This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show how access to SE as an educational resource is socially stratified, accessible to those with (...) greater levels of family resources, and those attending schools with higher socio-economic student intakes. SE is viewed as an investment, particularly among students with average and above average levels of prior attainment, while high attaining students are less likely to use SE. Perhaps reflecting the normalisation of SE in the Irish context, students do not directly link engagement in such tuition to their socio-emotional wellbeing. (shrink)

It has become increasingly difficult for individuals to exercise meaningful control over the personal data they disclose to companies or to understand and track the ways in which that data is exchanged and used. These developments have led to an emerging consensus that existing privacy and data protection laws offer individuals insufficient protections against harms stemming from current data practices. However, an effective and ethically justified way forward remains elusive. To inform policy in this area, we propose the Ethical Data (...) Practices framework. The framework outlines six principles relevant to the collection and use of personal data—minimizing harm, fairly distributing benefits and burdens, respecting autonomy, transparency, accountability, and inclusion—and translates these principles into action-guiding practical imperatives for companies that process personal data. In addition to informing policy, the practical imperatives can be voluntarily adopted by companies to promote ethical data practices. (shrink)

Objective: To examine the role of explainability in machine learning for healthcare (MLHC), and its necessity and significance with respect to effective and ethical MLHC application. Study Design and Setting: This commentary engages with the growing and dynamic corpus of literature on the use of MLHC and artificial intelligence (AI) in medicine, which provide the context for a focused narrative review of arguments presented in favour of and opposition to explainability in MLHC. Results: We find that concerns regarding explainability are (...) not limited to MLHC, but rather extend to numerous well-validated treatment interventions as well as to human clinical judgment itself. We examine the role of evidence-based medicine in evaluating unexplainable treatments and technologies, and highlight the analogy between the concept of explainability in MLHC and the related concept of mechanistic reasoning in evidence-based medicine. Conclusion: Ultimately, we conclude that the value of explainability in MLHC is not intrinsic, but is instead instrumental to achieving greater imperatives such as performance and trust. We caution against the uncompromising pursuit of explainability, and advocate instead for the development of robust empirical methods to successfully evaluate increasingly inexplicable algorithmic systems. (shrink)

Business Ethics: A European Review, EarlyView.

Harris-McCoy offers a scholarly commentary, with translation and introduction, to Artemidorus' Oneirocritica, a treatise on dream-divination and interpretation. Providing insight into the ancient mind, he gives particular emphasis to the Oneirocritica's composition and construction, and intellectual and philosophical context.

Christian ethical practice has historically fallen short, when we consider the histories of European colonial violence from the sixteenth century and the transatlantic slave trade in Africans. Today, Christian ethics can fail to uphold a standard of resistance to contemporary evils, including racial injustice. To what extent can Christian ethics break with this history and be saved? This article considers the ongoing colonial tendencies of Christian ethics and theological education in Britain, before considering the centrality of decolonisation, primarily ‘of the (...) mind’. In the latter part, it turns to examples of anti-colonial Christian ethics, in the work of Robert Beckford, Anthony Reddie, Anupama Ranawana and Anderson Jeremiah. It ends by giving attention to what decolonisation might mean in religious and theological education, as we seek to create spaces for learning in which all people's bodies, minds and voices are welcomed and honoured. (shrink)

This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to (...) issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of _Environmental Education Research. _. (shrink)

