Funding organizations around the world are adopting open science policies, resulting in a pressing need for open science programs. In response to the 2011 decadal survey, NASA sought to expand and accelerate omics research, releasing its GeneLab Strategic Plan in 2014. GeneLab is an open science data repository and analysis portal for spaceflight and space-relevant omics data. GeneLab’s output has been outstanding, but its full potential as a way to transform space biology has not yet been achieved. NASA should pursue (...) the development of GeneLab as an open science platorm in earnest. (shrink)

A major requirement for humans is a breathable atmosphere. In microgravity, despite environmental life support systems regulating air exchange, astronauts complain about air quality, with elevated CO2-levels resulting in detrimental health and performance effects. We extend extant accounts of human respiration to include the role of gravity and buoyancy. Using computational fluid dynamics, we demonstrate that the absence of biothermal convection in microgravity reduces airflow around the human body. This impairs gas exchange by creating an environmental breathing deadspace in front (...) of the face, leading to significant CO2-rebreathing, with implications for astronaut health and countermeasures. In 1g, increasing ambient air temperature can also reduce efficient respiratory exchange, resulting in breathing conditions equivalent to those in microgravity, with implications for treating respiratory disease on Earth. (shrink)

In The Quantum Self, Danah Zohar argues that the insights of modem physics can illuminate our understanding of everyday life -- our relationships to ourselves, to others, and to the world at large. Guiding us through the strange and fascinating workings of the subatomic realm to create a new model of human consciousness, the author addresses enduring philosophical questions. Does the new physics provide a basis by which our consciousness might continue beyond death? How does the material world (for instance, (...) ugly inner cities) impinge upon our sense of self? Is there a subatomic wellspring from which our creativity, our empathy with others, and our feelings of unity with the inanimate world originate?Most important, Zohar shows how the vitality of the new physics combats the alienation and fragmentation of twentieth-century life, and replaces it with a model of reality in which the universe itself may possess a type of consciousness, of which human consciousness is one expression. (shrink)

J D Marshall; The Concept of Teaching, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 105–118, https://doi.org/10.1111/j.1467-9752.19.

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the (...) writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)

The term ‘knowledge economy’, like the term ‘globalisation’, has become a catchword in political and educational debate over the last decade or so, especially in debates upon educational policy where the role of education in preparing young people to take their part in the Knowledge Economy is often seen as paramount over other traditional schooling activities. It is said in such debates that the production of knowledge, information and skills, will become more valuable than traditional primary and secondary production. A (...) lot is said about the knowledge required in the Knowledge Economy, and about how institutions, businesses, activities and human beings are to be ordered or structured in accordance with views of knowledge and new Management theories. But little is said of the young people expected to take their part in the knowledge economy. Do they have a choice? Is lying on a surfboard excluded from their life options? How will they be developed, trained or educated to take their part? Will they be committed to developing their selves in accordance with the model of the IT Knowledge Entrepreneur presented as a model for education by policy makers in the Knowledge Economy? This article will argue against this latter notion of the development of the self, arguing that because knowledge is prioritised over ethics, there is both an inadequate notion of the self and the educational development of the self and, because of its implicit view only of ethics, an inadequate ethical and moral view of education [246 words]. (shrink)

Physicians generally recommend that patients resuscitated with naloxone after opioid overdose stay in the emergency department for a period of observation in order to prevent harm from delayed sequelae of opioid toxicity. Patients frequently refuse this period of observation despiteenefit to risk. Healthcare providers are thus confronted with the challenge of how best to protect the patient’s interests while also respecting autonomy, including assessing whether the patient is making an autonomous choice to refuse care. Previous studies have shown that physicians (...) have widely divergent approaches to navigating these conflicts. This paper reviews what is known about the effects of opioid use disorder on decision-making, and argues that some subset of these refusals are non-autonomous choices, even when patients appear to have decision making capacity. This conclusion has several implications for how physicians assess and respond to patients refusing medical recommendations after naloxone resuscitation. (shrink)

Far more than the dialectic philosophy of Socrates, the rhetorical humanist tradition avoids objectivist epistemology, charts a traversable path to practical wisdom, and aptly highlights the importance of aesthetic style. In those and other ways, we argue, it offers a preferable historical basis for today’s philosophical counseling. Advocates of that contemporary practice tend to cite Socrates as its historical progenitor and favor the narrow propositional logic that is ascribed to him. Some practitioners, though, have also grown more attuned to metaphorical (...) and narrative elements in a client’s worldview. We aim to supplement their claims by drawing from principles of classical rhetorical theory, showing a way to rethink the practice of philosophical counseling today. (shrink)

