Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university such as space and time; being ...

I begin by arguing that a consistent general naturalism must be understood in terms of methodological maxims rather than metaphysical doctrines. Some specific maxims are proposed. I then defend a generalized naturalism from the common objection that it is incapable of accounting for the normative aspects of human life, including those of scientific practice itself. Evolutionary naturalism, however, is criticized as being incapable of providing a sufficient explanation of categorical moral norms. Turning to the epistemological norms of science itself, particularly (...) those governing the empirical testing of specific models, I argue that these should be regarded as conditional rather than categorical and that, as such, can be given a naturalistic justification. The justification, however, is more cognitive than evolutionary. The historical development of science is found to be a better place for applying evolutionary ideas. After briefly considering the possibility of a naturalistic understanding of mathematics and logic, I turn to the problem of reconciling scientific realism with an evolutionary picture of scientific development. The solution, I suggest, is to understand scientific knowledge as being “perspectival” rather than absolutely objective. I first argue that scientific observation, whether by humans or instruments, is perspectival. This argument is extended to scientific theorizing which is regarded not as the formulation of universal laws of nature but as the construction of principles to be used in the construction of models to be applied to specific natural systems. The application of models, however, is argued to be not merely opportunistic but constrained by the methodological presumption that we live in a world with a definite causal structure even though we can understand it only from various perspectives. (shrink)

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate (...) practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities. (shrink)

Consider a physical system for which a mathematically rigorous geometric quantization procedure exists. Now subject the system to a finite set of irreducible first class (bosonic) constraints. It is shown that there is a mathematically rigorous BRST quantization of the constrained system whose cohomology at ghost number zero recovers the constrained quantum states. Moreover this space of constrained states has a well-defined Hilbert space structure inherited from that of the original system. Treatments of these ideas in the physics literature are (...) more general but suffer from having states with infinite or zero "norms" and thus are not admissible as states. Also BRST operators for many systems require regularization to be well-defined. In our more restricted context, we show that our treatment does not suffer from any of these difficulties. (shrink)

Disturbed by these acrimonious arguments, the authors - former colleagues and university-press board members - embarked on an ambitious project to reexamine a number of major literary and philosophical works dealing with the liberal arts and education. With their discussions ranging from Plato to Rousseau, from Cicero to Vico, from Erasmus to Matthew Arnold, Sousa and Weinsheimer offer not a history of education philosophy but an examination of the present.

The discovery of induced pluripotent stem (iPS) cells in 2006 was heralded as a major breakthrough in stem cell research. Since then, progress in iPS cell technology has paved the way towards clinical application, particularly cell replacement therapy, which has refueled debate on the ethics of stem cell research. However, much of the discourse has focused on questions of moral status and potentiality, overlooking the ethical issues which are introduced by the clinical testing of iPS cell replacement therapy. First-in-human trials, (...) in particular, raise a number of ethical concerns including informed consent, subject recruitment and harm minimisation as well as the inherent uncertainty and risks which are involved in testing medical procedures on humans for the first time. These issues, while a feature of any human research, become more complex in the case of iPS cell therapy, given the seriousness of the potential risks, the unreliability of available animal models, the vulnerability of the target patient group, and the high stakes of such an intensely public area of science. Our paper will present a detailed case study of iPS cell replacement therapy for Parkinson's disease to highlight these broader ethical and epistemological concerns. If we accept that iPS cell technology is fraught with challenges which go far beyond merely refuting the potentiality of the stem cell line, we conclude that iPS cell research should not replace, but proceed alongside embryonic and adult somatic stem cell research to promote cross-fertilisation of knowledge and better clinical outcomes. (shrink)

Would the Jewish tradition agree with Søren Kierkegaard's claim that the biblical episode of Abraham's near-sacrifice of Isaac represents a fearful "teleological suspension of the ethical"? After surveying a variety of classical Jewish sources, the author concludes that Kierkegaard's interpretation has almost no resonance within the Jewish tradition. Rather than involving a suspension of the ethical, this episode is viewed by Jewish writers as involving a moment of supreme moral responsibility on the part of both God and man. This treatment (...) of the biblical episode points up a central fact about the Jewish tradition: although Judaism is unquestionably an ethical tradition based on the divine command, it is also a tradition of human autonomy and reason. If Jews have regarded God's commands as absolute, they have also found it unthinkable that these commands should ultimately defy our human sense of right and wrong. (shrink)

ExcerptI. Introduction The German political philosopher Carl Schmitt belongs to the class of political theorists, who maintain a tradition of separating the political from the moral.1 Drawing on the standard interpretation of Machiavelli2 and following the thinking of Hobbes,3 Schmitt makes two central claims that define his political theorization. The first claim is that the sovereign should possess “the monopoly to decide” what constitutes public order and security; the second claim is the use of the “friend-enemy” metaphor to characterize the (...) political.4 If the two claims are taken together, the logical corollary is that, on the…. (shrink)

The potential for dual use of research in the life sciences to be misused for harm raises a range of problems for the scientific community and policy makers. Various legal and ethical strategies are being implemented to reduce the threat of the misuse of research and knowledge in the life sciences by establishing a culture of responsible conduct.

