As part of an ongoing process of Indigenous Nation Building, Gugu Badhun Nation is engaged in developing an economy according to Gugu Badhun values. Rather than simply mimicking capitalism, the practice of visioning this economy begins with considering core cultural principles for the Nation. Sharing is central for Gugu Badhun, and we argue that sharing is considered an act of sovereignty stemming from Gugu Badhun law. Other factors emerge from the focus on sharing, such as the responsibility to look after (...) one another, Country, plants and animals, and neighbouring Nations. This articulation of sharing as sovereignty illustrates Indigenous conceptions of sovereignty as a verb, rather than a noun. Storytelling is one way that Gugu Badhun enacts economic sovereignty through centring the Nation. Our research demonstrates the transformative potential of Indigenous Nation Building and Gugu Badhun people’s freedom to consider and express a preference for alternative economies. (shrink)

Many theoretical publications make assumptions about the facts of globalization, and in particular about the role and autonomy of the nation state. These factual claims and assumptions often play an important role in justifying the normative conclusions, yet remain under-explored. This interdisciplinary volume examines questions that are central to the problems of both social and international justice, and in particular, to their interdependence: How do global and transnational factors influence the capacity of states to be internally just? Has the state (...) lost its capacity for autonomous action in the global economy, and thus its ethical significance for theories of justice? If so, which institutional reforms could address this problem? What is the role of the state in a just international order? The authors address important connections between domestic social justice and global dynamics, by identifying problematic practices and trends in the current global order. They examine political, economic and legal changes and offer normative views on concrete policies and institutions that are particularly important and/or problematic – i.e. international health policies, the World Bank, taxation policies and the World Trade Organization. Focusing on the relationship between social and global justice and establishing connections between political theory and empirical research, this book is vital reading for students and scholars of Politics, International Relations, and Development Studies. (shrink)

Research and practice about self-determination in the context of disability has centred on teaching skills and providing support to help people with impairments to be independent. However, limited research exists about the impact of Information and Communication Technologies, in particular social media and mobile devices, on the development of self-determination skills among people with disabilities. This paper presents the findings of a qualitative study which collected data from observations, a researcher diary, focus groups, individual interviews and data from social media. (...) The focus of the study was on young people with vision impairments who were transitioning to university life. The study found that the participants developed self-determination skills by using and adapting collaborative and interactive online tools and mobile devices according to their transition needs. This finding expands the understanding of the implications of new technologies for young people with disabilities’ personal development and the enhancement of self-determination. (shrink)

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated (...) disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education. (shrink)

El presente artículo se propone identificar los fundamentos de la teoría de la comunicabilidad de la Obra de Arte que se puede extraer de los escritos de Edith Stein. Tras presentar el problema de la empatía y la base antropológica que afecta a los sujetos y objetos del mundo del arte, además de los posibles problemas en la transmisión de dicho mensaje artístico, se ahonda en las implicaciones de la consideración del arte como objeto y sujeto de empatía y el (...) sistema comunicativo que se puede establecer en el mundo del arte. (shrink)

'Simulation, Simulacra and Solaris ' examines and contrasts the 1971 science-fiction film Solaris by Andrei Tarkovsky with the 2002 film Solaris by Steven Soderbergh. Our text argues for the significance of simulation and simulacra in relation to the conceptual framework of Solaris, adapting as our primary model Jean Baudrillard’s concept of simulation and simulacra.

Law-enforcement agencies are increasingly able to leverage crime statistics to make risk predictions for particular individuals, employing a form of inference that some condemn as violating the right to be “treated as an individual.” I suggest that the right encodes agents’ entitlement to a fair distribution of the burdens and benefits of the rule of law. Rather than precluding statistical prediction, it requires that citizens be able to anticipate which variables will be used as predictors and act intentionally to avoid (...) them. Furthermore, it condemns reliance on various indexes of distributive injustice, or unchosen properties, as evidence of law-breaking. (shrink)

