The prevalence of examination cheating has continued to impact educational assessments all over the world. This study leveraged on using rational emotive behavioral therapy (REBT), a cognitive behavioral therapy (CBT) approach to treat examination cheating behavior among secondary school students in Nigeria. The researcher used a quasi-experimental design-specifically, the pre-test, post-test non-equivalent control group design. A sample of 67 (35 male and 32 female) students was used in the study. The examination cheating behavior scale (ECBS) with a reliability index of.86 (...) was administered at the pretest and posttest stages. The treatment manuals for REBT and conventional counseling (CC) were used by two therapists to administer the interventions which lasted for a total of five weeks. Frequency count, mean, standard deviation, Chi-square, and ANCOVA were used in the analysis. The findings highlight the potency of REBT in the treatment of examination cheating behavior. Findings also demonstrate that gender influences examination cheating behavior among students. Additionally, the findings showed a significant interaction effect of interventions and gender on the examination cheating behavior scores of students. Conclusively, REBT is significantly a potent intervention for the treatment of unethical or maladaptive behaviors like examination cheating behavior. Moreover, REBT was more potent on male students compared to female students. (shrink)

A German translation with 2017 postscript of Floyd, Juliet. 2012. "Wittgenstein's Diagonal Argument: A Variation on Cantor and Turing." In Epistemology versus Ontology, Logic, Epistemology: Essays in Honor of Per Martin-Löf, edited by P. Dybjer, S. Lindström, E. Palmgren and G. Sundholm, 25-44. Dordrecht: Springer Science+Business Media. An analysis of philosophical aspects of Turing's diagonal argument in his (136) "On computable numbers, with an application to the Entscheidungsproblem" in relation to Wittgenstein's writings on Turing and Cantor.

It is now well recognized that the United States is a consumer-driven society. Private consumption comprises a rising fraction of GDP, advertising is proliferating, and consumerism, as an ideology and set of values, is widespread. Not surprisingly, those developments are not confined to adults; they also characterize what some have called “the commercialization of childhood.” Children are more involved than ever in media, celebrity, shopping, brand names, and other consumer practices. At the core of this change is children's growing role (...) as independent consumers. In recent years, children's access to income has risen markedly, and they have gone from being purchasers of cheap plastic goods and a few select food items to being a major market for a diverse set of goods and services, including foodstuffs. Unofficial estimates suggest that children aged four to twelve spent a reported $6.1 billion in purchases from their own money in 1989, $23.4 billion in 1997, and $30 billion in 2002, for a total increase of four hundred percent. (shrink)

Following a comparative study of canonical liberal philosophers Hayek and Rawls, Juliet Williams reveals a new direction for conceptualizing limited government in the twenty-first century, highlighting the central role that democratic politics--rather than philosophical principles--should play in determining the uses and limits of state power in a liberal regime. Williams draws on recent scholarship in the field of democratic theory and cultural studies in arguing for a shift in the ways liberals approach the study of politics.

A survey of current evidence available concerning Wittgenstein's attitude toward, and knowledge of, Gödel's first incompleteness theorem, including his discussions with Turing, Watson and others in 1937–1939, and later testimony of Goodstein and Kreisel; 2) Discussion of the philosophical and historical importance of Wittgenstein's attitude toward Gödel's and other theorems in mathematical logic, contrasting this attitude with that of, e.g., Penrose; 3) Replies to an instructive criticism of my 1995 paper by Mark Steiner which assesses the importance of Tarski's semantical (...) work, both for our understanding of Wittgenstein's remarks on Gödel, and our understanding of Gödel's theorem itself. (shrink)

This essay seeks to understand the complex response to the current Black Lives Matter protests against police violence, which pose deeper questions about the forms of politics that black citizens—who are experiencing a defining moment of racial terror in the United States in the twenty-first century—can and should pursue. When other citizens and state institutions betray a lack of care and concern for black suffering, which in turn makes it impossible for those wrongs to be redressed, is it fair to (...) ask blacks to enact “appropriate” democratic politics? These questions are explored via a reading of Danielle Allen and Ralph Ellison’s meditations on the problem of democratic loss and Hannah Arendt’s critique of school desegregation battles in the 1960s. I suggest that there is a conceptual trap in romantic historical narratives of black activism (especially the civil rights movement) that recast peaceful acquiescence to loss as a form of democratic exemplarity. (shrink)

