Physiological experiments conducted over the last 60 years indicate that the plant hormone auxin regulates a diverse set of developmental processes via changes in cell division, cell elongation and cell differentiation. Recent studies using transgenic plants with altered auxin levels support these conclusions and promise to provide more detailed information on the role of auxin during plant development. Although it is possible that all auxin responses are mediated by the same primary biochemical events, the studies described in this review are (...) more consistent with multiple modes of auxin action. The development of molecular and genetic approaches to the study of hormone action should resolve this issue. The accelerated rate of progress in this field suggests that real insight into the mechanism of auxin action may be forthcoming. (shrink)

A fundamental issue conceived out of the development of epistemology of education has to do with what epistemic state/s education ought to aim for. We offer a solution to this problem, one that deviates from truth, critical thinking, and intellectual virtues which have already been positioned as compelling solutions on their own. Instead, we argue that it is objectual understanding, from the framework of Jonathan Kvanvig, that best suits the place of primacy in epistemic educational aims. The paper’s structure finds (...) order and consistency with how the problem is treated as mentioned above. Section 1 introduces the different types of understanding in epistemology. In section 2, the epistemic value of objectual understanding is established, along with a defense of this epistemic state from the problems encountered for other positions. The second section also includes a discussion of the compatibility of objectual understanding with other epistemic aims of education. In section 3, we proceed to examine the influence of having addressed the epistemic aims debate to the educational concepts of curriculum, teaching, and learning. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Michael L. MarkPatrice Madura Ward-SteinmanI met Michael Mark at the first Philosophy of Music Education conference held at Indiana University in the summer of 1990. I was a doctoral student at IU then and had studied the writings of many of the conference presenters and so the experience of hearing and meeting them in person was a heady one, indeed. I will never forget those impressions of Phil (...) Alperson, Wayne Bowman, Allen Britton, David Elliott, Peter Kivy, Gerard Knieter, Thomas Regelski, Bennett Reimer, John Shepherd, Ann Stokes, Eleanor Stubley, Keith Swanwick, and many others.I was interested in meeting Michael after hearing his response to the presentation of one of my favorite IU professors of musicology, Austin Caswell. Caswell’s provocative paper, “How We Got into Canonicity and What it has Done to Us: An American Music Historian’s View of Music in Academia,” claimed that “the effect of canonicity on American musical life is destructive,” while Michael’s response was characterized by his style of writing that I came to recognize over the decades as distinct, calm, logical, methodical, and based in an extraordinarily wide and deep wealth of historical knowledge. While I greatly admired my rebellious and passionate professor’s views and temperament which were not unlike my own, I also appreciated hearing Michael’s measured and thoughtful response. Thus began my friendship with Michael, who, I learned, was not only a professor [End Page 92] and dean at Towson State University but also an avid big band woodwind doubler who showed interest in my doctoral research in the art of vocal jazz improvisation. That friendship lasted for almost twenty-eight years and we enjoyed memorable reunions at other conferences. For example, there was the ISPME conference held at UCLA where he invited me to dinner with his good friend and connoisseur of fine wines, Bennett Reimer, and the ISPME conference in Helsinki where, after I tripped and severely broke my ankle, requiring surgery, Michael, Estelle Jorgensen, Iris Yob, and two then-doctoral students (Kasia Bugaj and Leonard Tan) visited me in the Helsinki hospital.When I began teaching at the University of Southern California in 1995, it was fortuitous that Michael’s brother, Brian, lived in the Los Angeles area. His frequent visits allowed him to make several guest lectures to my graduate research methods classes, very welcome opportunities. After one of those lectures, I relayed the history of my family’s ballroom in the Chicago area that was open for business with big band music from 1929 until 1967. He asked if I had any artifacts from Madura’s Danceland, and when I mentioned my father’s stacks of dusty record books, newsletters, photos, and posters in our basement, he became very enthusiastic and told me that I had a “gold mine” of an archive with which to write a book about the place! As a trained quantitative researcher, I began to explore the record books to analyze trends in band pay over the Depression and World War II years.1 Over the next ten years, with help from Michael’s regular prodding and encouragement, I organized the large archive into the history of Madura’s Danceland.2 I owe this personally important accomplishment to Michael Mark.Michael invited me (in his endearing way which I could not refuse) to coauthor a music education textbook with him3 and our writing partnership went so smoothly that he invited me to co-author the 4th edition of his Contemporary Music Education.4 Although our writing styles and areas of expertise were very different, I learned much from his narrative approach which included illustrative scenarios, interviews, and the informal use of contractions, a style of writing that was not second nature for me. We wrote both books without meeting in person, except to celebrate the publication of the first at the Metropolitan Art Museum café in New York with our beloved spouses, Lois Mark and David Ward-Steinman.Dr. Michael L. Mark will long be remembered for his many books, chapters, and articles on the history of music education and his many symposium presentations; for his university teaching and administrative achievements; and for his... (shrink)

