Purpose This paper aims to explore how older people in developed and developing countries are affected by the grey digital divide. It argues country type and culture influence older people’s willingness to access and learn internet skills. Using the knowledge from researchers informs policy, funding and delivery of appropriate skilling to minimize this divide. Design/methodology/approach A systematic literature search using specific keywords to locate digital divide research, specifically pertaining to older people across country types. Findings Despite increased internet access and (...) affordability, older people still face challenges in learning internet skills. Country type, economic challenges and cultural beliefs need to be considered in minimizing the grey divide. Governments recognize the importance of funding such teaching but evidence-based research must continue to inform policy to maximize funding and solve the many physical age and cultural issues affecting older people’s access to internet skills learning. Originality/value This paper argues that research in developing countries into minimizing the grey digital divide is a crucial undertaking. As the internet continues growing in developing countries, finding solutions that consider cultural and age differences issues is crucial to the success of having internet literate societies that have growing populations of older people seeking to use it. (shrink)

T. M. Scanlon has revived a venerable tradition according to which something's being good consists in its being such that there is a reason to respond positively towards it. He has presented novel arguments for this thesis. In this article, I first develop some refinements of the thesis with a view to focusing on intrinsic value in particular, then discuss the relation between the thesis and consequentialism, then critically examine Scanlon's arguments for the thesis, and finally turn to the question (...) whether we should reject the thesis on the grounds that, when there is a reason to respond positively towards something, this is so because the thing in question is good. Two appendices follow. In the first, I discuss whether it is good to do right. In the second, I discuss whether an act's being wrong provides a reason not to do it. (shrink)

Quantitative researchers often discuss research ethics as if specific ethical problems can be reduced to abstract normative logics (e.g., virtue ethics, utilitarianism, deontology). Such approaches overlook how values are embedded in every aspect of quantitative methods, including ‘observations,’ ‘facts,’ and notions of ‘objectivity.’ We describe how quantitative research practices, concepts, discourses, and their objects/subjects of study have always been value-laden, from the invention of statistics and probability in the 1600s to their subsequent adoption as a logic made to appear as (...) if it exists prior to, and separate from, ethics and values. This logic, which was embraced in the Academy of Management from the 1960s, casts management researchers as ethical agents who ought to know about a reality conceptualized as naturally existing in the image of statistics and probability (replete with ‘constructs’), while overlooking that S&P logic and practices, which researchers made for themselves, have an appreciable role in making the world appear this way. We introduce a different way to conceptualize reality and ethics, wherein the process of scientific inquiry itself requires an examination of its own practices and commitments. Instead of resorting to decontextualized notions of ‘rigor’ and its ‘best practices,’ quantitative researchers can adopt more purposeful ways to reason about the ethics and relevance of their methods and their science. We end by considering implications for addressing ‘post truth’ and ‘alternative facts’ problems as collective concerns, wherein it is actually the pluralistic nature of description that makes defending a collectively valuable version of reality so important and urgent. (shrink)

We make choices all the time - about trivial matters, about how to spend our money, about how to spend our time, about what to do with our lives. And we are also constantly judging the decisions other people make as rational or irrational. But what kind of criteria are we applying when we say that a choice is rational? What guides our own choices, especially in cases where we don't have complete information about the outcomes? What strategies should be (...) applied in making decisions which affect a lot of people, as in the case of government policy? This book explores what it means to be rational in all these contexts. It introduces ideas from economics, philosophy, and other areas, showing how the theory applies to decisions in everyday life, and to particular situations such as gambling and the allocation of resources. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable. (shrink)

