JL Austin exercised in Post-war Oxford an intellectual authority similar to that of Wittgenstein in Cambridge. Although he completed no books of his own and published only seven papers, Austin became through lectures and talks one of the acknowledged leaders in what is called ‘Oxford philosophy’ or ‘ordinary language philosophy’. Few would dispute that among analytic philosophers Austin stands out as a great and original philosophical genius. Three volumes of his writing, published after his death, have become (...) classics in analytical philosophy: _Philosophical Papers_; _Sense and Sensibilia_; and _How to Do Things with Words_. First published in 1979, this book is a collection of critical essays on Austin’s philosophy written by well-known philosophers, many of whom knew Austin personally. A number of essays included were especially written for this volume, but the majority have appeared previously in various journals or books, not all easy to obtain. (shrink)

Originating from philosophy and science, many different ideas have made their way into educational policies. Educational policies often take such ideas completely out of context, and enforce them as general norms to every aspect of education; even opposing ideals make their way into school’s curricula, teaching techniques, assignments, and procedures. Meanwhile, inside the actual classrooms, teachers and students are left in limbo, trying to comply with, techniques, evaluation forms and a growing technical educational vocabulary. Here I would like to propose (...) an antidote to this absurdity by reminding us what teachers and students already know. Such an antidote can be found in J. L. Austin’s speech act theory. In this paper, I propose we revisit speech act theory and treat it as an educational theory. That might help us dismantle false dichotomies troubling education for decades. The point is not that the discussion over educational policies and priorities should stop, but that it should be kept in appropriate perspective. A modified speech act theory can help us facilitate such a perspective. (shrink)

INTRODUCTION BY THE EDITORS Gilbert Ryle, in his Concept of Mind (1949), attacked volitional theories of human actions; JL Austin, in his "If and Cans" ...

Some experimental philosophers imply that philosophers should endorse folk intuitions and even use them to advance philosophical theses. In this paper I will try to contrast experimental appeals to intuition with J. L. Austin’s, whom some experimentalists cite as a precursor of their method. I will suggest that Austin evokes ordinary intuitions in order to dismantle philosophical quests. He even suggests (a) that the appeal to ordinary intuitions of the folk can hardly prescribe answers to extraordinary circumstances and (...) (b) that philosophical quests themselves are extraordinary. Therefore, the appeal to folk intuitions cannot prescribe answers to philosophical problems. It can only dissolve philosophical quests; yet, the dismantling of philosophy hardly accords with the experimentalists’ agenda. (shrink)

Insurance markets have always relied on large amounts of data to assess risks and price their products. New data-driven technologies, including wearable health trackers, smartphone sensors, predictive modelling and Big Data analytics, are challenging these established practices. In tracking insurance clients’ behaviour, these innovations promise the reduction of insurance costs and more accurate pricing through the personalisation of premiums and products. Building on insights from the sociology of markets and Science and Technology Studies, this article investigates the role of economic (...) experimentation in the making of data-driven personalisation markets in insurance. We document a case study of a car insurance experiment, launched by a Belgian direct insurance company in 2016 to set up an experiment of tracking driving style behavioural data of over 5000 participants over a one-year period. Based on interviews and document analysis, we outline how this in vivo experiment was set-up, which interventions and manipulations were imposed to make the experiment successful, and how the study was evaluated by the actors. Using JL Austin’s distinction between happy and unhappy statements, we argue how the experiment, despite its failure not to provide the desired evidence, could be considered a ‘happy’ event. We conclude by highlighting the role of economic experiments ‘in the wild’ for the making of future markets of data-driven personalisation. (shrink)

Many philosophers think that forgiveness is a private affair. Some say forgiveness is the forswearing or overcoming or moderating of resentment (or other negative emotions). Others say that to forgive is to refuse to punish. Some say forgiveness is openness to reconciliation with one’s wrongdoer. According to these approaches, forgiveness involves certain changes in one’s beliefs, desires, feelings, emotions, decisions, intentions, commitments, and memories. What these accounts all have in common is that they locate forgiveness in the realm of the (...) mental. But there is also a strand of thinking that says that paradigmatic instances of forgiveness are performed, typically by saying something like “I forgive you.” In this chapter, I explain this view, defend it, and discuss some objections to it. (shrink)