In this paper, I center the epistemic dimensions of musics and musicking to consider the ways in which the band/orchestra/choir paradigm of music education prevalent in the U.S. and Canada may be implicated in epistemic injustice. Drawing in particular on the work of Fricker (Epistemic injustice: power and the ethics of knowing, Oxford University Press, New York, 2007), Dotson (Hypatia 26(2):236–257, 2011), and The Routledge Handbook of Epistemic Injustice (Kidd et al., The Routledge handbook of epistemic injustice, Routledge, New York, (...) 2017), I explore facets of epistemic injustice and apply these ideas to music education school contexts in Canada and the U.S. I further explore aspects of school music that may amount to “testimonial smothering” (Dotson 2011) and “cognitive imperialism” (Battiste in Can J Native Educ 22:16–27, 1998). Ultimately, building on existing literature on epistemic justice (Kidd et al. 2017; Fricker 2007), I theorize an epistemically just music education for school music in alignment with culturally responsive, anti-racist, and anti-colonial teaching. (shrink)

Introduction: from grammatology to cultural graphology -- The psychopathology of writing -- Type ornament -- Sign tailoring -- Psychoanalytic graphology.

To resume, then, the need for a written Law specifically prohibiting Genocide. (1) It should by now be evident that “the pleasure principle” needs its ethical mandate, beyond the “reality principle” of a social field that can no longer be considered homeostatic and nonconflictual. The fantasmatic character of human pleasure must not only be accounted for in any ethic today, it must take primacy. Fantasy formations grow ever central in our lives; fantasy is the support of our “reality.” (2) The (...) writing of such a Law would permit the enunciation of positively negative content, thereby reframing the Other as lacking; and it would also provide a way for the increasingly stateless “citizens” of the postmodern, “global” community, to be asked to decide on the necessarily paired alternatives (Good and Evil, to kill or to love) which have once again become the starkest of possibilities for them. Only this kind of decision — which is not that of the vel — suffers resistance to the will of the people when it is a malignant will-to- jouissance. (shrink)

The article considers the changing position of women and the family from the Second World War until today using the UK as its example. It offers a theoretical perspective by setting out to examine the possibility that the rise of second-wave feminism both reflected and spearheaded an aspect of demographic transition to non-replacement populations. It considers the tension between the formation of ‘sexual difference’ to enable reproduction and what it calls the ‘engendering of gender’ in lateral relations which are indifferent (...) to procreation. With the achievements of feminism as a political vanguard and the demographic transition as its socioeconomic base, women were no longer defined by the family; their definition ceased to depend on procreation. The article proposes that the new use of the term ‘gender’ entered the political arena to become a key concept of feminism to indicate non-procreative sexuality and sexual relations that need not be heterosexual or biologically procreative. Judith Butler’s well-known suggestion that ‘gender’ troubles the status quo in a revolutionary manner cannot be sustained. Rather than disturbing the universe, the advent of ‘gender’ reflects the transition to a new demographic order. (shrink)

In recent years much has been said about how new democracies are backsliding or have regressed since the turn of the century when hope and optimism about the future spread of democracy was widespread. However, ideas that democracy would spread were based on institutional and governance indicators rather than from the perspective of everyday citizens. When we look at public attitudes towards democracy during this period, we can see that such optimism was perhaps misplaced or premature. Drawing on findings from (...) the AsiaBarometer and the World Values Survey, this research finds that public attitudes during this time were not overly convinced by democracy and certainly not yet satisfied with their government's performance in terms of providing basic democratic freedoms and independence. (shrink)

This collection of previously unpublished essays presents a new approach to the history of analytic philosophy--one that does not assume at the outset a general characterization of the distinguishing elements of the analytic tradition. Drawing together a venerable group of contributors, including John Rawls and Hilary Putnam, this volume explores the historical contexts in which analytic philosophers have worked, revealing multiple discontinuities and misunderstandings as well as a complex interaction between science and philosophical reflection.