An Essay on Human Action seeks to provide a comprehensive, detailed, enlightening, and (in its detail) original account of human action. This account presupposes a theory of events as abstract, proposition-like entities, a theory which is given in the first chapter of the book. The core-issues of action-theory are then treated: what acting in general is (a version of the traditional volitional theory is proposed and defended); how actions are to be individuated; how long actions last; what acting intentionally is; (...) what doing one thing by doing another is; what basic action is; and what omitting to do something is. Attention is also given to the concepts of causation, intention, volition, deciding, choosing, and trying. Finally, a libertarian account of free action is tentatively proposed and defended. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE CURRICULAR ROLE OF RUSSELl?S SCEPTICISM MICHAEL J. ROCKLER Interdisciplinary Studies in Education / National-Louis Universiry Evanston, 1L 60201, USA I n The Prospects of IndustriaL CiviLization, written in collaboration with his wife Dora, Bertrand Russell wrote: The governors of the world believe, and have always believed, that virtue can only be taught by teaching falsehood, and that any man who knew the truth would be wicked. I (...) disbelieve this, absolutely and entirely. I believe that love of truth is the basis of all real virtue, and that virtues based upon lies can only do harm.· This passage reflects Russell's views on scepticism and education; he sought an educational system that would avoid indoctrination and would produce sceptical students. Scepticism, a central aspect of much of Russell's philosophic work, was a primary organizing principle of his writings on education. Russell, a major contributor to educational theory, produced two volumes on education that continue to have considerable relevance for teaching and learning in contemporary society. The first, Education and the Good Life (1926),2 inspired by the births of John and Katharine, focused on the education of young children. In Education and the Good Life, Russell identified the aims of education. These included the development ofvitality, the promotion of courage (which entails the absence of fear), sensitiveness and intelligence. When schools accomplish these ends, they produce young men and women of character who are able to contribute to the well-being of society. 1 (London: Allen & Unwin, 1923), p. 252. 2 Published in Britain as On Education: Especially in Early Childhood. The CurricuLar Role ofRusselL's Scepticism 51 Russell, who once stood for Parliament as suffragist candidate, believed in equality of education for both men and women. This position was well advanced for its time; it still encounters resistance today. As the Russells' children approached school age, he and Dora confronted the problem of their education. Russell did not want John and Katharine to experience the loneliness of education by tutors that he had faced as a child. He and Dora also wished to avoid conventional public schools because they wanted their children to be educated in a manner consistent with their sense of scepticism about society and about religion. Russell felt that exposure to any kind of traditional learning would cause his children to be indoctrinated with patriotic and religious points of view. On the other hand, he felt that the progressive schools that were available-including A. S. Neill's Summerhill-lacked intellectual rigour. As a result of these feelings and because of Dora Russell's interest in education, the Russells leased the estate of Bertrand's brother at Telegraph House in Sussex and founded what came to be known as Beacon Hill School in September 1927. With his experience at Beacon Hill in mind, Russell published a second book on education in I932-Education and the Modern WorLd.3 It argued against the notion of progressive educators that schooling should simply allow for natural growth. Russell rejected Rousseau's approach to teaching and learning, and he distanced himself from some of Dewey's early work as well. In Education and the Good Life, and in other early essays on learning theory, Russell had seemed impressed by the growing role of behaviourism in education. However, his experience at Beacon Hill and his reading ofpsychoanalytic literature weakened his acceptance of behaviourism. In Education and the Modern World Russell called for more awareness of the role of emotion in learning as well as an examination of the way in which repressed feelings affect action. Russell argued that conditioning cannot effectively develop character. Education and the Modern World ends on a discouraging note. Russell concludes that schools can only provide for full individual development if the state identifies its own interest with that of the 3 Published in Britain as Education and the Social Order. russell: the Journal of the Bertrand Russell Archives M.Masrer University Libraty Press n.s. 12 (summer 1992): 50-60 ISSN 0036-01631 52 MICHAEL J. ROCKLER child. Russell was pessimistic about this possibility. For this to take place, a number of things had to occur. First, farge scale wars had to be eliminated. Second... (shrink)

_From the president of Wesleyan University, an illuminating history of the student, spanning from antiquity to Zoom “[Roth] has a clear vision for what it ought to mean to be a student: Learn what you love to do, get better at it, and then share it with others.”—David Perry, _Washington Post__ In this sweeping book, Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different (...) contexts, from the sixth century BCE to the present. Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom. In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them. (shrink)

This chapter contains sections titled: A Runner is Born A Runner's Conversion to Cycling A Few Lessons from a Relatively New Convert The End of the Tour Notes.