It has been argued that Extended Cognition (EXT), a recently much discussed framework in the philosophy of cognition, would serve as the theoretical basis to account for the impact of Brain Computer Interfaces (BCI) on the self and life of patients with Locked-in Syndrome (LIS). In this paper I will argue that this claim is unsubstantiated, EXT is not the appropriate theoretical background for understanding the role of BCI in LIS. I will critically assess what a theory of the extended (...) self would comprise and provide a list of desiderata for a theory of self that EXT fails to accommodate for. There is, however, an alternative framework in Cognitive Science, Enactivism, which entails the basis for an account of self that is able to accommodate for these desiderata. I will outline some first steps towards an Enactive approach to the self, suggesting that the self could be considered as a form of human autonomy. Understanding the self from an enactive point of view will allow to shed new light on the questions of whether and how BCIs affect or change the selves of patients with LIS. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 150-160MuseSearchJournalsThis JournalContents[Access article in PDF]Songs to Teach a NationEstelle R. Jorgensen Indiana University, BloomingtonIn this symposium, I first briefly respond to Randall Allsup's piece, "Extraordinary Rendition: On Politics, Music, and Circular Meanings" with some general remarks on the distinctions between fundamentalism and liberalism, and internationalism, nationalism, and localism, and the importance of exercising judgment in order to find a middle ground (...) between extreme positions. Against this backdrop, I reflect on the songs we need to teach the nation to sing and, as a case in point, consider the National Anthem Project launched by the MENC—The National Association for Music Education. I suggest that at the very least the "Star-Spangled Banner" ought not be the only song to teach the nation at this time and it is important to carefully consider which songs we ought to teach the nation. And I propose that music teachers need to take a measured approach that eschews fundamentalism, rampant militarism, and excessive patriotism, embraces musically the tensions between internationalism, nationalism, and localism, and expresses a sensitive world-view through the choice of songs that cultivate and express liberal and democratic ideals and foster peace internationally.1Allsup's attention to the political character of research reminds us of the important consequences of any activity in the public and private spheres. Our endeavors as researchers are inherently ethical and have political consequences because as music teachers, we act on behalf of what John Dewey terms "the public."2 Dewey's "public" arises out of the need for social activities to be collectively organized, especially given the presence of the young, the poor, the ill, the elderly, the needy, and those who are otherwise dependent on others. Politics concerns the organization and governance of the public, that is the collective activities on behalf of society. For Dewey, educational activity cannot escape being ethical and political (construed positively) by the very fact of its undertaking on behalf of a public in the phenomenal world.3My understanding of fundamentalism is that it is, by definition, antithetical to liberalism. Whereas liberalism embraces surprise, entertains the possibility of doubt, and includes the "responsibility to choose,"4 fundamentalism is closed-minded and refuses to be surprised or to doubt the certainty of beliefs that have been accepted. Israel Scheffler notes that there is a safety in dogmatism in which one does not need to face the unsettlement of surprise that one might be wrong and one's beliefs mistaken.5 This quality of fallibility and openness to the possibility of surprise renders a liberal democracy fragile. Without cultivating [End Page 150] capacities and dispositions to open-mindedness and critical thought and action on the part of all the citizens of the democracy, it is open to being high-jacked by closed-mindedness and fundamentalism and thereby subject to dictatorial action on the part of those who seize political power.6 In difficult times, certainty may seem to be safer than open-mindedness that weighs possibilities and thinks through the complexities with which the public must deal. As Paul Woodford argues, if music education is to serve the interests of liberalism, it must likewise cultivate critical thinking and I add the caveat, as a means of defeating fundamentalism and literalism that would destroy liberal democracy.7Liberalism depends on the assertion of certain universal principles of ethical conduct. Seyla Benhabib's reconstruction of universals in what she terms her "post-Enlightenment project of interactive universalism" takes account of important postmodern, feminist, and communitarian insights and understands universals as "interactive not legislative, cognizant of gender difference not gender blind, contextually sensitive and not situation indifferent."8 In this frame, it is only possible to sustain liberalism on the assumption of action that takes for granted that others ought to agree with one and act in such-and-such ways. Whether these principles are referred to as "commonalities" or "universals" in the Benhabibian sense, one appeals to certain propositions on which ethical and political action should be predicated... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Pax Americana and the World of Music EducationEstelle R. Jorgensen (bio)It may seem ironic to speak of a Pax Americana at a time when the United States is prosecuting a war and its aftermath.1 Still, imperialism, or the desire to keep the peace on one's own terms, has led other nations into war when their will and power was frustrated and thwarted. My purpose in this essay is (...) to raise four important and interrelated questions: What are the political tasks that hopeful music teachers, administrators, and those interested in their work need to undertake to pursue an ethically universalistic, democratic, and humane education? What are some guiding principleswhereby music educators and policy-makers can navigate this territory? What are the conditions that would facilitate educational dialogue of the sort that is needed? How should music to be taught in order to achieve the intellectual objectives necessary in dialogical education? I view these questions from the limited musical perspective of the Western classical tradition — a misnomer since it is now an international tradition practiced around the world by people of many different languages, ethnicities, and cultures — and in the context of my position that this tradition merits transformation.2 This is a particularly interesting example since its roots originally are European, Eastern, and African, and it potentially subverts the predominant American popular musical culture of our time.Michael Hardt and Antonio Negri write of a global empire in the making and the seeds of its decline and fall, the multitudes that arise against it and the challenges they encounter in making their voices heard in the political arena.3 The forces of globalization, interwoven as they are with those of capitalism and the ideologies that foster it, are so pervasive that it is difficult for nation states to resist. The powers of nation-states decline while pervasive internationalism lies like an "epidermis" over the many nation-states, religions, languages, and ways of life that characterize societies on planet earth.4 The United States might champion capitalism and its own [End Page 1] breed of democratic ideology, yet globalization engulfs it such that it becomes the creature of its own making. Its values and culture might lie at the heart of the cultural, economic, and political agents of globalization — the multinational corporations with their corresponding distribution networks, interlocking international corporate directorships, licensing agreements, technological inventions, and powerful political and religious liaisons — yet even the United States becomes the child of forces it has exported throughout the world and that it is now unable to control. A culture of fear and violence pervades the country.5 Outsourcing, off-shore export of production capacity, the power of the profit motive, and management decisions made far from the particular places they impact leave many Americans without jobs and security, and a sense of powerlessness to change their circumstances — a phenomenon that also appears in other countries. Eventually, as Hardt and Negri posit in Marxian vein, the people impacted by these developments both here and abroad begin to organize themselves and rise against the oppression they may at first sense if not fully understand; in the beginning they may march peacefully but as their anger and frustration grow, they may eventually revolt. One need not buy into their particular reading of history to notice that, at least over the long term of decades or centuries, there seem to be limits on the human willingness to tolerate oppression; when their patience is eventually exhausted, people resist, subvert, escape, or overthrow their oppressors.One of the particular challenges of our time is the "polyvocality" of contemporary societies. Globalism may constitute the epidermis overlying these "multiplicities and pluralities" but underneath are the hosts of differing tribes, religions, languages, colors, and identities. Ways need to be found for people to dwell together in peace and debate and reconcile their differences without resorting to violence.6 In such a world, even in societies that espouse democratic ideals and principles, moral conflicts cannot be avoided, and differences between and among individuals and groups are often deeply rooted, persistent, and pervasive. This necessitates forging mechanisms that enable deliberation about how to solve the conflicts that necessarily arise.7 Seyla... (shrink)

