The book also introduces a host of new experimental techniques and major hypotheses to guide future research.

We start with a simple question: If you could reinvent higher education for the 21st century, what should it look like? We began by taking a hard look at problems in traditional higher education, and innovated in many ways to address these problems head-on: We have created a new curriculum, focusing on what we call "practical knowledge"; we have developed new pedagogy, based on the science of learning; we have used technology in novel ways, to deliver small seminars in real (...) time; and we have developed an international hybrid residential model, where students take classes on the computer but live together, rotating through seven different cities around the world. The Minerva Schools at the Keck Graduate Institute (KGI) are the first university experience built for the twenty-first century. In setting up this program, we have had to confront the realities of all aspects of higher education--from admissions, through instruction, to career development, to establishing a reputation. The goal of this book is to provide an evidence-based model for a future of higher education. We have learned a lot about how to reshape all facets of higher education and this book summarizes what we have learned. We hope that our innovations can serve as models of "best practices"--and thereby have a major influence on higher education writ large. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books 1–5Stephen M. WheelerWilliam S. Anderson, ed. Ovid’s Metamorphoses: Books 1–5. With introduction and commentary. Norman and London: University of Oklahoma Press, 1997. vi 1 578 pp. Cloth $49.95; paper, $21.95.For those who labor in the vineyard of Ovid’s Metamorphoses, the vintage of 1997 should be a memorable one. One of the year’s most notable releases is Anderson’s second installment to his Oklahoma text and commentary. The first volume—introduction, (...) text, and commentary to books 6–10—appeared hysteron proteron in 1972. The new edition, covering books 1–5, resembles its older sibling in format and conception but also benefits from developments in Ovidian scholarship since 1972. The introduction follows the same basic framework as its predecessor in surveying Ovid’s career, subsequent reception of the Metamorphoses, plan and tone of the poem, poet at work, manuscript tradition, and selected bibliography. But the contents of each section are [End Page 170] updated, and exemplary discussions are recast to reflect the material of books 1–5. The Latin text is, of course, different too. Now Anderson reprints, without critical apparatus, the sixth edition of his Ovidius, Metamorphoses (Stuttgart and Leipzig: B. G. Teubner, 1993), which, incidentally, incorporates illa instead of illas at 1.2. After the text come the notes, which run to 420 pages. The average of one page of commentary per ten lines of poetry equals the rate of the earlier volume. This may seem a lot at first sight, especially given the compact format of the pages. Yet if one compares Anderson’s ratio of commentary to text with that of other commentaries on individual books of the Metamorphoses, there is little significant difference (Bömer is the exception!). Finally, the volume is equipped with a ten-page index.The format of the new commentary is more reader-friendly than the old. In addition to the headings (in capitals) for major episodes, Anderson now inserts subheadings (in italics) for individual scenes, which help to articulate what he takes to be the structural units within each book. Moreover, he introduces each book with a survey of its contents, and he prefaces each myth or scene with background information about sources, literary models, and Ovid’s own innovations. The notes themselves offer a reasonably current and welcome alternative to the existing English-language commentaries that cover books 1–5: A. G. Lee (book 1); J. Moore-Blunt (book 2); A. A. R. Henderson (book 3); and the briefer notes of D. E. Hill to books 1–4 and 5–8. Of these, the most closely comparable with Anderson are the school commentaries of Lee and Henderson. While Anderson cites Lee frequently in his comments on book 1, the differences of approach and interpretation between the two are so great that there is little danger of duplication and plenty of room for dialogue. Henderson’s commentary, which receives no notice from Anderson, is pitched primarily to the sixth-form pupil and first-year university student. Anderson aims a little higher: high enough indeed that he keeps his reader abreast of Bömer’s commentary. But Anderson generally refrains from citing secondary literature, even though his views are clearly informed by the work of scholars such as Bernbeck, Otis, Segal, Galinsky, and Solodow.Nowhere in the new edition does Anderson actually state who his audience is. Perhaps it goes without saying that such a commentary is directed toward students. But perceptive readers will realize that Anderson engages a multiple audience that includes teachers and scholars as well. It may therefore be helpful to spell out what level of competence Anderson expects of his readers. In the first place, thorough familiarity with Latin morphology is required, because Anderson provides few prompts. Naturally, rare verb forms receive explanation, and odd items, such as Greek declensional endings, are clarified. If Anderson is sparing in morphological assistance, he is quite generous in matters of syntax, regularly explaining case usage and complex verbal constructions. He also draws attention to characteristic syntactic features of Ovid’s style, such as the pluperfect tense to set a scene, participial subordination, or the relative [End Page 171] clause placed before... (shrink)

The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous (...) research has found this type of instruction to be effective in increasing students’ knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n= 780) had been asked to complete a survey on their perceptions of the University’s academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n= 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University’s academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants’ personal engagement in academic misconduct offered partial support for hypotheses – those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research. (shrink)