The Schuman Plan was enthusiastically endorsed by the Benelux countries, France, Germany, and Italy, but the United Kingdom declined to participate, refusing to accept the supranational role of the projected High Authority. The treaty Establishing the European Coal and Steel Community (ECSC) was signed in Paris on 18 April 1951. The European Economic Community (EEC) has provided the core framework for the process of European integration. The Single European Act (SEA) also inserted into the EEC Treaty a number of specific (...) new legal bases for Community action. The treaty provisions were superseded by the Treaty on European Union (TEU), which provides the legal basis for the common foreign and security policy (CFSP). The Reform Treaty was to shed the form, language, and symbols of a European Constitution in favor of having another amending treaty, similar in nature to the SEA, Treaty of Amsterdam (TA), or Treaty of Nice (TN). (shrink)

In der vorliegenden Arbeit soll die These mitsamt den sich aus ihr ergebenden Konsequenzen etabliert werden, dass die Disziplin Gerechtigkeitstheorie durch Entwicklungen in der Disziplin Erkenntnistheorie in dem Sinne beeinflusst wird, dass erstere sich von letzterer Anregungen im grundsätzlichen methodischen Vorgehen holt. Diese These soll sowohl unter Bezug auf allgemeine Argumente plausibilisiert als auch durch eine Rekonstruktion gerechtigkeitstheoretischer Ansätze aus erkenntnistheoretisch informierter Perspektive am konkreten Material belegt werden. Eine Konsequenz, die sich aus dieser These ableiten lässt, ist die Vorhersage, dass (...) die beiden bis anhin vorherrschenden Paradigmen innerhalb der Gerechtigkeitstheorie - Neoaristotelismus und Neokantianismus - nur schwer in der Lage sein werden, ihre jeweilige Schwäche, nämlich Kulturrelativismus respektive leeren Universalismus, zu überwinden, weil diese Schwäche eine notwendige Folge aus ihrer Anlehnung an die ihnen jeweils zugrunde liegende Erkenntnistheorie darstellt und somit auf basaler Ebene der Theorie verortet ist. Eine andere Konsequenz besteht darin, dass es auf Basis dieser These möglich wird, zwei aktuelle, bislang aber nur selten miteinander assoziierte gerechtigkeitstheoretische Ansätze, die sich beide gegen die vorherrschenden Paradigmen wenden - nämlich der Ansatz Amartya Sens und derjenige Axel Honneths -, als ein und derselben philosophischen Theorietradition zugehörig auszuweisen: dem Pragmatismus. Unter explizitem Anschluss an selbige Theorietradition sollen diese beiden gerechtigkeitstheoretischen Ansätze zudem zu einem Ansatz weiterentwickelt werden, der als "Gerechtigkeitstheorie als historischer Experimentalismus" bezeichnet wird. Der Beitrag der vorliegenden Arbeit besteht somit zum einen darin, einen Blick auf die Disziplin Gerechtigkeitstheorie freizumachen, der durch die Trennung der Philosophie in eine sogenannte praktische, u.a. die G. (shrink)

The work traditionally attributed to the church father Nilus of Ancyra tells of a raid on the monastic settlement on Mount Sinai and the adventures of two monks living there, an old man and his son. The latter is abducted by Bedouins right in front of his father. They want to sacrifice the handsome youth to the morning star. After many hardships, the old father finds him alive and well, and both are ordained priests by the bishop of Eluse. With (...) this book, a still little-known text of some literary interest is made accessible to a wider public. (shrink)

This chapter contains sections titled: Background Atheism and Meaninglessness The Positivist Verifiability Theory of Meaning Three Typical Responses Three Standard Criticisms of the Theory and Its Present Standing Can the Standard Criticisms be Answered? Conclusion Works cited.

