Evolutionary or biocultural theorizing about horror films has been slow to gain traction in film studies, but the field has seen two recent book publications, Mastering Fear by Rikke Schubart and Primal Roots of Horror Cinema by Carrol L. Fry. Unfortunately, neither book is poised to make a substantial impact on evolutionary horror film theory. Mastering Fear ultimately undermines its own engagement with evolutionary social science, and Primal Roots of Horror Cinema stops short of contributing substantially to the field beyond (...) its compelling argument for the relevance of evolutionary social science to film studies. Plenty of work remains to be done at the fertile junction between evolutionary psychology and horror film. (shrink)

In the early 1980s the “welfare state crisis” was a point of reference common to many European countries with advanced public social policy arrangements. In most of them the scope of expansion of social expenditure had already been reigned in after the first oil price shock in the mid-1970s. But it was the impact of the second oil price crisis, with low or negative economic growth rates and another steep rise in unemployment in the early 1980s which provided considerable ammunition (...) for critics of the welfare state in many European countries and which triggered off the crisis debate. The latter was particularly pronounced in countries with centre-right and neo-liberal governments at the time and probably most outspoken in the UK. From the start of her first period in office Margaret Thatcher was explicit about her ambition to “roll back the frontiers of the state” and to give much more room for individual and private forms of social protection. In her first election manifesto in 1979 the welfare state was singled out as part of the problem rather than part of the solution to economic and social difficulties which Britain faced at the time. In short, it seems entirely appropriate to take the early 1980s as a starting point and to focus on the UK as the country in which there was arguably more pressure on traditional social policy structures than anywhere else in Europe. (shrink)

Richard Matheson seeded several weird fish in the deep and dark waters of the American myth pool, not least as a prominent screenwriter for the legendary 1960s TV series The Twilight Zone. I Am Legend, a post-apocalyptic science fiction/horror novel, published in 1954 and set in 1976, remains one of his best known works.1 It shows up persistently on "Best of Horror" lists and is generally regarded as a milestone in modern Gothic fiction. What is it about this novel that (...) has invested it with canonical status? It tells a surpassingly bleak story, one that seems to encode very specific and largely outdated cultural anxieties. And as prophecy, it falls rather flat: Matheson depicts a vampire holocaust, and the .. (shrink)

O teórico Michael Löwy afirmou que o campo científico é social e politicamente condicionado, não sendo viável estabelecer um distanciamento entre ciência e ideologia. No atual momento, é possível visualizar a clareza dessa afirmação, na medida em que o campo científico se demonstra obstruído diante do cenário político vivenciado. O pensamento crítico e problematizador é tido como um perigo eminente perante a conjuntura conservadora e antidemocrática que se acentua. Com isso, a produção de pensamento crítico e o posicionamento de resistência, (...) diante da formação conservadora, assume a denominação de doutrinação, e o debate gerador de reflexão tende a ser calado, sobretudo se não confirmar a lógica dominante. Ao compreendermos a necessidade de reafirmar o teor questionador da produção de conhecimento, como elemento central na formação social, entende-se sua relevância na construção de um caminho democrático do pensamento social. Neste trabalho, buscamos levantar reflexões a partir de uma revisão bibliográfica, procurando entender produção de conhecimento em um período de anti-intelectualismo. Em contraposição ao conceito positivista de neutralidade do conhecimento, pretende-se investigar a relação dialética entre representação política e formação intelectual. Nossa concepção de pesquisa científica situa-se em um campo que não é neutro, mas permeado de diferentes concepções de mundo, de ser humano e de conhecimento, bem como engendrada por relações que ocorrem entre sujeitos, que propendem a produzir conhecimentos científicos a partir do seu lugar social, um lugar suficientemente privilegiado. Este trabalho se propõe examinar essas questões, ao referenciar a formação social como aspecto determinante na produção de conhecimento. Aponta-se à figura do intelectual orgânico como elemento essencial para pensar essa questão, ao salientar a contraposição ao retrocesso científico imposto no último período e a valorização do pensamento crítico, mais do que nunca como pensamento que resiste no campo da pesquisa e diante do sistema produtivista que o concebe. (shrink)

In addition to satisfying a predisposition for exploration, fiction with imaginary worlds may also appeal to morbid curiosity, an adaptive motivation to seek out information about dangerous situations. Most imaginary worlds contain narrative elements of danger, and immersion in such worlds may provide people with information that would be costly to acquire in the real world.

