Desert theories of distributive justice have been attacked on the grounds that they attempt to found large inequalities on morally arbitrary features of individuals: desert is usually classified as a meritocratic principle in contrast to the egalitarian principle that goods should be distributed according to need. I argue that there is an egalitarian version of desert theory, which focuses on effort rather than success, and which aims at equal levels of well‐being; I call it a ‘well‐being desert’ theory. It is (...) argued that this egalitarian conception of desert is preferable to a meritocratic conception, and that its adoption would encourage greater clarity in arguments over wage differentials and in debates about criteria for job and educational competitions. (shrink)

Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...) being more compelling than other stories—we run the risk of contributing to the very sense of unmooring that has led us to the status quo where arctic icecaps are melting, living things are becoming extinct, and humans are suffering from man-made pollution. In this paper, I trouble the use of stories to draw attention to the ecological harm we have done to our earth. While stories can be powerful, there are risks associated with how we tell stories; and particular risks when we blur the lines between critical storytelling and the idea of something as ‘factual’. Storytelling, and blurring the lines between stories and facts, can have negative implications for our quest to generate a sense of ‘response-ability’ for our planet and all who live on it. In order to make that argument, I first talk about my own story and the ways that I have used stories in the classroom. I then touch on Haraway and her particular use of stories. I then foreground the practice of telling truths with stories by exploring the use of critical fiction and narrative inquiry. I conclude with implications for pedagogy. (shrink)

Askold Melnyczuk’s novel Ambassador of the Dead narrates the process through which a second-generation, assimilated American learns to comprehend the Ukrainian historical experience of his family and their generation. This article argues that the novel is centrally concerned with Nick’s learning process: as he begins to better understand his parents’ generation, he transforms his own identity. As a child, Nick is unable to see Ada — his friend’s mother, who is haunted by traumatic experiences — as anything other than an (...) unchanging, incomprehensible enigma: “Old World Syndrome.” Eventually, Nick comes to follow the example of Anton, a displaced Ukrainian who narrates a story-within-the-novel that returns Ada’s experiences to their historical and cultural contexts, while using magical realism to place her Ukrainian experience on a historical scale. Through Anton’s example, Nick learns how to see both Ada and his parents as complex historical actors in world history. Understanding the past then enables him to see himself as Ukrainian and claim an identity that is both Ukrainian and American. (shrink)

CHAPTER 1 Neurotransmitter networks Elaine Perry and Allan Young i. Introduction This first chapter sets the scene for subsequent exploration of potential ...

Through a critique and analysis of technological dystopian literature, specifically Brave New World, 1984, and The Machine Stops, a humanizing framework analyzing the promise and responsibility of a liberal education is constructed. Through this framework we visualize agency as the central goal of education, buoyed by the development of independent thinking, affective engagement, and recognition of socio-cultural and historical contexts. Modern education must prepare learners to manage, apply, evaluate, synthesize, analyze information and knowledge and creatively contribute back to the world (...) of information. (shrink)

In natural deduction classical logic is commonly formulated by adding a rule such as Double Negation Elimination (DNE) or Classical Reductio ad Absurdum (CRA) to a set of introduction and elimination rules sufficient for intuitionist first-order logic with conjunction, disjunction, implication, negation and the universal and existential quantifiers all taken as primitive. The natural deduction formulation of intuitionist logic, coming from Gentzen, has nice properties:— (i) the separation property: an intuitionistically valid inference is derivable using only the introduction and elimination (...) rules governing the connectives and/or quantifiers that occur in the premises (if any) and conclusion; (ii) the (strict) subformula property: more narrowly, there is a derivation of any intuitionistically valid inference that employs only subformulas of the formulas occurring in premises (if any) and conclusion. (Every formula is, of course, a subformula of itself.). (shrink)

The diverse array of plants at Kew is a haven for wildlife throughout the year. In spring, enchanting wildlfowl babies appear; summer flowers attract a host of insect pollinators; come autumn, parakeets and squirrels raid chestnuts, while in winter swans court – this is Heather Angel’s Wild Kew. In all, a stunning array of photographs and advice, the result of devoting a year to capturing Kew’s wildlife.