From the concrete experience of war, Michael S. Yandell constructs a phenomenology of “negative revelation” in which false or distorted claims of goodness and justice disintegrate and become meaningless, adding depth to the term moral injury.

The main point of this paper has been to show that the concept of evaluative incompleteness deserves consideration. In addition, I have suggested that it is plausible to accept that certain states of affairs in fact are evaluatively incomplete. But I have not sought to prove that this is so; indeed, I do not know how such proof might be given. Just which states of affairs, if any, are evaluatively incomplete is an extremely vexed question, and it is not one (...) to which I have attempted to supply any systematic answer. My aim has been merely to point out that it is arguable that certain states of affairs are evaluatively incomplete — a fact that ought not to be overlooked due to an unquestioning acceptance of (II) and a fact which, certainly, ought not to be ruled out by fiat due to an adherence to definitions and assumptions which imply that (II) is false. (shrink)

The doctrine of double effect has a firm, respected position within Roman Catholic medical ethics. Neil M. Gorsuch, a judge on the U.S. Court of Appeals for the Tenth Circuit, believes that this doctrine also enjoys a central place within U.S. law. This essay examines and assesses Gorsuch’s thesis. National Catholic Bioethics Quarterly 11.1 (Spring 2011): 31–40.

Michael Marder: Could you summarize the main contributions of your new book, Hermeneutic Communism: From Heidegger to Marx, co-authored with Gianni Vattimo, to contemporary political philosophy?Santiago Zabala: Well, as the subtitle indicates, we do not demand a return to Marx, as so many philosophers do today, but rather the retrieval of his thought through Heidegger, or, better, through hermeneutics. The problem with contemporary political philosophy is bound to the prejudice people hold toward Heidegger's, Nietzsche's, and Gadamer's political sympathies and (...) choices. While one of them clearly made an error, the others were quite conservative and in…. (shrink)

In Michael Stingl argues that the legalization of euthanasia can be made reasonable social policy only in the context of healthcare reform to deliver primary- and community-based care. Stingl accepts that euthanasia and that includes not only pain, but He is not worried The failure of the healthcare system to adequately respond to the needs of people who are suffering with chronic or terminal conditions may lead competent people to elect euthanasia. Stingl argues that it is the institutionalization of (...) care for dying people that reduces their ability to find meaning in prolonged life, and thereby makes it more attractive to consider ending one's life sooner. Options such as palliative care at home that significantly improve quality of life and make euthanasia less attractive are currently only available to those who can privately subsidize healthcare services. If an emphasis is placed on community-based initiatives and well-supported self-help, then there would be less inequality of healthcare and the voluntariness of choices, including euthanasia, would be more equal for all people under the healthcare system. (shrink)

This article surveys recent work on Vedānta, focusing on English-language secondary scholarship since the year 2000. The article consists of two parts. The first part (published previously) identified trends within recent scholarship, highlighting several promising areas of new research: the social history of Vedānta, Vedānta in the early modern period, vernacular Vedānta, Persian Vedānta, colonial and post-colonial Vedānta, and pedagogy and practice. It also covered edited volumes, special journal issues, and ongoing collaborative research projects. The second part (published here) provides (...) an overview of scholarship on specific schools of Vedānta (Advaita, Viśiṣṭādvaita, Dvaita, etc.), as well as a survey of philosophical, theological, and comparative studies. The article concludes with suggestions for further research. (shrink)

This book examines the origins of ancient Greek science using the vehicles of blood, blood vessels, and the heart. Careful attention to biomedical writers in the ancient world, as well as to the philosophical and literary work of writers prior to the Hippocratic authors, produce an interesting story of how science progressed and the critical context in which important methodological questions were addressed. The end result is an account that arises from debates that are engaged in and "solved" by different (...) writers. These stopping points form the foundation for Harvey and for modern philosophy of biology. Author Michael Boylan sets out the history of science as well as a critical evaluation based upon principles in the contemporary canon of the philosophy of science--particularly those dealing with the philosophy of biology. (shrink)

First published in 1985. Although Bukharin wrote against the background of the Russian Revolution, the very change in political climate is always relevant. How exactly is the transition from capitalism to socialism conceived and achieved? Michael Haynes' study shows that the theoretical applicability of Bukharin's ideas is still far from exhausted, and he provides a clear exposition of his main themes which does not shirk criticism. There can be no better introduction to the thought of this important theorist.

