and productive work outside the house on the one hand, and women and reproduction and consumption inside the house, on the other, bore little relation to reality. Household work strategies, out of necessity, were diverse. Yet what this spatial complexity meant in particular (...) households on a day-to-day basis and its consequences for gender relationships is less clear and has received relatively little historical attention. The aim of this paper is to add to our knowledge through a case study of the way that men and women used and organized space for work in the county of Essex during the “long seventeenth century”. Drawing on critiques of the concept of “separate spheres” and the models of economic change to which it relates, together with local/micro historical methods, it places evidence within an appropriate regional context to argue that spatial patterns were enormously varied in early modern England and a number of factors—time, place, occupation, and status, as well as gender—determined them. Understanding of the dynamic, complex, uneven purchase of patriarchy upon the organization, imagination, and experience of space has important implications for approaches to gender relations in early modern England. It raises additional doubts about the utility of the separate spheres analogy, and particularly the use of binary oppositions of male/female and public/private, to describe gender relations and their changes in this period and shows that a deeper understanding demands more research into the local contexts in which the gendered division and meaning of work was negotiated. (shrink)

This paper focuses on the deployment and interdependence of different expressions of gendered and classed violence in shaping the choices, trajectories and subjectivities of young women on vocational beauty therapy courses. It takes as its premise the understanding that, far from simply being an aberrant expression of interpersonal or intergroup aggression, violence is embedded in social life in multiple and complex ways, reverberating through women's lives to reproduce disadvantage and subordination. The paper draws on theoretical and empirical investigations of the (...) interrelationships between structural, direct and symbolic expressions of violence and asks what this literature can offer in challenging normative, often individualised, conceptions of violence. Drawing on an ethnographic case study of National Vocational Qualification (NVQ) beauty therapy courses and the young women undertaking them, I explore the accounts of students and their tutors on becoming and being ‘beauty girls’. I consider what these accounts might tell us about how forms of symbolic and interpersonal violence intersect with, reproduce and legitimise the violence involved in unequal and unjust socio-economic structures. I argue that the ways in which different forms of violence mutually reinforce each other at a micro-level produce an embodied ‘sense of limits’ that ultimately reproduces the structural violence of gendered and classed inequalities. The examples given illustrate both a ‘chronology of violence’ in young women's lives, and the way in which those lives can be understood, at least in part, as embedded in and shaped by networks of violence. Finally, I briefly consider examples of dissent and resistance, the conditions under which they might be possible and the ways in which, through the interplay of different forms of violence, they might also be curtailed. (shrink)

BackgroundPoor mental health is known to adversely affect functional abilities, social isolation, and quality of life. It is, therefore, crucial to consider the long-term impacts of mental health conditions as autistic adults grow older.ObjectivesTo explore, in a group of community-based autistic adults, the extent of: autistic traits, co-occurring physical and mental health conditions; age-related differences in those conditions, and changes over time; and their impact on everyday living and QoL.MethodAbout Sixty-eight autistic adults participated in the first study ; 49 participants (...) from T1 took part in a follow-up at T2. Standardised self-report measures of autistic traits, mental health, and QoL were completed at both time points.ResultsOver two-thirds of autistic adult participants experienced at least one co-occurring condition, and over a third met the criteria for three or more co-occurring conditions. Mental and physical health difficulties were related to autistic traits and difficulties in everyday life and were consistent predictors of poor QoL at T1 and T2.ConclusionMental health difficulties in autism persisted into older age and did not improve over time. These findings have important implications for mental health provision for autistic adults in older age. (shrink)

We extend Tomasello's framework by addressing the functional challenge of obligation. If the long-run social consequences of a decision are sufficiently costly, obligation motivates the actor to forgo potential immediate benefits in favor of long-term social interests. Thus, obligation psychology balances the downstream socially-mediated payoffs from a decision. This perspective can predict when and why obligation will be experienced.

I argue that Stephen Darwall's account of second-personal respect should be of special interest to feminists because it opens up space for the development of certain feminist resources. Specifically, Darwall's account leaves room for an experiential aspect of respect, and I suggest that abilities related to this aspect may vary along with social position. I then point out a potential parallel between the feminist critique of epistemology and a budding feminist critique of moral philosophy (specifically relating to respect).

This paper aims to better motivate the naturalization of metaphysics by identifying and criticizing a class of theories I call ’free range metaphysics’. I argue that free range metaphysics is epistemically inadequate because the constraints on its content—consistency, simplicity, intuitive plausibility, and explanatory power—are insufficiently robust and justificatory. However, since free range metaphysics yields clarity-conducive techniques, incubates science, and produces conceptual and formal tools useful for scientifically engaged philosophy, I do not recommend its discontinuation. I do recommend, however, ending the (...) discipline’s bad faith. That is, I urge that free range metaphysics not be taken to have fully satisfactory epistemic credentials over and above its pragmatic ones. (shrink)

In this paper, I consider the tutorial conversation in Higher Education. To focus the discussion I use the scenario of a tutorial conversation between a lecturer and a student. I begin by suggesting that the increasing emphasis placed on student satisfaction in certain Higher Education Institutions tends to focus the tutorial conversation towards a form of settlement that I then consider in light of Thoreau's Walden. To explore what other conversation might be possible, I turn to the philosophical writing of (...) Martin Buber. I discuss his ‘life of dialogue’ in relation to the distinction he draws between I and Thou and between I and It and to how Nancy Vansieleghem and Jan Masschelein analyse this in relation to the 2002 film, Le Fils. With reference to the film adaptation of Alan Bennett's The History Boys, I suggest a different starting point for the tutorial conversation. I conclude that the tutorial discussion, seen as an invitation to speak, and as a form of exposition and dialogue, is the possibility of the opening up of a new dimension of thinking and acting. This is the invitation to a conversation in education that is itself truly educative. (shrink)

BackgroundNeuroethics describes several interdisciplinary topics exploring the application and implications of engaging neuroscience in societal contexts. To explore this topic, we present Part 3 of a four-part bibliography of neuroethics’ literature focusing on the “ethics of neuroscience.”MethodsTo complete a systematic survey of the neuroethics literature, 19 databases and 4 individual open-access journals were employed. Searches were conducted using the indexing language of the U.S. National Library of Medicine. A Python code was used to eliminate duplications in the final bibliography.ResultsThis bibliography (...) consists of 1137 papers, 56 books, and 134 book chapters published from 2002 through 2014, covering ethical issues in neuroimaging, neurogenetics, neurobiomarkers, neuro-psychopharmacology, brain stimulation, neural stem cells, neural tissue transplants, pediatric-specific issues, dual-use, and general neuroscience research issues. These works contain explanations of recent research regarding neurotechnology, while exploring ethical issues in future discoveries and use. (shrink)

This qualitative study focused on how two women African American teachers understand the purpose of teaching social studies and citizenship. The multiple identities as African American women and teachers along with their knowledge of African American history impacted the way notions of citizenship were understood and taught to students. The teachers drew on tenets of Black Feminist thought to make sense of construct of citizenship. Instead of conveying traditional notions of citizenship that include personal responsibility, patriotism, and membership to the (...) nation state, they rejected these constructs of citizenship and understood their role as social studies teachers to instill notions of community membership and agency as aspects of citizenship. African American teacher's alternative notions of citizenship may provide a framework by which reconceptualized multiple views of American citizenship may be presented. (shrink)