First published in 1959, The Objective Society indicates the path that must be taken to avoid complete cultural stagnation.

Furthermore, it is not easy for most of us to accept a philosophy however well reasoned which refuses exterior reality to all we see, hear and touch about us. It is such philosophy that gives point to Valery's boutade: 'Philosophy pretends not to ...

In recognition memory paradigms, emotional details are often recognised better than neutral ones, but at the cost of memory for peripheral details. We previously provided evidence that, when periph...

The universality assumption (“U”) that quantum wave states only evolve by linear or unitary dynamics has led to a variety of paradoxes in the foundations of physics. U is not directly supported by empirical evidence but is rather an inference from data obtained from microscopic systems. The inference of U conflicts with empirical observations of macroscopic systems, giving rise to the century-old measurement problem and subjecting the inference of U to a higher standard of proof, the burden of which lies (...) with its proponents. This burden remains unmet because the intentional choice by scientists to perform interference experiments that only probe the microscopic realm disqualifies the resulting data from supporting an inference that wave states always evolve linearly in the macroscopic realm. Further, the nature of the physical world creates an asymptotic size limit above which interference experiments, and verification of U in the realm in which it causes the measurement problem, seem impossible for all practical purposes if nevertheless possible in principle. This apparent natural limit serves as evidence against an inference of U, providing a further hurdle to the proponent’s currently unmet burden of proof. The measurement problem should never have arisen because the inference of U is entirely unfounded, logically and empirically. (shrink)

Purpose This paper aims to critically assess approaches to sex and gender in the Human Brain Project as a large information and communication technology project case study using intersectionality. Design/methodology/approach The strategy of the HBP is contextualised within the wider context of the representation of women in ICT, and critically reflected upon from an intersectional standpoint. Findings The policy underpinning the approach deployed by the HBP in response to these issues parallels Horizon 2020 wording and emphasises economic outcomes, productivity and (...) value, which aligns with other “equality” initiatives influenced by neoliberalised versions of feminism. Research limitations/implications Limitations include focussing on a single case study, the authors being funded as part of the Ethics and Society Subproject of the HBP, and the limited temporal period under consideration. Social implications The frameworks underpinning the HBP approach to sex and gender issues present risks with regard to the further entrenchment of present disparities in the ICT sector, may fail to acknowledge systemic inequalities and biases and ignore the importance of intersectionality. Shortcomings of the approach employed by the HBP up to March, 2018 included aspects of each of these risks, and replicated problematic understandings of sex, gender and diversity. Originality/value This paper is the first to use an intersectional approach to issues of sex and gender in the context of large-scale ICT research. Its value lies in raising awareness, opening a discursive space and presenting opportunities to consider and reflect upon potential, contextualised intersectional solutions to such issues. (shrink)

An example is given of a complete theory with minimal models of arbitrarily large minimality rank.

This manuscript explores the argument for lower student-to-school counselor ratios in U.S. public education. Drawing upon a comprehensive historical review and existing research, we establish the integral role of school counselors and the notable benefits of reduced student-to-counselor ratios. Our analysis of national data exposes marked disparities across states and districts, with the most underfunded often serving higher percentages of low-income students and students of color. This situation raises significant ethical concerns, prompting a call for conscientious policy reform and targeted (...) investment. Informed by emerging best practices, we propose recommendations for enhancing counselor staffing and ultimately student outcomes. This ethical argument underscores the need for proactive actions and provides a basis for future research to further delineate the impact of school counselor ratios on educational equity and student success. (shrink)

This submission explores the concept of aesthetic justice pedagogy, and advocates on behalf of it. In contrast to aesthetic injustice, which denotes any harm done to a person’s aesthetic capacities, aesthetic justice pedagogy aims at facilitating the development of students’ imagination, perception, and feelings, wherein narrative and story-making are prime locations to contest coloniality and oppression. We emphasize the practice of this philosophy, refusing to see it as only as metaphor or theory. In our attempt to build a praxis of (...) philosophy, education, and art, we lean upon diverse thinkers such as Augusto Boal, John Dewey, Paulo Freire, and Ursula K. Le Guin. We maintain that aesthetic justice pedagogy requires spaces of liberation whereby initiates can practice, rehearse, and perform new realities and create counter-narratives through various modalities of story-writing. Boal’s Aesthetics of the Oppressed, Dewey’s understanding of dramatic rehearsal, Freire’s work in Culture Circles, and Le Guin’s critique of the father tongue combine art, re-storying, and imagination in ways that are unique to the traditional practices of arts education. We conclude by reemphasizing the liberatory ways in which practice (aesthetic work that is done alone), rehearsal (art work with others), and performance (imagination’s accomplishment) come to identify unique qualities and practices of an aesthetic justice pedagogy. (shrink)

In “Reasons and Reproduction: Gene Editing and Genetic Selection,” McMahan and Savulescu (2024) contest the common notion that embryo selection is a morally better way of avoiding genetic condition...

Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as (...) well as the less understood forms of multiple, organic publics that come into being in response to localized problems in schools or districts. These publics often fail to realize their potential in the development of increased capacity for enhanced teaching and learning. The essay ultimately points to a practical application: that educational leadership of all types, and with some very specific kinds of habits and skills, is needed to help achieve public schools. (shrink)

At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present (...) political–economic context of public education in general and public universities in particular. Dewey's conception of democratic education is then explored; his arguments regarding aims, experience, thinking, and social intelligence provide important tools for imagining the democratic futures of public universities today. (shrink)

This essay interview with Joan Tower is a meditation on the importance of composing, understood as a process larger than the making of new sound combinations or musical scores, suggesting that the compositional act is self-educative and self-forming. Tower's musical life, one of teaching and learning, one of composing and self-composing, is an exemplary model for a lifetime of risk, curiosity, and hard work. Her own struggles to balance the rich traditions that funded her growth as a composer with the (...) freedom to push against that tradition invite music educators to reflect upon the way that self-agency is found within this tension. (shrink)

Essays examining science as a cultural enterprise.

Anthony Everett gives a philosophical defence of the common-sense view that there are no such things as fictional people, places, and things. He argues that our talk and thought about such fictional objects takes place within the scope of a pretense, and that we gain little but lose much by accepting fictional realism.

There is an old worry, which dates back to Mill but has analogs even in Sextus, that the very definition of ‘validity’ implies that all valid arguments are circular. This paper investigates how contemporary formal tools can ellucidate that old worry. Its main finding is the existence of a genuine puzzle: a difficult-to-avoid correspondence between the definitions of ‘valid argument’ and ‘premise circular argument’.

In recent years a number of authors sympathetic to Referentialistaccounts of proper names have argued that utterances containingempty names express `gappy,' or incomplete, propositions. In this paper I want to take issue with this suggestion.In particular, I argue versions of this approach developedby David Braun, Nathan Salmon, Ken Taylor, and by Fred Adams,Gary Fuller, and Robert Stecker.

Inadequate diet is the leading risk factor for morbidity and mortality worldwide. However, approaches to identifying inadequate diets in clinical practice remain inconsistent, and dietary interventions frequently focus on facilitating ‘healthy choices’, with limited emphasis on structural constraints. We examine the ethical implications of introducing a routine question in the medical history about ability to access food. Not collecting data on food security means that clinicians are unable to identify people who may benefit from support on an individual level, unable (...) to consider relevant dietary risk factors for disease and disease progression and unable to monitor population trends and inequalities in dietary access in order to design effective policy interventions. We argue that the current lack of routine screening for food insecurity is inconsistent with our approach to other health behaviours, as well as with doctors’ frequent informal role as gatekeepers to the food aid system, and recent calls for governmental action on food insecurity and health inequalities from individual clinicians and professional bodies. Potential ethical barriers to asking patients about food security are addressed, including concerns about stigma, limiting autonomy, fair resource allocation, unclear professional remits and clinicians’ ability to offer effective interventions. We suggest that there is an ethical imperative for doctors to ask patients about their ability to access healthy food. Gathering this data provides a valuable first step in re-framing the social determinants of health as modifiable risks, rather than inevitable inequities. No data are available. (shrink)

Role of the entrepreneur in a distinct role of profit.

Aristotle is the most influential philosopher of practice, and Knight's new book explores the continuing importance of Aristotelian philosophy. First, it examines the theoretical bases of what Aristotle said about ethical, political and productive activity. It then traces ideas of practice through such figures as St Paul, Luther, Hegel, Heidegger and recent Aristotelian philosophers, and evaluates Alasdair MacIntyre's contribution. Knight argues that, whereas Aristotle's own thought legitimated oppression, MacIntyre's revision of Aristotelianism separates ethical excellence from social elitism and (...) justifies resistance. With MacIntyre, Aristotelianism becomes revolutionary. MacIntyre's case for the Thomistic Aristotelian tradition originates in his attempt to elaborate a Marxist ethics informed by analytic philosophy. He analyses social practices in teleological terms, opposing them to capitalist institutions and arguing for the cooperative defence of our moral agency. In condensing these ideas, Knight advances a theoretical argument for the reformation of Aristotelianism and an ethical argument for social change. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Of recent time, there has been a proliferation of concerns with ethical leadership within corporate business not least because of the numerous scandals at Enron, Worldcom, Parmalat, and two major Irish banks – Allied Irish Bank (AIB) and National Irish Bank (NIB). These have not only threatened the position of many senior corporate managers but also the financial survival of some of the companies over which they preside. Some authors have attributed these scandals to the pre-eminence of a focus on (...) increasing shareholder value in Western business schools and/or to their failure to inculcate ethical standards. In this paper, we challenge these accounts and the aetiological view of knowledge from which they derive but are grateful for the consensus that they convey regarding the importance of business ethics. The paper focuses on different approaches to ethical leadership concluding with a view that some hybrid of MacIntyre’s virtue ethics and Levinas’s ethics of responsibility may serve as an inspiration for both educators and practitioners. (shrink)

East Asians have been found to reason in relatively holistic fashion and Americans in relatively analytic fashion. It has been proposed that these cognitive differences are the result of social practices that encourage interdependence for Asians and independence for Americans. If so, cognitive differences might be found even across regions that are geographically close. We compared performance on a categorization task of relatively interdependent southern Italians and relatively independent northern Italians and found the former to reason in a more holistic (...) fashion than the latter. Furthermore, as it has been argued that working class social practices encourage interdependence and middle class practices encourage independence, we anticipated that working class participants might reason in a more holistic fashion than middle class participants. This is what we found – at least for southern Italy. (shrink)