Julia Driver has argued that there is a class of virtues that are compatible with or even require that an agent be ignorant in some respect. In this paper I argue for an alternative conception of the relationship between ignorance and virtue. The dispositions constitutive of virtue must include sensitivity to human limitations and fallibility. In this way the virtues accommodate ignorance, rather than require or promote it. I develop my account by considering two virtues in particular: tolerance (the paradigm (...) for my account) and modesty (which Driver employs as the paradigm for her account). Although several philosophers have offered alternatives to Driver's account of modesty and others have discussed tolerance as a moral virtue, an adequate account of the role of ignorance in the specification of the virtues generally has yet to be provided. I believe that similarities between the two virtues are instructive for defining that role. (shrink)

2.4 The Example: Infants and object-(im)permanence : : : : : : : : : : : : : : 17 2.4.1 Why a contentful account is warranted: Perspectival sensitivity : : : 17 2.4.2 The \searching under a cloth" and \AB" data : : : : : : : : : : : : 24 2.4.3 Two constraints on objectuality : : : : : : : : : : : : : : : : : : : : (...) : 25.. (shrink)

Bornstein has proposed a manuscript submission process based on an adversary legal model, with the manuscript, like a criminal defendant, being presumed innocent unless and until proven guilty by the referees, who act as "prosecutors." The author would be provided with an opportunity for rebuttal, and the associate editor would serve as the trial judge, deciding whether the piece should ultimately be published. The editor-in-chief would hear appeals from decisions made by the associate editor. While there is much to be (...) said about this adversary approach, this paper points out certain problems in using the criminal case as a model. The most significant problem is that the burden of proof is not properly allocated. A better model would be that of the civil law suit, where the plaintiff carries the burden of proof to establish the strength of the claim . This paper also suggests certain modifications to Bornstein's proposal, such as publication of the referees' comments and the author's rebuttal. Although Bornstein's proposal, as modified herein, would not solve all of the problems Bornstein has identified with the current submission process, this paper concludes that the new procedure would do much to advance the science. (shrink)

An examples-driven treatment of introductory economic dynamics for students with a basic familiarity with spreadsheets. Shone approaches the subject with the belief that true understanding of a subject can only be achieved by students themselves setting out a problem and manipulating it experimentally. Although all economics students now have access to spreadsheets, they are often used for little more than graphing economic data. This book encourages students to go several stages further and set up and investigate simple dynamic models. The (...) book presents the essentials of macro and micro economic dynamics, including: demand and supply dynamics, Keynesian dynamics, IS-LM, Inflation-unemployment, dynamics of the firm, rational expectations and saddle points, fiscal dynamics and the Maastricht Treaty and Chaos theory. The book contains 50 exercises. The support website contains an additional 100 questions for students and 100 for lecturers: www.cambridge.org/resources/economics. (shrink)

A method of phylogenetic reconstruction as proposed by a number of scientists of the Senckenberg Research Institute is discussed. The method is based on functional-morphological studies, the evolutionary adaptation principle of Bock and Von Wahlert (1965) and so-called model reconstruction. It is argued in this paper that direction of the adaptation process cannot be determined because of lack of knowledge about particular selective forces and that theories of model reconstruction are not open to contradiction in the sense of Popperian falsification. (...) Although it has been claimed that the method provides the only valid directional argument for morphoclines in cladistic studies, it remains unclear how to proceed when morphoclines show contradictory polarities. Moreover, it is doubtful whether polarities of morphoclines can be determined independently of phylogenetic hypotheses, and also whether the use of multistate morphoclines is methodologically valid. By relying on a particular evolutionary theory, i.e. the neo-Darwinian theory, and consequently assigning natural selection as the major agent of directional progress, the Senckenburg method of phylogenetic reconstruction restricts itself to microevolutionary change and, therefore, cannot be used when other hypotheses on the evolutionary process appear to explain the speciation process more plausibly, i.e. hypotheses on macroevolution. Furthermore, it is an unproved statement that evolution always proceeds according to the principle of economy. (shrink)

Philosophy of Communication Ethics is a unique and timely volume that creatively examines communication ethics, philosophy of communication, and the 'Other.'.