Solidarity-the reciprocal relations of trust and obligation between citizens that are essential for a thriving polity-is a basic goal of all political communities. Yet it is extremely difficult to achieve, especially in multiracial societies. In an era of increasing global migration and democratization, that issue is more pressing than perhaps ever before. In the past few decades, racial diversity and the problems of justice that often accompany it have risen dramatically throughout the world. It features prominently nearly everywhere: from the (...) United States, where it has been a perennial social and political problem, to Europe, which has experienced an unprecedented influx of Muslim and African immigrants, to Latin America, where the rise of vocal black and indigenous movements has brought the question to the fore. Political theorists have long wrestled with the topic of political solidarity, but they have not had much to say about the impact of race on such solidarity, except to claim that what is necessary is to move beyond race. The prevailing approach has been: How can a multicultural and multiracial polity, with all of the different allegiances inherent in it, be transformed into a unified, liberal one? Juliet Hooker flips this question around. In multiracial and multicultural societies, she argues, the practice of political solidarity has been indelibly shaped by the social fact of race. The starting point should thus be the existence of racialized solidarity itself: How can we create political solidarity when racial and cultural diversity are more or less permanent? Unlike the tendency to claim that the best way to deal with the problem of racism is to abandon the concept of race altogether, Hooker stresses the importance of coming to terms with racial injustice, and explores the role that it plays in both the United States and Latin America. Coming to terms with the lasting power of racial identity, she contends, is the starting point for any political project attempting to achieve solidarity. (shrink)

A survey of Wittgenstein's writings on logic and mathematics; an analytical bibliography of contemporary articles on rule-following, social constructivism, Wittgenstein, Godel, and constructivism is appended. Various historical accounts of the nature of mathematical knowledge glossed over the effects of linguistic expression on our understanding of its status and content. Initially Wittgenstein rejected Frege's and Russell's logicism, aiming to operationalize the notions of logical consequence, necessity and sense. Vienna positivists took this to place analysis of meaning at the heart of philosophy, (...) while Ramey took extensionalism to result. Wittgenstein's interest in rule-following emerged through his reactions to these attempted appropriations. (shrink)

[This Invited Paper will be published in December 2016.].

Trauma’s ubiquity in society leads to an acknowledgement that damaging experiences likely affect more students than they leave untouched. Dewey acknowledged the importance of the past throughout his theorizing of experience and simultaneously recognized that students need to draw upon past experiences in new learning encounters. In this paper, we argue that Dewey may have opened the door to account for the possibility of traumatic experience affecting learning. We acknowledge the potential of music to prompt a trauma response and seek (...) to explore ways that music education may also provide a mechanism for working through difficult and traumatic pasts. (shrink)

A survey of the emergence of early analytic philosophy as a subfield of the history of philosophy. The importance of recent literature on Frege, Russell, and Wittgenstein is stressed, as is the widening interest in understanding the nineteenth-century scientific and Kantian backgrounds. In contrast to recent histories of early analytic philosophy by P.M.S. Hacker and Scott Soames, the importance of historical and philosophical work on the significance of formalization is highlighted, as are the contributions made by those focusing on systematic (...) treatments of individual philosophers, traditions, and periods in relation to contemporary issues (rule-following, neo-Fregeanism, contextualism, theory of meaning). (shrink)

A look at Wittgenstein's comments on the incompleteness theorem with an inter-pretation that is consistent with what Gödel proved.