Everyone wants to be virtuous, but recent psychological investigations suggest that this may not be possible. Mark Alfano challenges this theory and asks, not whether character is empirically adequate, but what characters human beings could have and develop. Although psychology suggests that most people do not have robust character traits such as courage, honesty and open-mindedness, Alfano argues that we have reason to attribute these virtues to people because such attributions function as self-fulfilling prophecies - children become more studious (...) if they are told that they are hard-working and adults become more generous if they are told that they are generous. He argues that we should think of virtue and character as social constructs: there is no such thing as virtue without social reinforcement. His original and provocative book will interest a wide range of readers in contemporary ethics, epistemology, moral psychology and empirically informed philosophy. (shrink)

This chapter looks at another executive virtue that Captain America exemplifies: the judgment he needs to arrive at the best action in a difficult situation. Despite his humility, Captain America exemplifies both sound judgment and unshakeable determination, which are often misunderstood as representing “black‐and‐white” ethics or stubbornness. Just like judges as Dworkin describes them, we can use our own judgment to find the “right answer” to each moral dilemma, the decision that is consistent with our own principles and maintains the (...) integrity of our own moral character. There is a special category of situations that superheroes all too often find themselves in. Such choices are what philosophers call tragic dilemmas. Applying basic moral virtues and principles to specific circumstances, including all of their context, nuance, and subtlety, is the key to sound judgment, and that is important to everyone in the real world and to Cap in the comics. (shrink)

Baggs and Chemero (2018)propose that certain tensions between enaction and ecological psychology arise due different interpretations about what is meant by the “environment.” In the enactive approach the emphasis is on the umwelt, which describes the environment as the “meaningful, lived surroundings of a given individual.” The ecological approach, on the other hand, emphasises what they refer to as the habitat “the environment as a set of resources for a typical, or ideal, member of a species.” By making this distinction, (...) these authors claim they are able to retain the best of both the ecological and the enactive approaches. Herein I propose an account of the individuation of habits that straddles this distinction, what I call a compatabilist account. This is done in two parts. The first part teases out a host of compatibilities that exist between the enactive account as developed byDi Paolo et al. (2017)and the skilled intentionality framework as developed byBruineberg and Rietveld (2014)andRietveld and Kiverstein (2014). In part two these compatibilities are brought together with the philosophy of Gilbert Simondon to develop the notion of enhabiting. Enhabiting describes a set of ongoing processes by which an umwelt emerges from and is reproduced within the relationship between an embodied subject and their habitat. Thus, enhabiting points toward a point of intersection between enaction and ecological psychology. To enhabit is bring forth (to enact), within (to inhabit). (shrink)

The Companion begins with a section-by-section overview of Being and Time and a chapter reviewing the genesis of this seminal work. The final chapter situates Being and Time in the context of Heidegger's later work.

Explores the full extent of Hegel's interest in tragedy and comedy throughout his works and extends from more literary and dramatic issues to questions about the role these genres play in the history of society and religion.

This research investigates flow experiences and explores meaning construction for artistic practices that differ in haptic nature. In addition to the phenomenological analysis of interviews, videos of artistic practice and practice-based research were employed to obtain both retrospective and real-time records of the physicality of artistic practice. Drawing on authors who emphasise the automatisation of actions in flow and heightened body awareness flow is reconceptualised in non-representational terms as optimal precognitive engagement with the world. In this light meaning in flow (...) results not from bringing order to the mind as Csikszentmihalyi proposed, but through its embodied construction in activity. Analyses revealed that the sources of enjoyment and meaning, the relationship between artist, tools and artwork, and the nature and extent of self-differentiation differ between artists who work in two and three dimensions, and whose physical actions differ in the production of their artwork. 2D artists derive enjoyment from their creative process and meaning from capturing an atmosphere or place, and attribute artistic control to their artwork. 3D artists derive more enjoyment from the product of their artistic activity and meaning from the recreation of the self in material form, and do not attribute artistic control to the artwork. Consequently, embodied physicality of activity appears fundamental to similarities in flow experiences and meaning-making: accounts of flow and the meanings generated in activity differ between activities that differ in their haptic or performative nature but are similar among haptically similar activities. (shrink)

Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...) choice situations that donot demand full aggregation of individual welfares.These analogies suggest that the traditional `single number'approach to reliability is misguided. I argue that a newapproach – the `vector reliability' approach – is preferable.Vector reliability theories associate target beliefs withreliability vectors – that is, structured collections ofreliability numbers – and construct criteria of epistemicjustification that appeal to these vectors. The bulk of thetheoretical labor involved in a reliability account of epistemicjustification is thus transferred from picking a uniquereliability number to constructing a plausible criterionof epistemic justification. (shrink)

Over the past four decades, Charles Taylor's work as an intellectual historian, epistemologist, and normative political theorist has made him a leading figure in contemporary social philosophy. In Charles Taylor: Thinking and Living Deep Diversity, Mark Redhead examines the problem of political fragmentation, the problem of how to accommodate narrowly defined groups while promoting allegiance to a larger polity, through an analysis of Taylor's thought and politics.

In lieu of an abstract, here is a brief excerpt of the content:In Search of a Reality-Based Community:Illusion and Tolerance in Music, Education, and SocietyPatrick K. SchmidtThe two questions that arise in this symposium are: What kind of world engagement is required of music education? and Should music educators participate in political understanding? While my immediate response was and is: How we can afford not to? that is, not to engage fully with the world and not to do so politically, (...) at the same time I also recognize the ways in which that has been problematic in the music education profession. Particularly, in how we continue to experience what I would call events without future: ersatz events made of illusions. Such a proposition is implicated in the following questions: How seriously are we committed to rethinking our practice and re-engaging with our ideals, traditions, visions, and discourses? Has our conception and practice of democracy disappeared (or remained unformed) in the insubstantiality of shadows? How do [End Page 160] we react to political understandings that dismiss the communities in which we live, as well as the singularities and differences that mark us? Who are those of us supposedly living in the/a "reality-based community?"1An aide of the current administration explains the White House stance by saying, "We are an empire now, and when we act, we create our own reality."2 The idea, of course, is that we not only can, but perhaps, must dissociate from such communities (particularly those that do not conform to such envisioned reality). An Empire, one might say, seeks power as well as expansion, confluence as well as stability, tradition as well as ideological certainty. It probably comes as no surprise then, that dictatorial regimes are often more stable, including economically, than new or recalcitrant democracies. (I myself grew up in such a regime in Brazil in the 1970s and early 80s.) The word "Empire" conjures up images that are localized, monocentric, confluent, and institutional. The reality today, however, seems much closer to what Antonio Negri and Richard Hardt portray:3 a reality modeled upon the production of subjects with increasingly similar desires and prone to a certain subservience to commodity and technology. But if this "we" is no longer "us" but an illusion, if this reality-based community no longer distinguishes, questions, problematizes, or engages with its own reality or realities, perhaps more than ever it is time that we began to think politically, that our assumptions and that of others be challenged, and that we seek understandings that, as Randall Allsup has proposed, "are rendered in a world that is contingent, political, and always in motion."Following the model adopted here I will address some of the concepts Estelle Jorgensen proposes, particularly those associated with the notion of supremacy and its propagation through "reductionistic and nationalistic forces." Such a vista will serve as a departing point for my own reflections on the shades, contradictions, complexities, and possibilities we might find when considering majority led silence and voicing, as well as the role of political and empathetic dialogue in our practices, be they professional and/or connected to citizenship.4A Search for the Ethical: Majority Rule?Today, music education as a society negotiates a reality that is more complex and multiple—one of a multitude of one5 —of separation through categories that, while preserving the impression of distinctiveness, allows for a larger invisible and uncontested majority to instill what Alexis de Toqueville called over a century ago the "tyranny of the majority."6 We need to consider here that, as Negri and Hardt propose, there is no one center to this Empire, "no tangible, nuclear element to be identified and/or resisted." This tyrannical majority is paradoxical, for while it dictates it is also silent.7 What is there, then, are spaces in and through which our disengagement allows for the strengthening of what is [End Page 161] perceived and experienced as inevitable, as a faceless majority that controls and decrees, that denies and structures.This tyranny of the majority, the underside of our democratic visions, can lead in politics, as in our professional practices, to a sense of the famous Foucaultian panopticon where total surveillance is... (shrink)

In this paper, we describe a model that learns semantic representations from the distributional statistics of language. This model, however, goes beyond the common bag‐of‐words paradigm, and infers semantic representations by taking into account the inherent sequential nature of linguistic data. The model we describe, which we refer to as a Hidden Markov Topics model, is a natural extension of the current state of the art in Bayesian bag‐of‐words models, that is, the Topics model of Griffiths, Steyvers, and Tenenbaum (2007), (...) preserving its strengths while extending its scope to incorporate more fine‐grained linguistic information. (shrink)