I investigate what we mean when we hold people responsible for beliefs. I begin by outlining a puzzle concerning our ordinary judgments about beliefs and briefly survey and critique some common responses to the puzzle. I then present my response where I argue a sense needs to be articulated in which we do have a kind of control over our beliefs if our practice of attributing responsibility for beliefs is appropriate. In developing this notion of doxastic control, I draw from (...) John Fischer's discussions of “guidance control”. A central feature of this kind of control is the idea of “ownership”. I argue that we can own our beliefs and that we expect each other to do so. We take responsibility for our beliefs and taking responsibility includes taking control of them. I end by considering objections to my view as well as some implications of it. (shrink)

It is commonly held that (i) beliefs are revisable in the face of counter‐evidence and (ii) beliefs are connected to actions in reliable and predictable ways. Given such a view, many argue that if a mental state fails to respond to evidence or doesn't result in the kind of behavior typical or expected of belief, it is not a belief after all, but a different state. Yet, one finds seeming counter examples of resilient beliefs that fail to respond to evidence, (...) or that do not connect to action in the way that is expected. I offer a view of belief that does not force us to exclude states as realbeliefs that we pre‐reflectively think of as beliefs, and that does not require us to “outsource” the work belief seems to do to other mental states. I propose that we view belief as a type of emotion where emotions are understood a irreducibly blended states, containing representational, motivational and phenomenological elements. (shrink)

How is medical knowledge made? There have been radical changes in recent decades, through new methods such as consensus conferences, evidence-based medicine, translational medicine, and narrative medicine. Miriam Solomon explores their origins, aims, and epistemic strengths and weaknesses; and she offers a pluralistic approach for the future.