How far has the Darwinian revolution come? To what extent have evolutionary ideas penetrated into the social sciences and humanities? Are the “science wars” over? Or do whole blocs of disciplines face off over an unbridgeable epistemic gap? To answer questions like these, contributors to top journals in 22 disciplines were surveyed on their beliefs about human nature, culture, and science. More than 600 respondents completed the survey. Scoring patterns divided into two main sets of disciplines. Genetic influences were emphasized (...) in the evolutionary social sciences, evolutionary humanities, psychology, empirical study of the arts, philosophy, economics, and political science. Environmental influences were emphasized in most of the humanities disciplines and in anthropology, sociology, education, and women's or gender studies. Confidence in scientific explanation correlated positively with emphasizing genetic influences on behavior, and negatively with emphasizing environmental influences. Knowing the current actual landscape of belief should help scholars avoid sterile debates and ease the way toward fruitful collaborations with neighboring disciplines. (shrink)

There is a history of thinking that photographs provide a special kind of access to the objects depicted in them, beyond the access that would be provided by a painting or drawing. What is included in the photograph does not depend on the photographer’s beliefs about what is in front of the camera. This feature leads Kendall Walton to argue that photographs literally allow us to see the objects which appear in them. Current generative algorithms produce images in response to (...) users’ text prompts. Depending on the parameters, the output can resemble specific people or things which are named in the prompt. This resemblance does not depend on the user’s beliefs, so generated images are in this sense like photographs. Given this parallel, how should we think about AI-generated images? (shrink)

The author is primarily concerned with the explanation of behavior in regard to (1) the mecanical model, (2) the effects of physical-organic processes on behavior, (3) the lack of understanding between philosophers and psychologists as to sufficient conditions for predicting a behavioral event, (4) conditions leading to expalantions of behavior that could predict behavior exclusive of any antecedent psychological behavior, and (5) variations of the mechanical-model introducing differing sorts of explanation. (staff).

We study a notion of ‘o-amorphous’ which bears the same relationship to ‘o-minimal’ as ‘amorphous’ 191–233) does to ‘strongly minimal’. A linearly ordered set is said to be o-amorphous if its only subsets are finite unions of intervals. This turns out to be a relatively straightforward case, and we can provide a complete ‘classification’, subject to the same provisos as in Truss . The reason is that since o-amorphous is an essentially second-order notion, it corresponds more accurately to 0-categorical o-minimal, (...) and our classification is thus very similar to the one given in 565–592) for that case. More interesting structures arise if we replace ‘interval’ in the definition by ‘convex set’, giving us the class of weakly o-amorphous sets. Here, in fact, there are so many examples that a complete classification seems out of the question. We illustrate some of the structures which these may exhibit, and classify them in certain instances not too far removed from the o-amorphous case. (shrink)

A set is said to be amorphous if it is infinite, but cannot be written as the disjoint union of two infinite sets. The possible structures which an amorphous set can carry were discussed in [5]. Here we study an analogous notion at the next level up, that is to say replacing finite/infinite by countable/uncountable, saying that a set is quasi-amorphous if it is uncountable, but is not the disjoint union of two uncountable sets, and every infinite subset has a (...) countably infinite subset. We use the Fraenkel–Mostowski method to give many examples showing the diverse structures which can arise as quasi-amorphous sets, for instance carrying a projective geometry, or a linear ordering, or both; reconstruction results in the style of [1] are harder to come by in this case. (shrink)

This paper argues against the common, often implicit view that theories are some specific kind of thing. Instead, I argue for theory concept pluralism: There are multiple distinct theory concepts which we legitimately use in different domains and for different purposes, and we should not expect this to change. The argument goes by analogy with species concept pluralism, a familiar position in philosophy of biology. I conclude by considering some consequences for philosophy of science if theory concept pluralism is correct.