The Meno has traditionally been viewed as "one of Plato's earliest and most noteworthy forays into epistemology." In this dialogue, and in the course of a discussion between Socrates and his young interlocutor, Meno, about the nature of virtue and whether it can be taught, “Meno raises an epistemological question unprecedented in the Socratic dialogues.” This question - or rather, dilemma - has come to be known in the philosophical literature as Meno’s Paradox of Inquiry, due its apparently containing an (...) easy-to-detect equivocation of the word ‘know’. Immediately after the paradox, and in an apparent response to it, Socrates recounts a myth: a story told by priests and priestesses about the pre-natal existence and immortality of the soul. From this this myth, Socrates concocts the infamous theory of recollection – a theory according to which the soul has acquired knowledge of everything before it was born, while in a disincarnate state. According to the traditional reading of Meno’s paradox, this theory constitutes Plato’s response to it. The traditional reading has come under fire in recent years by advocates of the epistemological reading (ERM), who argue that the theory of recollection is not Plato’s intended response to the paradox. Instead, they suggest, Plato’s distinction between true belief and knowledge – which appears towards the end of the dialogue – is sufficient for solving the paradox; and as such, it ought to be read as Plato’s response to it. In this thesis, I argue against ERM’s claim that a mere epistemological distinction is all it takes to solve the paradox. To do so, I explore the metaphysics of change in Plato’s ontology. From this, I appeal to our everyday notion of ‘memory’ in order to show that Meno’s paradox, in fact, contains a hidden-premise, which when laid bare, reveals two distinct challenges contained within the argument: a superficial one, and a deeper one. I argue that although it appears at first blush as though the former could easily be dismissed as an equivocation, to which the epistemological distinction between belief and knowledge could provide an answer, the latter cannot. This is because the deeper challenge threatens the very preconditions of knowledge itself – that is to say, it renders cognition impossible – and, as such, it cancels out any effort to provide an epistemological response to the superficial challenge. Hence, unless the deeper-level challenge is satisfactorily disarmed, both challenges remain unanswered. I argue that although the major motivation for the theory of recollection in the Meno is indeed to provide an answer to scepticism about knowledge, nevertheless, it ought to be understood, first, as a theory of cognition – i.e. as a theory about the preconditions and atomic building blocks of knowledge – and not a theory of knowledge per se. This answer comes in the form of a radical theory of the mind and cognition – one that stands in stark opposition to our common-sense views about the mind: a view from which, Plato believed, the paradox arises. Drawing on recent debates between Nativists and Empiricists in the Cognitive Sciences, I argue that it was a great achievement of Plato’s to grasp that our common-sense view about the mind, and its concomitant process of learning, language acquisition and knowledge acquisition, might in fact be at the very root of scepticism about our ability to engage in meaningful philosophical practice, and our ability to acquire objective knowledge – especially, objective moral knowledge. The Meno’s paradox, then – so I contend - is not a puzzle whose solution rests upon merely pointing to an epistemological distinction between true belief and knowledge, as advocates of ERM have suggested. Rather, it is a puzzle about cognition. More precisely, it is a puzzle that targets the rudimentary cognitive stages of initial cognition and truth-recognition - one whose solution entails offering an account of the mind that would make these elementary cognitive processes possible. Accordingly, Plato’s theory of recollection in the Meno ought to be read as an attempt to map the structure of the mind, and as such, to provide an account of cognition. In doing so, he intended to put forward a view about the preconditions of knowledge – the sort of preconditions without which language acquisition and knowledge acquisition would simply not be possible. With this theory, Plato has the beginnings of an argument against the kind of relativism and scepticism prevalent at his time. As such, a correct interpretation of the so-called paradox of inquiry (and Plato’s proposed solution to it via the theory of recollection) should approach it as a puzzle about mind and cognition – and not solely as an epistemological one, as it has previously been treated. (shrink)

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem‐solving behavior as well as their eye movements to learners. While research on expert‐novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and (...) how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem‐solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically. (shrink)

Stimulating discussion of the fundamental concepts we employ in every day consideration of moral questions for the general reader.

The doctrine of recollection is one of the most controversial in the Platonic corpus, and much scholarship has been aimed at altering the doctrine to resolve its paradoxical features, many of which, I argue, are generated by a failure to appreciate the difference between memory (mneme) and the distinct capacity of recollection (anamnesis). In several of the Platonic dialogues, Socrates gives an account of how recollection functions in ordinary contexts, and thus provides a basis for showing how anamnesis may be (...) employed to describe learning in general. The mystery of learning consists in the fact that one must possess someknowledge of the matter being investigated prior to learning about it, and thus learning may be aptly described as a remembrance of some knowledge previously forgotten. I argue that the recollection account was formulated, not to resolve this mystery, but rather to capture descriptively its essential features. (shrink)

MOHAMMED SA, WALTERS KL, LAMARR J, EVANS‐CAMPBELL T and FRYBERG S. Nursing Inquiry 2012; 19: 116–127 [Epub ahead of print]Finding middle ground: negotiating university and tribal community interests in community‐based participatory researchCommunity‐based participatory research (CBPR) has been hailed as an alternative approach to one‐sided research endeavors that have traditionally been conducted on communities as opposed to with them. Although CBPR engenders numerous relationship strengths, through its emphasis on co‐sharing, mutual benefit, and community capacity building, it is often challenging as well. (...) In this article, we describe some of the challenges of implementing CBPR in a research project designed to prevent cardiovascular disease among an indigenous community in the Pacific Northwest of the United States and how we addressed them. Specifically, we highlight the process of collaboratively constructing a Research Protocol/Data Sharing Agreement and qualitative interview guide that addressed the concerns of both university and tribal community constituents. Establishing these two items was a process of negotiation that required: (i) balancing of individual, occupational, research, and community interests; (ii) definition of terminology (e.g., ownership of data); and (iii) extensive consideration of how to best protect research participants. Finding middle ground in CBPR requires research partners to examine and articulate their own assumptions and expectations, and nurture a relationship based on compromise to effectively meet the needs of each group. (shrink)