Thomas Hobbes assigned indispensable, peace-directed roles to conscience in his moral and political philosophy. This paper first locates Hobbes's definition of conscience in its historical context by highlighting commonalities with scholastic and seventeenth-century doctrines. Second, it shows that Hobbes imposed numerous stringent obligations on conscience in the natural condition. Third, it analyses Hobbes's account of conscience as 'shared knowledge' in Chapter 7 of Leviathan and considers the possible targets for his polemics. Finally, it lays out the chief responsibilities of conscience (...) in society, clarifies the relationship between 'private' and 'public' conscience, and identifies major tensions in Hobbes's theory. (shrink)

The somatic integration definition of life is familiar from the debate on the determination of death, with some bioethicists arguing that it supports brain death while others argue that some brain‐dead bodies exhibit sufficient somatic integration for biological life. I argue that on either interpretation, the somatic integration definition of life implies that neither the preimplantation embryo nor the postimplantation embryo meet the somatic integration threshold condition for organismal human life. The earliest point at which a somatic integration determination of (...) life could be made would be the beginning of the fetal stage, 9 weeks postfertilization. Bioethical implications are considered, specifically with respect to the moral status of the postimplantation embryo in embryo research and abortion. (shrink)

The Frege Geach problem was rst raised by ? (1939: 33•34) and independently by ? (1958, 1960, 1965) and Searle (1962, 1969) and was originally directed at expressivist proposals such as Ayer's (1946: 108) emotivism: It is worth mentioning that ethical terms do not serve only to express feeling. They are calculated also to arouse feeling, and so to stimulate action. . . . In fact we may de ne the meaning of the various ethical words in terms both of (...) the di erent feelings they are ordinarily taken to express, and also the di erent responses which they are calculated to provoke. Ayer's talk of `de ning' the meanings of ethical words suggests that he identi ed the meaning of an ethical word with the attitudes it expresses and provokes. Ayer's emotivism is subject to the Frege Geach problem because it is a form of atomistic reduction. It is atomistic in that it assumes a one•one correlation between the meanings of ethical words and the linguistic actions they perform (such as the expression and provoca• tion of the relevant attitudes). It is a reduction in that it identi es the meaning of an ethical word with attitudes it expresses and provokes. Atomistic reductions face the following dilemma: Suppose that freestanding and embedded occurrences of `wrong' mean the same. The problem is that words can occur in embedded contexts and fail to express the attitudes they do in freestanding contexts. This di culty would be avoided if the atomistic reduction applied only to the meaning of freestanding occurrences. However, if the account applies only to freestanding occurrences, then it is incomplete, for the expressivist would lack an account of the meaning of ethical words in embedded contexts. Furthermore, some guaran• tee must be given that freestanding and embedded occurrences mean the same despite their meanings being di erently determined. For, if freestanding and embedded occurrences dif• fer in meaning, then the expressivist is apparently committed to the invalidity of recognized forms of valid argument (due to the fallacy of equivocation).. (shrink)

This chapter contains sections titled: Introduction: The Badlands and wilderness philosophy The received wilderness idea The ecological argument The conceptual argument The no‐wilderness argument The moral argument The values argument Concluding remarks.

In this article, I consider some of the forms that truthfulness can take in the Christian life. Drawing on the notion of storied identity, I address the following questions. In general terms, what does it take to live truthfully with respect to some narrative? More exactly, how might that truthfulness be realized in bodily terms? And, finally, how might living truthfully with respect to a narrative contribute to the further elaboration of the narrative? I examine these questions with reference to (...) the concerns of Christian ethics in particular, by taking as my focus the kind of storied truthfulness that is embodied in the practice of neighbour love, and the question of how that truthfulness may be extended through participation in the eucharist. (shrink)

In the second volume of his Wissenschaftslehre from 1837, the Bohemian philosopher, theologian, and mathematician Bernard Bolzano introduced his concept of consequence, named derivability, together with a variety of theorems and further considerations. Derivability is an implication relation between sentences in themselves, which are not meant to be linguistic symbols but the contents of declarative sentences as well as of certain mental episodes. When Schmidt utters the sentence ‘Schnee ist weiß’, and Jones judges that snow is white, the sentence in (...) itself expressed by Schmidt is the same as the one to which Jones agrees in thought. This sentence in itself is an abstract entity: in some sense, it exists; but it is unreal insofar as it lacks a position in space and time, does not stand in causal relationships, and is independent of the existence of thinking beings and languages. (shrink)

The Qur’an: A Historical-Critical Introduction. By Nicolai Sinai. The New Edinburgh Islamic Surveys. Edinburgh: Edinburgh University Press, 2017. Pp. viii + 242. £90 ; £24.99.