The point, for the 946,326th time is that people get elected to office by currying the favor of powerful interest groups. They don’t get elected for their excellence as political philosophers.Congress has consistently failed to solve some serious problems with the cost, effectiveness, and safety of pharmaceuticals. In part, this failure results from the pharmaceutical industry convincing legislators to define policy problems in ways that protect industry profits. By targeting campaign contributions to influential legislators and by providing them with selective (...) information, the industry manages to displace the public’s voice in developing pharmaceutical policy. (shrink)

In this study, we aim to analyze the notions of “pragmatic” and “commatic” we encounter in what we highlight to be a process of canonization of style appropriate to each content and theological level since Porphyry. This research is divided into three parts: primarily, we investigate the sense in which the Neoplatonists use the adjective “commatic”, which includes on the one hand (1) defining what the Neoplatonists mean by “unity of meaning”, and on the other hand distinguishing between a “woven” (...) and continuous style and a “disjointed” and broken style, collecting the stylistic criticisms made by the Neoplatonists of the ancient texts; then (2) we seek to establish the areas of application of the “commatic” style in Neoplatonic discourse, distinguishing on the one hand inspired and ethical discourse, and on the other hand clear and sharp dialectical discourse, bordering on that which eludes philosophical demonstration, namely, the ἀσάφεια; finally (3), we aim to study the “pragmatic” style associated with each theological content in order to highlight its corresponding style and vocabulary. The present research stems from the need to show how behind the lexical and structural choices of the Neoplatonic writings there is a precise theory of style, produced by a process of aesthetic canonization that emerges clearly as early as Porphyry’s rhetorical fragments and from Neoplatonic exegetical activity on rhetorical works, as well as from an innumerable amount of references to a rhetorical tradition on the period and its parts, the commata and côla, which the Neoplatonists, as this study aims to show, master and apply on their own structuring and formalization of theological content. (shrink)

This paper investigates the production and circulation of the illustrations in Fritz Kahn’s five-volume series The Life of Man, one of the most popular medical publications in the German interwar period. In 1912 Kahn (1888–1968), together with a staff of illustrators, began producing what would later become his best-selling series. Illustrations of this series (in particular, the poster The human factory/der Mensch als Industriepalast) were widespread throughout Germany during the Weimar Republic. With the rise of National Socialism, Kahn was forced (...) to emigrate in 1933. While his books were forbidden by the Nazi regime, their illustrations continued to play an important role in popular scientific discourse: they reappeared in the Nazi health-education programme and were adapted for Kahn’s publications in exile at the same time. This paper discusses how their production process and collective authorship made this complex and heterogeneous reception possible. (shrink)

A new, social epistemology of science that addresses practical as well as theoretical concerns.