The Book Aims At The Inner Soul And Accordingly The Essays Are Centered Around Music As A Cosmic Energy And Its Role And Functions In The Game Plan Of Creation.

I present a recent historical case from cosmology—the story of inflationary cosmology—and on its basis argue that solving explanatory problems is a reliable method for making progress in science. In particular, I claim that the success of inflationary theory at solving its predecessor’s explanatory problems justified the theory epistemically, even in advance of the development of novel predictions from the theory and the later confirmation of those predictions.

Biomedical research funding bodies across Europe and North America increasingly encourage—and, in some cases, require—investigators to involve members of the public in funded research. Yet there remains a striking lack of clarity about what ‘good’ or ‘successful’ public involvement looks like. In an effort to provide guidance to investigators and research organisations, representatives of several key research funding bodies in the UK recently came together to develop the National Standards for Public Involvement in Research. The Standards have critical implications for (...) the future of biomedical research in the UK and in other countries as researchers and funders abroad look to the Standards as a model for their own policy development. We assess the Standards and find that despite offering useful suggestions for dealing with practical challenges associated with public involvement, the Standards fail to address fundamental questions about when, why and with whom public involvement should be undertaken in the first place. We show that presented without this justificatory context, many of the recommendations in the Standards are, at best, fragments that require substantial elaboration by those looking to apply the Standards in their own work and, at worst, subject to potentially harmful misapplication by well-meaning investigators. As funding bodies increasingly push for public involvement in research, the key lesson of our analysis is that future recommendations about how public involvement should be conducted cannot be coherently formulated without a clear sense of the underlying goals and rationales for public involvement. (shrink)

Eliminative reasoning is a method that has been employed in many significant episodes in the history of science. It has also been advocated by some philosophers as an important means for justifying well-established scientific theories. Arguments for how eliminative reasoning is able to do so, however, have generally relied on a too narrow conception of evidence, and have therefore tended to lapse into merely heuristic or pragmatic justifications for their conclusions. This paper shows how a broader conception of evidence not (...) only can supply the needed justification but also illuminates the methodological significance of eliminative reasoning in a variety of contexts. (shrink)

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem‐solving behavior as well as their eye movements to learners. While research on expert‐novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and (...) how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem‐solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically. (shrink)

This is a previously unpublished manuscript and is the last entry in the annotated bibliography above. It is related to the counter culture articles, the liberation theology and Heidegger articles, and, indeed, to the whole corpus. It is offered here with the intention, and hope, that it will stimulate the reader to look closely at the related articles and by that to turn to the entire corpus. Any one of his articles should have a similar result.

Paul Tillich and Michael Polanyi had their only face-to-face meeting in Berkeley, in February, 1963. The author reports the circumstances of this conversation, which he arranged and in which he participated, and, on the basis of his participation, offers refelections on the postcritical and fiduciary dimensions in the work of Polanyi and Tillich as a means of identifying similarities and differences in the thought of each.

This brief essay comments on the several preceding essays analyzing Charles S. McCoy’s thought.

Rather than exploring faith as it relates to various political and historical controversies of the early modern period, Richard McCoy argues that "faith" in Shakespearean drama is best viewed as secular and poetic instead of an exclusively religious phenomenon.

McCoy examines how Greek epic, tragedy, and philosophy offer important insights into the nature of human vulnerability, especially how Greek thought extols the recognition and proper acceptance of vulnerability. Beginning with the literary works of Homer and Sophocles, she also expands her analysis to the philosophical works of Plato and Aristotle.