In making assertions one takes on commitments to the consistency of what one asserts and to the logical consequences of what one asserts. Although there is no quick link between belief and assertion, the dialectical requirements on assertion feed back into normative constraints on those beliefs that constitute one's evidence. But if we are not certain of many of our beliefs and that uncertainty is modelled in terms of probabilities, then there is at least prima facie incoherence between the normative (...) constraints on belief and the probability-like structure of degrees of belief. I suggest that the norm-governed practice relating to degrees of belief is the evaluation of betting odds. (shrink)

This paper offers a critique of sustainability reporting and, in particular, a critique of the modern disconnect between the practice of sustainability reporting and what we consider to be the urgent issue of our era: sustaining the life-supporting ecological systems on which humanity and other species depend. Tracing the history of such reporting developments, we identify and isolate the concept of the ‘triple bottom line’ (TBL) as a core and dominant idea that continues to pervade business reporting, and business engagement (...) with sustainability. Incorporating an entity’s economic, environmental and social performance indicators into its management and reporting processes, we argue, has become synonymous with corporate sustainability; in the process, concern for ecology has become sidelined. Moreover, this process has become reinforced and institutionalised through SustainAbility’s biennial benchmarking reports, KPMG’s triennial surveys of practice, initiatives by the accountancy profession and, particularly, the Global Reporting Initiative (GRI)’s sustainability reporting guidelines. We argue that the TBL and the GRI are insufficient conditions for organizations contributing to the sustaining of the Earth’s ecology. Paradoxically, they may reinforce business-as-usual and greater levels of un-sustainability. (shrink)

Although epistemic values have become widely accepted as part of scientific reasoning, non-epistemic values have been largely relegated to the "external" parts of science (the selection of hypotheses, restrictions on methodologies, and the use of scientific technologies). I argue that because of inductive risk, or the risk of error, non-epistemic values are required in science wherever non-epistemic consequences of error should be considered. I use examples from dioxin studies to illustrate how non-epistemic consequences of error can and should be considered (...) in the internal stages of science: choice of methodology, characterization of data, and interpretation of results. (shrink)

Questions about the nature of truth are as old as philosophy itself. What is truth? On the one hand, it seems obvious that it is something that applies to the things we think and say. Many of our beliefs about the world, and sentences describing it are true. On the other hand, it seems intimately connected with the world we think and speak about, for it is in virtue of the way the world is that our sentences and beliefs about (...) it are true. This book explores the notions of truth, reality, and the many connections between them. (shrink)

We examine the relationship between birth order and reproductive behaviors in a sample of Australian residents, accounting for personality, personal achievements, and family structure. Using generalized linear models and survival analyses we build predictive models for each reproductive measure and test those models on an independent data subset. Compared with functional firstborns (middle-borns more than 5 years younger than their next older sibling), male middle-borns and last-born females had younger ages of first sexual intercourse, and middle-born females had a younger (...) age at first pregnancy. There was no difference in females’ age at first birth. Male middle-borns tended to have an older average age at first birth. Controlling for age, both male and female middle-borns had fewer children. Overall, middle-borns differ more from functional firstborns than do last-borns. Given the significant but small effect sizes demonstrated in this study, we suggest that developmental characteristics that may facilitate middle-borns’ success within the natal family carry slight fitness costs during the reproductive years. (shrink)

“Readiness cohorts” are an innovation in clinical trial design to tackle the scarcity of time and people in drug studies. This has emerged in response to the challenges of recruiting the “right” research participants at the “right time” in the context of precision medicine. In this paper, we consider how the achievement of “readiness” aligns temporalities, biologies, and market processes of pharmaceutical innovation: how the promise of “willing bodies” in research emerges in relation to intertwined economic and biological time imperatives. (...) Drawing on long-term engagement with the field of Alzheimer’s disease prevention and interviews with researchers from academia and the pharmaceutical industry, we describe the discursive construction and practical arrangement of readiness. This paper contributes to understandings of temporal specificity, or “timing,” within prevention research and casts critical light on the way this specificity—the threshold for “trial readiness”—relates to an opaque and highly speculative drug development pipeline. Extending the study of biomedical potential, as that which holds promise but may not yet exist, we consider how absences operate in adaptive trials. By highlighting these absences, we outline an opportunity for socio-ethical research to intervene in the speculative gaps of drug development. (shrink)

ABSTRACTWhile Lyotard's first book was an introduction to phenomenology, most of the work that follows can be said to openly challenge the limits of phenomenological analysis. This is particularly...

This chapter contains sections titled: Uncovering the Whole Self for Integrity in Action Rationally and Naturally Moving beyond Selfishness Conclusion.

Introductory.--Bergson and Pascal.--Bergson and Molière.--Balzac.--Meredith and the cosmic spirit.--The new criticism: Albert Thibaudet.--Marcel Proust.

First paragraph: Truthmaker theory maintains that for every truth there is something, some thing, some entity, that makes it true. Balking at the prospect that logical truths are made true by any particular thing, a consequence that may in fact be hard to avoid (see Restall 1996, Read 2000), this principle of truthmaking is sometimes restricted to (logically) contingent truths. I aim to show that even in its restricted form, the principle is provably false.

The majority of formal accounts attribute to Stoic logicians the classical truth-functional understanding of the material conditional and exclusive disjunction.These interpretations were disputed,...