In lieu of an abstract, here is a brief excerpt of the content:Reflections on Futures for Music Education PhilosophyEstelle R. JorgensenIn 1990, when I convened the first International Symposium for the Philosophy of Music Education at Bloomington, Indiana, there was one dominant philosophy of music education in the United States and another was about to make its appearance. The five succeeding symposia (Toronto, Canada, in 1994, led by David Elliott; Los Angeles, United States, in 1997, led by Anthony Palmer and (...) Frank Heuser; Birmingham, United Kingdom, in 2000, led by Mary Reichling and Forest Hansen; Lake Forest, Illinois, United States, in 2003, led by Iris Yob, Frank Heuser, and Forest Hansen; and Hamburg, Germany, in 2005, led by Charlene Morton, Paul Woodford, Frede Nielsen, and Jürgen Vogt) have promoted other philosophies. And this burgeoning of different voices and perspectives has greatly enriched the philosophical underpinnings of music education and moved us from relying on a narrow range of philosophical views towards a plethora of them.In our infant society, the International Society for Philosophy of Music Education (ISPME), we are creating and institutionalizing a forum that can nurture and critique ideas and practices and sustain the work of philosophical reflection in music education over the longer term. We have also benefited from long-term commitments by the Indiana University School of Music and Indiana University [End Page 15] Press to publishing the Philosophy of Music Education Review, now in its fourteenth volume (building on three years of publication of the Philosophy of Music Education Newsletter), and the Counterpoints: Music and Education series that provides an important venue for publishing cutting-edge scholarship in our field. And over the past two years, we have begun to build an international team of philosophers committed to establishing a strong philosophical society in music education.Beyond institutionalizing philosophical scholarship in music education, our society is committed to creating a genuinely international community that offers a global perspective. In the past, music education grew up within national borders and its work was often nationalistic in emphasis. Now, we face new challenges of thinking beyond these national commitments to a world of music education. This world might be seen as what Maxine Greene aptly terms "multiplicities and pluralities,"1 the many differing groups forged within language groups, religious perspectives, political ideologies, economic strictures, and familial obligations. And as philosophers, we work especially within our various linguistic and cultural traditions as we also seek to transcend these traditions in a common discourse.How shall we address philosophically the multiplicities and pluralities, commonalities and differences in music education internationally? Radical relativism and pluralism offer contrasting perspectives.2 Radical relativism sees the host of different music education beliefs and practices around the world as incommensurable and focuses on differences between them. For example, viewing Japanese and British music education within this stance would suggest that since Japanese and British music education reflect Japanese and British society and culture respectively, each cannot be understood in terms of the other, they are different and incommensurate with the other, and it is important to understand each in its own terms. Pluralism, however, sees differences as commensurable and focuses on shared attributes. Since human beings are the creators of culture and society, common threads amidst the differences emerge from this common humanity. For example, as a reflection of their different societies and cultures, although we expect to encounter differences between British and Japanese music education, we may also observe commonalities since they both bear the imprint of a shared humanity.Notwithstanding that musics and educational systems seem, upon first glance and when considered specifically, to be incommensurable, a deeper and more general examination turns up evidence supporting a pluralist perspective.3 Historically, cultures regularly borrow from different others as if there were common human threads. Maurice Ravel, Carl Orff, and Paul Simon are among twentieth-century composers to draw on cultures from the Far East and Africa. In music [End Page 16] education, Masafumi Ogawa's study of the introduction of Luther Whiting Mason's ideas into Japan in the nineteenth century,4 the dissemination of Shinichi Suzuki's ideas into the United States, the spread of Zoltán Kodály's, Émile Jaques-Dalcroze's, and Carl Orff's and Gunild... (shrink)

This article criticises David Lewis's attempt to use his philosophical analysis of convention to reconcile the picture of languages as model-theoretic objects and the picture of languages as human social activity.

A ‘vestigial social practice' is a norm, convention, or social behavior that persists even when few endorse it or its original justifying rationale. Begby (2021) explores social explanations for the persistence of prejudice, arguing that even if we all privately disavow a stereotype, we might nevertheless continue acting as if it is true because we believe that others expect us to. Meanwhile the persistence of the practice provides something like implicit testimonial evidence for the prejudice that would justify it, making (...) it rational for members of the next generation to acquire the corresponding prejudiced beliefs. This paper distinguishes between three different types of vestigial social practice in terms of the underlying explanatory mechanisms, and argues that the persistence of prejudicial social stereotypes is most tightly linked not to others’ beliefs or expectations, but to the ways that material infrastructure constrains options shapes social outcomes. Given that, the persistence of a practice only provides grounds to infer that most people endorse the corresponding prejudiced belief only if we are in a position to dismiss relevant alternative explanations. (shrink)