Marina McCoy explores Plato's treatment of the rhetoric of philosophers and sophists through a thematic treatment of six different Platonic dialogues, including Apology, Protagoras, Gorgias, Republic, Sophist, and Phaedras. She argues that Plato presents the philosopher and the sophist as difficult to distinguish, insofar as both use rhetoric as part of their arguments. Plato does not present philosophy as rhetoric-free, but rather shows that rhetoric is an integral part of philosophy. However, the philosopher and the sophist are distinguished by (...) the philosopher's love of the forms as the ultimate objects of desire. It is this love of the forms that informs the philosopher's rhetoric, which he uses to lead his partner to better understand his deepest desires. McCoy's work is of interest to philosophers, classicists, and communications specialists alike in its careful yet comprehensive treatment of philosophy, sophistry, and rhetoric as portrayed through the drama of the dialogues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:ArtistsJennifer and Kevin McCoy are Brooklyn-based artists who make projects about how our thoughts, experiences, and memories are structured through genre and repetition. In order to focus attention on these structures, they often reexamine classic works of science fiction or television narrative, creating sculptural objects, video projections, or live events from what they find.Their work has been exhibited at The Museum of Modern Art, The Metropolitan Museum of (...) Art, The New Museum (all in New York), and The Renaissance Society (Chicago). International exhibitions include projects at ZKM (Karlsruhe, Germany) and Kunst Werke (Berlin), and a solo exhibition at The British Film Institute (London, UK). Articles about their work have appeared in Art News, Art in America, Artforum, Flash Art, The Wire, dArt International, Spin Magazine, Feed, and The Independent. Installation view and detail images of Double Fantasy 2 (Sex) were shown in the solo exhibition "Directed Dreaming" at Postmasters, New York, March–April 2006. The Double Fantasy image was part of the exhibition "Night Sites" at the Hannover Kunstverein in Hannover Germany, November 2005. Each side of the sculpture has a model of a childhood sex fantasy for each of us. Cameras project large-scale images of it onto the wall, accompanied by a soundtrack. Click for larger view View full resolutionFigure 1.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," installation view. March–April 2006 at Postmasters Gallery, New York(Cover) Click for larger view View full resolutionFigure 2.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," installation view. March–April 2006 at Postmasters Gallery, New York(Page 2) Click for larger view View full resolutionFigure 3.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," detail. March–April 2006 at Postmasters Gallery, New York(Page 16) Click for larger view View full resolutionFigure 4.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," detail. March–April 2006 at Postmasters Gallery, New York(Page 32) Click for larger view View full resolutionFigure 5.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," installation view. March–April 2006 at Postmasters Gallery, New York(Page 47) Click for larger view View full resolutionFigure 6.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," installation view. March–April 2006 at Postmasters Gallery, New York(Page 63) Click for larger view View full resolutionFigure 7.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," installation view. March–April 2006 at Postmasters Gallery, New York(Page 77) Click for larger view View full resolutionFigure 8.Jennifer and Kevin McCoy, Double Fantasy 2 (Sex). "Directed Dreaming," detail. March–April 2006 at Postmasters Gallery, New York(Page 92) Click for larger view View full resolutionFigure 9.Jennifer and Kevin McCoy, Double Fantasy. "Night Sites," installation view. November 2005 at Hannover Kunstverein, Hannover, Germany(Page 107)Copyright © 2007 The Johns Hopkins University Press... (shrink)

The Republic presents the sophist in three ways: through an example, an abstract description in Book Six, and an image. Thrasymachus presents a coherent understanding of justice and is not inconsistent, as some commentators have argued. Both the philosopher and the sophist are intellectuals who value wisdom, but on Socrates’ account, the sophist equates the necessary with the good. The philosopher separates the necessary and the good, and orients himself to a truth outside of himself. However, the Republic suggests that (...) there is no meta-philosophical position by which the philosopher and the sophist can be judged. The separation of the philosopher from the sophist makes sense only from the viewpoint of the philosopher. Socrates’ emphasis on the incompleteness of wisdom also suggests that the philosopher’s understanding of his own activity must remain open to change. (shrink)