This article uses Ernst Fraenkel’s concept of the “dual state” as the vehicle for examining the role of “lynch law” as a mode of governance of African Americans in the United States from 1865 to 1940. It begins with a largely jurisprudential inquiry placing my interpretation of Ernst Fraenkel’s distinction between the normative state and the prerogative state in dialogue with a version of American Legal Realism, in which law consists entirely of “moves” such as permissible distinctions and analogies that (...) are treated as acceptable by relevant professional communities. Seen through that lens the distinction between the normative state and the prerogative state thins out. The arbitrariness Fraenkel associates with the prerogative state infects the normative state and the prerogative state is pervaded by norms that aren’t mere simulacra of legal norms. The two kinds of state are different in degree rather than in kind—but differences in degree can matter. Part II uses the revised distinction in a preliminary examination of lynch law in the U.S. South. Lynch law was not an example of Fraenkel’s prerogative state; the norms enforced through lynch law might have been popular versions of norms drawn from the prerogative state. And yet “lynch law” was different not only in content from the rules of law formally applicable to all people in the United States but also in the lived experience of those subject to lynch law. Lynch law might not have been arbitrary in the sense that it had no knowable normative content, but, perhaps because the norms were popular rather than legislated or formal, it was substantially vaguer than the formal law and significantly less able to guide the choices made by those subject to it. (shrink)

This chapter argues that virtue is a component of wellbeing. It argues on the “virtue is its own reward” side; specifically, the claim is that moral virtue is an intrinsic prudential benefit. Virtues are often classified as ‘self‐regarding’ and ‘other‐regarding’ depending on whether the primary benefit of the virtues accrues to the virtuous agent, or some other. Applying the method of difference argument shows that moral virtue is a benefit to the agent. A different means of assessing whether moral virtue (...) ought to be included on our objective list has been suggested by Brad Hooker, who applies the sympathy test to the question of whether moral virtue is a benefit to the agent. There are limitations to the sympathy test: specifically, the test seems to track matters other than wellbeing. Besides, the author believes a better application of the sympathy test will reveal that moral virtue is an intrinsic benefit. (shrink)

Theories of human well-being struggle with a tension between opposing intuitions: on the one hand, that our welfare is subjectively determined by us as individuals, and on the other that there are objective constraints on what can count as our good. I argue that accounts driven primarily by subjectivist intuitions fail to come to grips with the signific-ance of objectivist intuitions, by failing to explain where our objectivist intuitions come from and why they are important, and defend an alternative account (...) of human welfare – what I call Aristotelian Constructivism. (shrink)

It seems one can’t open a climbing magazine these days without encountering a barrage of duty statements such as “It is wrong to retro-bolt” or “It is wrong to bolt a new route too close to a naturally protected route”. Such statements are often referred to as examples of ethical debate, however, as we shall see, they are more properly referred to as moral debate. The distinction is not just a pedantic piece of linguistics either, it is, I believe, essential (...) to understanding the true nature of these disputes, and it is the nature of these disputes which I am concerned with in this article. The distinction between ethics and morality was first brought to my attention in an article by Dr Green called ‘The Ethics of Climbing’ in Screamer 9 (1981). In this article Dr Green explains how ‘ethics’ derives from the Greek ‘ethikos’ which pertains to the spirit of the thing in question, so the ethics of climbing are concerned with the spirit of climbing. ‘Morality’, on the other hand, is is derived from the Latin ‘moralis’ pertaining to right conduct, so a morality is a set of commands, usually used to encapsulate a particular ethic. Dr Green goes on to suggest that just as many Christians’ obsession with the ten commandments is symptomatic of a failure by those individuals to grasp the spirit or ethos of Christianity, so too modern rockclimbers’ obsession with the morals of climbing signifies a shift in the ethos of climbing. I wish to examine this claim a little more closely. I believe that the legitimate role of morals is in the teaching of ethics. For example, it would be difficult to teach a child the abstract ethos of “caring for your fellow human being’s welfare” without first giving some concrete examples in the form of commands such as “Don’t hit other children at school”. It is by learning these moral commands.. (shrink)

This book is an interpretation of the moral teaching of Thomas Aquinas's Summa of Theology. It argues that teaching on the virtues can only be understood by turning to the patterns of divine teaching in the incarnation and the sacraments. It presents this not only as Thomas's great originality in the Summa but also as his contribution to Christian thought in the present.