While strike action has been common since the industrial revolution, it often invokes a passionate and polarising response, from the strikers themselves, from employers, governments and the general public. Support or lack thereof from health workers and the general public is an important consideration in the justification of strike action. This systematic review sought to examine the impact of strike action on patient and clinician attitudes, specifically to explore (1) patient and health worker support for strike action and (2) the (...) predictors for supporting strike action and the reasons given for engaging in strike action. A systematic scoping review was employed to identify all relevant literature, followed by a textual narrative synthesis. A total of 34 studies met inclusion criteria. Support for strike action was largely context‐dependent. A range of factors impact support for strike action; broader cultural and structural factors, such as unionisation and general acceptance of strike action; systemic factors, such as the nature of the healthcare system, including infrastructure and work conditions; the strike itself and a range of individual factors, the most notable of which was being a student or in an early career stage. There were also some surprising results, for example, during doctors strike, nurses were provided with the opportunity to expand their role, which led to greater professional autonomy and job satisfaction. (shrink)

Answering important public health questions often requires collection of sensitive information about individuals. For example, our understanding of how HIV is transmitted and how to prevent it only came about with people's willingness to share information about their sexual and drug-using behaviors. Given the scientific need for sensitive, personal information, researchers have a corresponding ethical and legal obligation to maintain the confidentiality of data they collect and typically promise in consent forms to restrict access to it and not to publish (...) identifying data.The interests of others, however, can threaten researchers' promises of confidentiality when legal demands are made to access research data. In some cases, the subject of the litigation is tightly connected to the research questions, and litigants' interest in the data is not surprising. Researchers conducting studies on tobacco or occupational or other chemical exposures, for example, are relatively frequent targets of subpoenas. (shrink)

This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have (...) sought to develop a larger role for professional ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further, research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge and skills—non-technical as well as technical—required in today’s engineering profession. In becoming acculturated to professional norms in a host country, international students face challenges that domestic students do not encounter; such as cultural competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development of any effective education materials. The present article discusses the project rationale and describes the development of on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering ethics standards in the United States. Finally, a brief data summary of students’ perceptions of the usefulness of the content and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for project sustainability. (shrink)

_Fatherhood - Philosophy for Everyone_ offers fathers wisdom and practical advice drawn from the annals of philosophy. Both thought-provoking and humorous, it provides a valuable starting and ending point for reflecting on this crucial role. Address the roles, experiences, ethics, and challenges of fatherhood from a philosophical perspective Includes essays on Confucius, Socrates, the experience of African fatherhood, and the perspective of two women writers Explores the changing role of fatherhood and investigates what it means to be a father An (...) ideal complement to _Motherhood - Philosophy for Everyone_. (shrink)

Philosophy of Communication Ethics is a unique and timely volume that creatively examines communication ethics, philosophy of communication, and "the other.".

Nowadays the word “ conscience ” has an old-fashioned, obsolete air. I shall try to guess at the reasons, and then I shall consider whether they are good reasons.

Pat Brereton 'The Audience as Reader is Seldom Caught in the Act?' _Film-Philosophy_, vol. 4 no. 26, November 2000.

First published in 1962, contains the William James Lectures delivered at Harvard University in 1955. It sets out Austin's conclusions in the field to which he directed his main efforts for at least the last ten years of his life. Starting from an exhaustive examination of his already well- known distinction of performative utterances from statements, Austin here finally abandons that distinction, replacing it by a more general theory of 'illocutionary forces' of utterances which has important bearings on (...) a wide variety of philosophical problems. (shrink)

Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males (...) and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics. (shrink)

For this second edition, the editors have returned to Austin's original lecture notes, amending the printed text where it seemed necessary.