In his Tractatus Logico-Philosophicus, Wittgenstein conveyed the idea that ethics cannot be located in an object or self-standing subject matter of propositional discourse, true or false. At the same time, he took his work to have an eminently ethical purpose, and his attitude was not that of the emotivist. The trajectory of this conception of the normativity of philosophy as it developed in his subsequent thought is traced. It is explained that and how the notion of a ‘form of life’ (...) (Lebensform) emerged only in his later thought, in 1937, earmarking a significant step forward in his philosophical method. We argue that the concept of Lebensform represents a way of domesticating logic itself, the very idea of a claim or reason, supplementing the idea of a ‘language game’, which it deepens. Lebensform is contrasted with the phenomenologists’ Lebenswelt through a reading of the notions of ‘I’, ‘world’ and ‘self’ as they were treated in the Tractatus, The Blue and Brown Books and Philosophical Investigations. Finally, the notion of Lebensform is shown to have replaced the notion of culture (Kultur) in Philosophical Investigations. Wittgenstein’s spring 1937 ‘domestication’ of the nature of logic is shown to have been fully consonant with the idea that he was influenced by his reading Alan Turing’s 1936/1937 paper, ‘On computable numbers, with an application to the Entscheidungsproblem’. (shrink)

In this paper, I consider pedagogical moments when the project of pedagogy is to _not understand_, as understanding would entail complicity with dehumanization. I explore the slipperiness of understanding and parse when understanding is helpful and when it reinscribes structures of dehumanization. I examine when it might be important in music education pedagogy to foster a refusal to understand, specifically in cases of extreme suffering that might occur in projects of dehumanization, atrocity, and genocide. Then, I explore the ethics embedded (...) in different forms of understanding and consider why not understanding is sometimes the ethical path and tease out the complexities of such refusals to understand. Subsequently, I focus on what music might contribute to this pedagogical approach. I then explore and critique empathy and the project of empathy in education. Ultimately, I consider the role of discomfort in music education to facilitate these kinds of refusals. I center the work of several scholars in this discussion: Sherene Razack (Dark threats and White knights: The Somalia Affair, peacekeeping, and the new imperialism University of Toronto Press Toronto, ON, 2004, Rev Educ Pedag Cult Stud 29 (4): 375-394, 2007), Megan Boler (Feeling power: Emotions and education. Routledge, New York, NY, 1999), Jennifer Geddes (Hypatia 18 (1):104-115, 2003), Charlotte Delbo (_Auschwitz and after_. Yale University Press, New Haven, 1995/2014), Hannah Arendt (Eichmann in Jerusalem: A report on the banality of evil. Penguin Books, New York, NY, 1963/2006), Marie Hållander (Ethics Educ 10(2): 175-185, 2015, Stud Philos Educ 38: 467–480, 2019), Barbara Applebaum (Being White, being good: White complicity, White moral responsibility, and social justice pedagogy. Lexington Books, New York 2010, White educators negotiating complicity: Roadblocks paved with good intentions. Lexington Books, New York, NY, 2022), and Liora Gubkin (Teach Theol Relig 18(2): 103–120, 2015). (shrink)

Cult Criminals is a set of early Victorian novels 'sensationally' popular with readers and of immense influence in the development of the novel form. All six novels, commonly labelled 'Newgate' novels, scandalized the Victorians by glamorizing criminals and led to a bitter literary controversy between Dickens and Thackeray, who damned the former's Oliver Twist as a 'Newgate' novel. At the heart of the 'Newgate' debate lay questions concerning the moral and social function of the novel, the relationship between romance and (...) realism in fiction, and whether crime should be portrayed in fiction at all. The Newgate novels function as a bridge between the eighteenth- century tradition of crime fiction and the detective and crime novels of the nineteenth and twentieth centuries, as well as encapsulating many of the social and cultural shifts that took place in the early Victorian period. (shrink)

It could be argued that the influence of Lacan on modern literary studies has been greater than anyone’s. Lacan has historicised the universal or mythic perceptions of Freud, and thus lent a new status to literature as a cultural artefact. This book, originally published in 1986, aims to delineate the trends in the uses made of Lacan today; to examine the theoretical substructure by which his work is accommodated to literature; and to analyse the way in which his work ‘models’ (...) the formal relation of the literary text to other texts, to history and to politics. (shrink)

This chapter examines the doubtful issues in Bede's account of the pre-Viking history of Britain and Ireland in his Historia Ecclesiastica. It focuses on the section of the HE where Bede attributed the conversion of the Picts to the work of Columba and the Christianisation of the southern Picts to one Nynia episcopo reuerentissimo et sanctissimo uiro de natione Brettonum. The chapter explores the origins of the cult of Saint Martin of Tours and considers what evidence it might offer about (...) the nexus of influences operating upon Bede's account of the conversion. (shrink)