Background: A key message in the World Health Organization’s report on dementia emphasizes the need to improve public and professional attitudes to dementia and its understanding, while acknowledging the fact that the workforce in dementia care is becoming increasingly diverse culturally. Objectives: To explore possible differences among formal caretakers from varied cultural background in their attitudes toward the autonomy and human dignity of patients with dementia. Research design: Semi-structured interviews and content analysis, utilizing two fictional vignettes for eliciting caretakers’ attitudes (...) toward dignity and autonomy of their patients. Participants and context: A total of 20 formal caretakers of patients with dementia from three different cultural groups in Israel (“Sabras,” “Arabs,” and “Russians”), working in nursing homes and a hospital. Ethical consideration: Approvals of relevant research ethics committees were obtained and followed. Findings: In comparison with the other groups, most Arab caretakers offer markedly richer perceptions of human dignity and autonomy. Their human dignity’s conceptualization emphasizes “person-centered approach,” and their perception of patients’ autonomy includes provision of explanations and preservation and encouragement of independence. Discussion: The differences found in the attitudes toward the meaning of autonomy and human dignity between the Arab caretakers and the other caretakers stand in contrast to previous studies regarding human dignity, emphasizing the common nature of these attitudes. Offering a linkage (theoretical and empirical) between the Arab perceptions of dignity and autonomy, the study strengthen and further the importance attributed in existing literature to person-centered care in enhancing the quality of care for patients with dementia. Conclusion: The conceptualization of human dignity may vary among different cultural groups. It may also influence the extent to which the caretaker holds a full-fledged perception of the patients’ autonomy. (shrink)

The problem of moral disagreement has been presented as an objection to contextualist semantics for ‘ought’, since it is not clear that contextualism can accommodate or give a convincing gloss of such disagreement. I argue that independently of our semantics, disagreements over ‘ought’ in non-cooperative contexts are best understood as indirect metalinguistic disputes, which is easily accommodated by contextualism. If this is correct, then rather than posing a problem for contextualism, the data from moral disagreements provides some reason to adopt (...) a semantics that allows contextual variance in the meanings of ‘ought’. (shrink)

Non-financial interests, and the conflicts of interest that may result from them, are frequently overlooked in biomedicine. This is partly due to the complex and varied nature of these interests, and the limited evidence available regarding their prevalence and impact on biomedical research and clinical practice. We suggest that there are no meaningful conceptual distinctions, and few practical differences, between financial and non-financial conflicts of interest, and accordingly, that both require careful consideration. Further, a better understanding of the complexities of (...) non-financial conflicts of interest, and their entanglement with financial conflicts of interest, may assist in the development of a more sophisticated approach to all forms of conflicts of interest. (shrink)

I take up the task of examining how someone who takes seriously the ambitious programme of conceptual analysis advocated by the Canberra School can minimise the eliminative consequences which I argue the Ramsey-Carnap-Lewis recipe of conceptual analysis is likely to have for many folk discourses. The objective is to find a stable means to preserve the constative appearance of folk discourse and to find it generally successful in its attempts to describe an external world, albeit in non-scientific terms that do (...) not reflect the nature of things. The view I settle on, quasi-fictionalism, is modelled on a modified descriptivist version of Kendall Walton’s account of prop-oriented games of make-believe. (shrink)

Carlos V fundó la Universidad de Granada en 1526. La permanencia de la memoria fundacional en la ciudad granadina se manifiesta mediante un importante y numeroso patrimonio artístico que evoca y la vincula a su pasado histórico. Se pretende convertir el patrimonio universitario en un producto cultural, mediante la creación de un itinerario histórico-artístico, que ahonde en la faceta del emperador como patrono educativo y que permita superar el reducido concepto de la universidad como templo del saber.

Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while the (...) 2½-year olds pointed correctly for both. In study 2, we tested passives: 2½-year olds were significantly below chance for familiar verbs and at chance for novel verbs, supporting the hypothesis that the entrenchment of the familiar verbs in the active transitive voice was interfering with interpreting them in the passive voice construction. The 3½-year olds were also at chance for novel verbs but above chance with familiar verbs. We interpret this as reflecting a lessening of the verb-in-construction entrenchment as the child develops knowledge that particular verbs can occur in a range of constructions. The 4½-year olds were above chance for both familiar and novel verbs. We discuss our findings in terms of the relative entrenchment of lexical and syntactic information and to interference between them. (shrink)

My purpose in this short response to Clinton's interesting article On Bender's orientation to models: Towards a philosophical debate on covering laws, theory, emergence and mechanisms in nursing science, which is published in this issue, is not to provide any counterargument to Clinton's interpretation of my own argument; readers are welcome to interrogate both articles at their leisure and make their own conclusions. What I will do instead is provide a brief critical assessment of my own (il)logic re bringing in (...) the notion of mechanism as conceived by Machamer, Darden and Craver into an argument for models versus theories as a carrier of nursing knowledge. (shrink)