This dissertation concerns the central role of aporia in philosophical thought and Platonic philosophy. In contrast with the standard sense of aporia as a perplexity that clears away an interlocutor's ignorance and pretension, I argue that aporia is a necessary step in the movement from ignorance to knowledge. Aporia thus involves a kind of understanding that in principle leads one out of perplexity to knowledge. This conception of aporia also reveals, I argue a connection between Platonic metaphysical doctrines, such as (...) the Forms, and Socratic knowledge of ignorance, which is central to the practice of Socratic dialectic. ;I show how this conception of aporia plays out in a specific Platonic dialogue, the Meno, and provides a basis for understanding the dialogue as a whole. Specifically, I argue that the Meno consists of three attempts on Socrates' part to bring his interlocutor, Meno, into aporia. These attempts correspond to the main divisions of the dialogue---the opening section that involves ordinary, Socratic elenchus; the myth of recollection and the slave-boy argument; and the third section containing the hypothetical method. Following Brague , I argue that the dialogue deviates from the model of rational discourse, Socratic dialectic. This deviation is the consequence of Socrates' efforts to respond constructively to the state of Meno's soul. Meno is unable to participate in dialectic proper due to his geometric, or dianoetic, cast of mind, as well as the eros of his soul. By and large these character traits render Meno incapable of understanding the spirit of Socratic dialectic. ;The central importance of aporia to philosophy, which is worked out in the Meno, illuminates a number of features about philosophical thought. In particular, I argue that there is an essential connection between the soul's cognitive and moral powers, i.e., between learning and virtue. Because learning depends upon the soul's desire to learn, philosophical understanding is both promoted and limited by the perspective of the soul that attempts to learn. As we seen in the slaveboy argument, through aporia the perspective of the soul can broaden by becoming more knowledgeable. While this success provides rational confidence in the possibility of philosophical understanding, it falls short of a privileged standpoint from which comprehensive and certain knowledge could be attained. (shrink)

This paper is three hours long. Select three of the following topics, and write one essay on each of them. At least one of your answers must be from each section of the paper (Section A, and Section B). In all cases offer and evaluate arguments in favour of your answers.

_The Limits of Thought_ is a series of penetrating dialogues between the great spiritual leader, J. Krishnamurti and the renowned physicist, David Bohm. The starting point of their engaging exchange is the question: If truth is something different than reality, then what place has action in daily life in relation to truth and reality? We see Bohm and Krishnamurti explore the nature of consciousness and the condition of humanity. These enlightening dialogues address issues of truth, desire awareness, tradition, and love. (...) _Limits of Thought_ is an important book by two very respected and important thinkers. Anyone interested to see how Krishnamurti and Bohm probe some of the most essential questions of our very existence will be drawn to this great work. (shrink)

Motor imagery is often used inducing changes in electroencephalographic (EEG) signals for imagery-based brain-computer interfacing (BCI). A BCI is a device translating brain signals into control signals providing severely motor-impaired persons with an additional, non-muscular channel for communication and control. In the last years, there is increasing interest using BCIs also for healthy people in terms of enhancement or gaming. Most studies focusing on improving signal processing feature extraction and classification methods, but the performance of a BCI can also be (...) improved by optimizing the user’s control strategies, e.g., using more vivid and engaging mental tasks for control. We used multichannel EEG to investigate neural correlates of a sports imagery task (playing tennis) compared to a simple motor imagery task (squeezing a ball). To enhance the vividness of both tasks participants performed a short physical exercise between two imagery sessions. EEG was recorded from 60 closely spaced electrodes placed over frontal, central, and parietal areas of 30 healthy volunteers divided in two groups. Whereas Group 1 (EG) performed a physical exercise between the two imagery sessions, Group 2 (CG) watched a landscape movie without physical activity. Spatiotemporal event-related desynchronization (ERD) and event-related synchronization (ERS) patterns during motor imagery (MI) tasks were evaluated. The results of the EG showed significant stronger ERD patterns in the alpha frequency band (8–13 Hz) during MI of tennis after training. Our results are in evidence with previous findings that MI in combination with motor execution has beneficial effects. We conclude that sports MI combined with an interactive game environment could be a future promising task in motor learning and rehabilitation improving motor functions in late therapy processes or support neuroplasticity. (shrink)

We examine the evolution of the concept of stability in community ecology, arguing that biologists have moved from an emphasis on biotic communities characterized by static balance, to one of dynamic balance (returning to equilibrium after perturbation), to the current concept of stability as persistence. Using Wimsatt's (1987) analysis of how false models can often lead to better ones, we argue that failed attempts to link complexity with stability have significant heuristic value for community ecologists. Nevertheless, we argue that, (A) (...) because there is no common characteristic that stability terms presuppose, community ecology might be better served by abandoning the concept of stability and by employing instead specific terms such as 'persistence', 'resistance', and 'variability'. (B) The current emphasis (of stability terms) on persistence of species provides little basis for explaining possible mechanisms that might account for persistence. (shrink)