It is sometimes argued that the study of grammar is irrelevant or unimportant in the business of comparative philosophy, or that it ought to be avoided in favor of methods that presuppose a strongly pragmatic point of view. In this regard, some philosophers have expressed skepticism about whether facts about grammar have anything to offer in the adjudication of competing theories of interpretation or translation. This essay argues that a strongly pragmatic orientation in comparative philosophy invariably overlooks an important role (...) that the study of grammar can play in shedding light on the nature of intention and communicative practice, and that an essential part of the methodology of comparative philosophy should involve a grammatical approach to interpretation and translation. These points are supported by a semantical analysis of passages from Confucius’ Analects that clarifies the relationship between illocutionary force and grammatical mood. (shrink)

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

Any philosophical method that treats the analysis of the meaning of a sentence or expression in terms of a decomposition into a set of conceptually basic constituent parts must do some theoretical work to explain the puzzles of intensionality. This is because intensional phenomena appear to violate the principle of compositionality, and the assumption of compositionality is the principal justification for thinking that an analysis will reveal the real semantical import of a sentence or expression through a method of decomposition. (...) Accordingly, a natural strategy for dealing with intensionality is to argue that it is really just an isolable, aberrant class of linguistic phenomena that poses no general threat to the thesis that meaning is basically compositional. On the other hand, the later Mohists give us good reason to reject this view. What we learn from them is that there may be basic limitations in any analytical technique that presupposes that meaning is perspicuously represented only when it has been fully decomposed into its constituent parts. The purpose of this paper is to (a) explain why the Mohists found the issue of intensionality to be so important in their investigations of language, and (b) defend the view that Mohist insights reveal basic limitations in any technique of analysis that is uncritically applied with a decompositional approach in mind, as are those that are often pursued in the West in the context of more general epistemological and metaphysical programs. (shrink)

James D Marshall, Michael Peters, Miles Shepheard; Brent's Transcendental Arguments for the Forms of Knowledge, Journal of Philosophy of Education, Volume 15, I.

J D Marshall; Thomas Hobbes: education and obligation in the Commonwealth, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 193–203, h.

Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud in particular. Why would Wittgenstein have seen Freud as having some important (...) things to say, even though he was sharply critical of Freud's claims to be scientific? The major issues to be considered in this paper are, in Section 1, the scientific status of Freud's work—was it science or was it more like philosophy than science; the analysis of dreams; rationality, and dreams and madness. Section 2 considers Freud and education, including the indignity of Freud's notion of ‘the talking cure.’ Section 3 considers psychoanalytic explanations not as theory but as a manner of speaking: ‘une façon de parler.’. (shrink)

Questions concerning issues in Christology in Conflict are addressed. James Buckley’s attention to Barth’s metaphysical account and Rahner’s notion of Jesus as Realsysmbol are highlighted and clarified. Criticisms by Robert Krieg are briefly discussed and answered. Finally, though Rahner’s transcendental account of the person of Jesus is shown to lead to certain logical inconsistencies, it is argued, nevertheless, that his christology, though internally incoherent, is valuable.

At no time in recent decades has more attention been paid to ethical issues in pregnancy. Particularly riveting—and alarming, to many—was the passage of Senate Bill 8, a Texas law banning abortion...

James D Marshall; John Wilson on the Necessity of Punishment, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 97–104, https://doi.org.

Corporate psychopathy thrives perhaps as the most significant threat to ethical corporate behaviour around the world. We argue that Human Resources Management professionals should formulate strategic solutions metaphorically by balancing what strategic military planners famously call ‘Search and Destroy’ and ‘Hearts and Minds’ counter-terrorist strategy. We argue that these military metaphors offer creative inspiration to help academics and practitioners theorise CP in richer, more reflective and more balanced and complementary ways. An appreciation of both metaphors is likely to favour the (...) use of hybrid strategies comprising SD and HM elements, which may provide the best HRM solutions to CP for the same reasons as the military now considers parallel hybrid solutions optimal for combating terrorist and guerrilla insurgency. (shrink)

The modern restorative justice movement, perhaps one of the most important social movements of our time, was born in a Christian home to Christian parents, specifically to Christian peace workers striving to put their faith into action in the public arena. The first major book on the subject was written primarily for a church audience and drew deeply on biblical themes and values. But as restorative justice has moved into the mainstream of criminological thought and policy, the significance of its (...) originating spiritual impulse has been minimized or denied, and subsequent theological scholarship has done little to probe the relevance of restorative perspectives for doctrine and discipleship. In this collection of essays, Christopher D. Marshall, a biblical scholar and restorative practitioner who has devoted his career to exploring the relationship between the two fields, considers how peacemaking Christians can honor the witness and authority of Scripture, including its apparently violence-endorsing strands, as they strive to join in God’s great work in Christ of “reconciling to himself all things, whether on earth or in heaven, by making peace through the blood of his cross” (Col 1:20). (shrink)