Although various scholars underscore the importance of innovating responsibly in view of today's societal challenges, less attention has been paid to the entrepreneurial skillset, that is, the range of individual skills and organizational capabilities, that innovation-based organizations mobilize to deliver new responsible products and services. This paper thus explores the relationships between the entrepreneurial skillsets of 16 Canadian and Brazilian for-profit and not-for-profit organizations producing Responsible Innovations in Health (RIH) and their degree of responsibility. Our mixed methods study includes interviews (...) with entrepreneurs (n = 23) and fieldnotes as well as quantitative results from the RIH Assessment Tool. Our findings identify four skillset orientations—Technical, Technical + Business, Social, and Social + Business—that not only reflect (co)founders' training and entrepreneurial motivations but also a proclivity toward the consolidation of either “Technical” or “Social” skills and capabilities. Such consolidation is made possible by recruiting high-level executives with diverse backgrounds or by tapping on external knowledge sources (e.g., boards of directors, incubators, or volunteers). As five enterprises had no formal business skills, patterns associated to their overall RIH score (ranging from 1 to 5) reveal intriguing results. Organizations with a Social + Business skillset have a slightly lower RIH score (4.1) than those with a Social skillet (4.4) and those with a Technical + Business skillset have a slightly higher score (3.5) than those with a Technical skillset (3.0). The presence of business skills thus appears to mediate the relationship between entrepreneurial skillsets and the degree of responsibility, which may be linked to the distinct roles of ordinary (“doing things right”) and dynamic capabilities (“doing the right things”). These exploratory findings have scholarly and practical implications. First, the tensions and synergies characterizing responsible value creation should be approached by examining the complementary skills and capabilities that need to be assembled and consolidated. Second, the eight cases with a Social + Business skillset clarify the unique capabilities needed to produce highly responsible health innovations. Third, entrepreneurs with a scientific or engineering background should recognize that a Technical skillset is not enough. Fourth, recognizing that “falling in love with the cause” of RIH is not sufficient, investors and boards of directors should adequately support responsible entrepreneurs towards the proper orchestration of skills and capabilities that can reconcile economic and social goals. (shrink)

Upshot: Time constraints, locked curriculums, strict management, and possible anarchy in the classroom are some of the themes that originated from the commentaries. I argue that these challenges should be viewed holistically in the broader picture. I also question the educator’s role in mitigating these obstacles. My advice: Do it anyway.

The weak objectification of physical properties is shown to yield the same probabilistic implications as strong objectification and can therefore be refuted on the basis of suitable interference experiments. An alternative test of hypothetical objectification statements, as they occur in the EPR experiment, is based on joint probabilities and the ensuing Bell inequalities. Quantum mechanics turns out to be partially compatible with Bell's inequalities even in cases where weak objectification is excluded by interference.

Five epigrams in the Greek Anthology are ascribed to Sophronius, sophist, poet, theologian and finally patriarch of Jerusalem when it fell to the Arabs in 638. Sophronius' other extant poems are all in the anacreontic metre, which he wrote with a certain fluency but without perfect mastery. It is in principle quite possible that he also composed in so traditional a genre as the classicizing epigram, but there are in fact considerable doubts about four of the five in (...) question. (shrink)

The arrival of democracy in Ukraine in the 1990s was regarded by Christians as special opportunities in the development of spirituality. Church members, pastors, presbyters went to school and began to teach kindness, talk about God, and lay the foundations of religious ethics. All denominations participated in it. Who is more, who is less, but each did as he saw fit. The Seventh-day Adventist Church also participated in this. An extensive network of teachers, their training, and special textbooks were introduced. (...) There were sponsors who supported this ministry financially. All this was done in a semi-legal manner, based on personal contacts. (shrink)