Singular they has emerged as a key term in contemporary gender politics, reflecting growing usage of they/them as nonbinary personal pronouns. Drawing on interviews with 54 progressive gender activists, we consider how singular they can be used to resist and redo aspects of the prevailing gender structure. We identify three distinct usages of singular they: as a nonbinary personal pronoun, as a universal gender-neutral pronoun, and as an indefinite pronoun when a person’s self-identified gender is unknown. While previous research on (...) singular they as a gender-inclusive language practice has focused primarily on its usage as a nonbinary personal pronoun, our findings point to the relevance for gender politics of all three usages. Our analysis offers new insight into how nonbinary they challenges dominant gender norms and practices beyond incorporating additional gender categories. Given our findings, we propose further investigation of how using gender-neutral pronouns for everyone in specific contexts can advance progressive activists’ goals. Finally, we argue that the longstanding usage of singular they as an indefinite pronoun has new importance today in affirming gender as a self-determined identity. (shrink)

I defend Putnam’s modal structuralist view of mathematics but reject his claims that Wittgenstein’s remarks on Dedekind, Cantor, and set theory are verificationist. Putnam’s “realistic realism” showcases the plasticity of our “fitting” words to the world. The applications of this—in philosophy of language, mind, logic, and philosophy of computation—are robust. I defend Wittgenstein’s nonextensionalist understanding of the real numbers, showing how it fits Putnam’s view. Nonextensionalism and extensionalism about the real numbers are mathematically, philosophically, and logically robust, but the two (...) perspectives are often confused with one another. I separate them, using Turing’s work as an example. (shrink)

If we consider Wittgenstein's career as a whole, it appears that he wrote more on the philosophy of logic and mathematics than any other subject. Yet his writings on these subjects have exerted little influence. Indeed, the tide of response to Remarks on the Foundations of Mathematics, which contains the bulk of his latest views of mathematics, has been for the most part overwhelmingly negative. Given his later emphasis on the context-bound character of language, mathematics and logic--where language apparently operates (...) in an maximally precise, clear and general way--represent two of the most difficult cases for Wittgenstein to confront. My thesis aims to defend Wittgenstein from the charges of benighted arrogance traditionally levelled against him. I argue that Wittgenstein's later discussions of mathematics form a central part of a larger philosophical project, internally related to Philosophical Investigations and shaping in specific ways Wittgenstein's reaction to both scepticism and accounts of the nature of logical and mathematical truth. I see Wittgenstein criticizing the unreflective use of mathematical tools in philosophy, not offering a competing philosophy of mathematics. ;Too few of Wittgenstein's readers have been willing to offer detailed exegesis of his writing . This has made it difficult to understand how the aphoristic style of his late writing bears on the philosophical problems being discussed. On my view, the quality of Wittgenstein's writing is intrinsic to his later conception of the nature of logic, mathematics and philosophy. Line by line engagement with his texts is thus imperative in order to achieve an understanding of his philosophical objectives and criticisms. My dissertation offers as a paradigm of such reading a detailed exegesis and criticism of the opening five sections of Remarks on the Foundations of Mathematics. ;I briefly explore in some detail the origin and genesis of Wittgenstein's interest in rule-following, from its roots in the Tractatus's conception of logical syntax. This background illuminates Wittgenstein's later conception of logical truth and his criticisms of Frege's and Russell's arguments for logicism. To explore these criticisms, I focus on Wittgenstein' s discussions of the Frege-Russell definition of "Number" in "logical" terms. Placed in their appropriate philosophical and historical context, Wittgenstein's seemingly outrageous remarks about the nature of proof, mathematical logic and the foundations of mathematics do not simply betray his ignorance. Nor do they commit him to a revisionist attitude toward mathematical practice. Rather, they raise fundamental questions about the philosophical presuppositions lying behind attempts to bring particular mathematical results to bear in philosophy. (shrink)