Participants compared the mental capacities of various human and nonhuman characters via online surveys. Factor analysis revealed two dimensions of mind perception, Experience and Agency. The dimensions predicted different moral judgments but were both related to valuing of mind.

This study investigates the hypothesis that the advantage corporate social performance (CSP) yields in attracting human resources depends on the degree of job choice possessed by the job seeking population. Results indicate that organizational CSP is positively related to employer attractiveness for job seekers with high levels of job choice but not related for populations with low levels suggesting advantages to firms with high levels of CSP in the ability to attract the most qualified employees.

Drawing on recently published correspondence as well as on a survey of Polish and international philosophical activity published in 1937 and details concerning the publisher and bookseller Aleksander Mazzucato, I provide evidence that, contrary to some recent assertions (but in line with older bibliographical entries), Tarski's ‘Der Wahrheitsbegriff in den formalisierten Sprachen’ was not published in journal form until 1936, although preprints, lacking two corrections and a small addendum, were likely available in the late months of 1935.

The thesis that, in a system of natural deduction, the meaning of a logical constant is given by some or all of its introduction and elimination rules has been developed recently in the work of Dummett, Prawitz, Tennant, and others, by the addition of harmony constraints. Introduction and elimination rules for a logical constant must be in harmony. By deploying harmony constraints, these authors have arrived at logics no stronger than intuitionist propositional logic. Classical logic, they maintain, cannot be justified (...) from this proof-theoretic perspective. This paper argues that, while classical logic can be formulated so as to satisfy a number of harmony constraints, the meanings of the standard logical constants cannot all be given by their introduction and/or elimination rules; negation, in particular, comes under close scrutiny. (shrink)

This takes a little-known reading of Kafka’s “In the Penal Colony” by Lyotard as the starting point for an examination of the relation between body and law. Lyotard’s late notion of the intractable serves as a frame for this examination: explicitly claimed to be an absolute condition of morals, I argue it also has political implications, which are here drawn out through the link between the intractable and the body. In Lyotard’s later writings, the body is usually associated with an (...) originary affectivity, which is sometimes equated with sexual difference but sometimes appears to come “before” and exceed this law of bodily differences. It is the latter case, I argue, that allows for a path to be opened beyond the bodily violence of the law to be found in Kafka, especially if this is framed in terms of a certain “politics of incommensurability.”. (shrink)

When I agreed to lecture to-night I stipulated that I might be allowed to interpret the subject announced so as to let my treatment relate less to the subject in general than to some particular aspects which happen to have been interesting me lately. Professor Whitehead, Sir Arthur Eddington, and Sir James Jeans have given to the world brilliant accounts of the present position of physics in relation to mathematics and philosophy. What I have to say bears to their writings, (...) the humble relation of an example to a piece of book-work, or of an application of a theorem to the theorem itself. (shrink)

What is a virtue, and how are virtues different from vices? Do people with virtues lead better lives than the rest of us? Do they know more? Can we acquire virtues if so, how? In this lively and engaging introduction to this core topic, Heather Battaly argues that there is more than one kind of virtue. Some virtues make the world a better place, or help us to attain knowledge. Other virtues are dependent upon good intentions like caring about (...) other people or about truth. Virtue is an original approach to the topic, which carefully situates the fields of virtue ethics and virtue epistemology within a general theory of virtue. It argues that there are good reasons to acquire moral and intellectual virtues virtuous people often attain greater knowledge and lead better lives. As well as approaching virtue in a novel and illuminating way, Battaly ably guides the reader through the dense literature surrounding the topic, deftly moving from important specific and technical points to more general issues and questions. The final chapter proposes strategies for helping university students acquire intellectual virtues. Battaly’s insights are complemented by entertaining examples from popular culture, literature, and film, really bringing this topic to life for readers. Virtue is the ideal introduction to the topic. It will be an equally vital resource for students who are encountering the topic for the first time, and for scholars who are deeply engaged in virtue theory. (shrink)

In this article I argue for the pedagogical complementarity of the perennial wisdom of St. Thomas and Mortimer Adler’s dialectical method of the Great Books, where the Great Books highlight the ministerial function of the imagination to the will and intellect in the order of learning. Characterized by communal inquiry, the thought of St. Thomas and the Great Books are shown to be well matched instruments of the special Providence by which we direct one another to our proper end. A (...) review of key Thomistic dispositions of teaching and learning, the nature of authentic conversation, and various objections and replies to the Great Books method of education and its alliance with the thought of St. Thomas focus the analysis. Several points of contact enrich the task of liberal learning. The Great Books are seen to supply students of St. Thomas with the spontaneous play of associations, rapprochements and comparisons as they strive to apply texts to the practices of virtue and truth seeking, while the perennial wisdom directs the students’ personal exegesis through the rigor of philosophical principles, logic, and distinctions. (shrink)