In this paper I wish to comment upon the use of polemical argument in philosophy of education and education. Like Foucault, I believe that a whole morality is at stake because polemical argument obfuscates the search for truth at the expense of truth and the other’s veracity, integrity and dignity. The use of polemics is illustrated by two arguments. The first general argument is taken from an attack upon Albert Camus by the British writer Colin Wilson. The second more particular (...) example is taken from attacks in New Zealand by the State Department of Education upon the educational ideas of the novelist and educator Sylvia Ashton-Warner. Finally I discuss how polemics might be countered in education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THOMAS, THOMISMS, AND TRUTH BRUCE D. MARSHALL Saint Olaf College Northfield, Minnesota I HE GREAT, as Hegel's dictum has it, condemn the rest f us to the task of understanding them. We take our evenge upon the great, especialy upon great thinkers, by enlisting them for our own purposes, as our supporters and defenders in conflicts perhaps quite different from those in which they themselves were engaged. Thomas (...) Aquinas was a master, virtually without peer, at the intellectual enlistment of the great, and he himself has been perhaps as widely and variously recruited as any of those to whom he devoted his own attentions. When we enlist Thomas for our own purposes with some consistency and success, the result is a " Thomism," of which there have been many, sometimes quite conflicting varieties. My article " Aquinas as Postliberal Theologian " does not propose anything so developed as a Thomism, but perhaps at most a fragment of one.1 In their responses to it, Frederick J. Crosson and Louis 1 The Thomist 53 (1989) : 353-402. The interpretation of Thomas proposed there bears a family resemblance to that of some recent Thomisms and so is not wholly without precedent. Cf. Michel Corbin, Le chemin de la theologie chez Thomas D'Aquin (Paris: Beauchesne, 1974); Otto Herman Pesch, Die Theologie der Rechtfertigung bei Martin Luther und Thomas von Aquin (Mainz: Matthias-Grunewald-Verlag, 1967) ; idem, Thomas von Aquin: Grenze und Grosse mittelalterlichen Theologie, 2nd ed. (Mainz: MatthiasGrunewald -Verlag, 1989); Gerhard Ludwig Muller, "Hebt das Sola-FidePrinzip die Moglichkeit einer naturlichen Theologie auf? Eine Ruckfrage bei Thomas von Aquin," Catholica 40 (1986) : 59-96; Victor Preller, Divine Science and the Science of God (Princeton: University Press, 1967). Reference to these Thomisms should not, of course, be taken to constitute agreement with any particular claim one of them may make. 499 500 BRUCE D. MARSHALL Roy, O.P., argue that as a piece of Thomism-as the enlistment of Thomas in defense and support of a particular contemporary view of truth, meaning, and epistemic justification-it is at best unpromising. In so doing, they indicate, at least in part, what views on these matters they think Thomas can plausibly be enlisted to support, that is, the sort of Thomism they find more convincing. Great thinkers are not, however, defenseless against our efforts to recruit them for our ends. Especially in the case of one whose thought is as ramified, precise, and historically distant as is that of Thomas Aquinas, these efforts are likely to meet with some resistance. (Indeed, we will be inclined to distrust them if they claim not to.) We may even find ourselves compelled to refashion our own ends in order not to forgo plausible appeal to his precedent and support. Sometimes different Thomisms will no doubt include purposes distant enough from Thomas's own (as best we can grasp them) that it may be impossible to adjudicate conflicts between them by appeal to his texts. But in many cases it ought to be possible to decide reasonably between competing Thomisms (that is, to decide which more plausibly enlists Thomas for its own purposes) by assessing the amount and type of resistance each meets from the text of Thomas (of course this includes the possibility that competition between Thomisms reflects unresolved conflict within Thomas's own thought). In the present case the prospect of reasonable adjudication seems much increased by the fact that the large issues with which it is concerned -truth, meaning, and justification-tend to coalesce around what seems to be a straightforward matter of fact: whether Thomas taught that persons without Christian faith, and especially pre-Christian philosophers, knew, or were even able to know, God. Crosson and Roy both argue that the implausibility of my interpretation of Aquinas on these larger issues-the linking of a comprehensively coherentist account of justification an~ a contextualist account of meaning to Thomas's correspondence notion of truth-is especially clear in its attribution to Thomas of a posi- THOMA$, THOMISMS, AND TRUTH 501 tion he manifestly rejects: that a pre-Christian philosopher like Aristotle did not, and indeed could not, know God. This seems obvious to most modern Thomisms, which, however... (shrink)

In recent educational reforms in New Zealand, a central assumption has been the existence of a free and autonomous chooser acting as a consumer of education. The present paper examines and critiques this notion of autonomy, as developed within liberal theory. Both Foucault and Lyotard provide materials for this critique of such a self, a self independent of the laws and principles of a community.

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement (...) sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense. It will be argued that in recent (neo‐liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. ‘Teaching’ then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate. (shrink)