Deforming American Political Thoughtoffers an alternative to the dominant American historical imagination, treating issues that range from the nature of Thomas Jefferson's vision of an egalitarian nation to the persistence of racial inequality. Presenting multifaceted arguments that transcend the myopic scope of traditional political discourses, Michael J. Shapiro summons disparate disciplines and genres - architecture, crime stories, novels, films, and jazz/blues music to provide approaches to the comprehension of diverse facets of American political thought from the founding to the (...) present. The book's various investigations disclose that there have always been dissenting voices, articulated in diverse genres of expression that cast doubt on the moral purpose and exceptionalism of the American mind. This highly anticipated updated second edition features a preface focusing on aesthetic theory and the contributions of artistic genres for political analysis, and a completely new chapter on critical thinking about the US western and urban encounters afforded by the two HBO series, Deadwood and The Wire respectively. (shrink)

Alle klagen ständig darüber, dass sie keine Zeit hätten. Keine Zeit für dies, keine Zeit für jenes. Gewöhnlich ist das, weil wir mit anderen Dingen beschäftigt sind, die unsere ganze Zeit ausfüllen. Daran ließe sich im Prinzip etwas ändern. Wir bräuchten nur unsere Prioritäten zu ändern.

One of the most difficult problems challenging the human mind is knowledge of the world in its human, natural, and supra-natural dimensions: what is the nature of this multidimensional reality? How do we know and verify the truth of our knowledge claims of this reality? A contemporary Polish philosopher, Malgorzata Czarnocka, has advanced one of the most comprehensive and insightful studies of the cognitive act and the conditions under which it takes place. The proposition explicated in this book is that (...) Czarnocka's analysis of perception functions as a model of explanation in our attempt to know the nature of the being that underlies the universe. This analysis becomes the basis of the author's discussion of symbolic truth as a model of explanation and its other applications. (shrink)

This book discusses how we can inspire today's youth to engage in challenging and productive discussions around the past, present and future role of animals in science education. Animals play a large role in the sciences and science education and yet they remain one of the least visible topics in the educational literature. This book is intended to cultivate research topics, conversations, and dispositions for the ethical use of animals in science and education. This book explores the vital role of (...) animals with/in science education, specimens, protected species, and other associated issues with regards to the role of animals in science. Topics explored include ethical, curriculum and pedagogical dimensions, involving invertebrates, engineering solutions that contribute to ecosystems, the experiences of animals under our care, aesthetic and contemplative practices alongside science, school-based ethical dialogue, nature study for promoting inquiry and sustainability, the challenge of whether animals need to be used for science whatsoever, reconceptualizing museum specimens, cultivating socioscientific issues and epistemic practice, cultural integrity and citizen science, the care and nurturance of gender-balanced curriculum choices for science education, and theoretical conversations around cultivating critical thinking skills and ethical dispositions. The diverse authors in this book take on the logic of domination and symbolic violence embodied within the scientific enterprise that has systematically subjugated animals and nature, and emboldened the anthropocentric and exploitative expressions for the future role of animals. At a time when animals are getting excluded from classrooms (too dangerous! too many allergies! too dirty!), this book is an important counterpoint. Interacting with animals helps students develop empathy, learn to care for living things, engage with content. We need more animals in the science curriculum, not less. David Sobel, Senior Faculty, Education Department, Antioch University New England. (shrink)