It is commonly held that early career experiences influence ethical behavior. One way early career experiences might operate is to influence the decisions people make when presented with problems that raise ethical concerns. To test this proposition, 102 first-year doctoral students were asked to complete a series of measures examining ethical decision making along with a series of measures examining environmental experiences and climate perceptions. Factoring of the environmental measure yielded five dimensions: professional leadership, poor coping, lack of rewards, limited (...) competitive pressure, and poor career direction. Factoring of the climate inventory yielded four dimensions: equity, interpersonal conflict, occupational engagement, and work commitment. When these dimensions were used to predict performance on the ethical decision-making task, it was found that the environmental dimensions were better predictors than the climate dimensions. The implications of these findings for research on ethical conduct are discussed. (shrink)

Ethical decision making measures are widely applied as the principal dependent variable used in studies of research integrity. However, evidence bearing on the internal and external validity of these measures is not available. In this study, ethical decision making measures were administered to 102 graduate students in the biological, health, and social sciences, along with measures examining exposure to ethical breaches and the severity of punishments recommended. The ethical decision making measure was found to be related to exposure to ethical (...) events and the severity of punishments awarded. The implications of these findings for the application of ethical decision making measures are discussed. (shrink)

I argue here that Christian ethical responses to Artificial Intelligence (AI) ought to take on, largely, two different approaches. The first considers proximate ethical concerns related to AI. This ethical approach most often considers more immediate personal and socio-political repercussions and the kind of impact that is occurring now or in the very near future. Proximate ethics of this type includes discussion about fairness, accountability, sustainability and transparency. The second concerns ultimate ethics which focuses on the longer-term impact and implications (...) of AI. Examples of this type might include issues of uniqueness, deep societal transformation and inequality, changes to personal character and even the role AI might have in God's ultimate economy of creation and grace. My contention is that the Christian church needs to attend to both approaches to AI and that when it focuses too myopically on one at the expense of the other it often eclipses the entire witness of the church in our technological society. (shrink)

In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...) sciences using a pre-post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. (shrink)

It is argued that core areas of philosophy can benefit from reflection on cross-disciplinary research (CDR). We start by giving a brief account of CDR, describing its variability and some of the ways in which philosophers can interact with it. We then provide an argument in principle for the conclusion that CDR is philosophically fecund, arguing that since CDR highlights fundamental differences among disciplinary research worldviews, it can be used to motivate new philosophical problems and supply new insights into old (...) problems. We close by providing an argument by example that uses the epistemology of peer disagreement to establish the potential of CDR for core philosophical areas. With this argument, we aim to demonstrate how the complex research contexts that CDR affords can point the way toward important avenues of epistemological research by highlighting potential limitations of key epistemological components, such as peerage and uniqueness. (shrink)

From the end of the seventeenth century to now well into the 21st, John Locke’s theory of personal identity has been foundational in the field of philosophy and psychology. Here we suggest that there are two fundamental threads intertwined in Lockean identity, the flux of perception-thought-action (i.e. continuity of consciousness) and memory. Using Maurice Merleau-Ponty, Paul Ricoeur, and Bernard Steigler as guides we will see that these threads constitute a phenomenological self (l’ésprit), a lived experience of our identity that is (...) not only perhaps the most essential component of our humanity, but also the most threatened in today’s ongoing, commercial convergence of the real and the virtual in the “Age of Disruption”. (shrink)

Demonstratives play a crucial role in the acquisition and use of language. Bringing together a team of leading scholars this detailed study, a first of its kind, explores meaning and use across fifteen typologically and geographically unrelated languages to find out what cross-linguistic comparisons and generalizations can be made, and how this might challenge current theory in linguistics, psychology, anthropology and philosophy. Using a shared experimental task, rounded out with studies of natural language use, specialists in each of the languages (...) undertook extensive fieldwork for this comparative study of semantics and usage. An introduction summarizes the shared patterns and divergences in meaning and use that emerge. (shrink)

The power of the scientific enterprise presents multiple avenues for harnessing and increasingly controlling biological phenomena and instituting interventions in different areas of biomedicine (Af...

Rivka Weinberg advances an error theory of ultimate meaning with three parts: (1) a conceptual analysis, (2) the claim that the extension of the concept is empty, and (3) a proposed fitting response, namely being very, very sad. Weinberg’s conceptual analysis of ultimate meaning involves two features that jointly make it metaphysically impossible, namely (i) the separateness of activities and valued ends, and (ii) the bounded nature of human lives. Both are open to serious challenges. We offer an internalist alternative (...) to (i) and a relational alternative to (ii). We then draw out implications for (2) and conclude with reasons to be cheerful about the prospects of a meaningful life. (shrink)

Michael Morris, Stephen Neale; Papers from the 1993 Joint Session: The Place of Language, Proceedings of the Aristotelian Society, Volume 94, Issue 1, 1 June 19.

Infectious disease outbreaks in residential care are complex to manage and difficult to control. Research in this setting that includes individuals who lack capacity must conform to national legislation. We report here on our study that is investigating outbreaks of scabies, an itchy skin infection, in the residential care setting in the southeast of England. There appears to be a gap in legislative advice regarding the inclusion of people who lack capacity in research that takes place during time-limited acute scenarios (...) such as outbreaks. We received inconsistent advice from experts regarding, in particular, the role of nominated consultees. There is a potential inequality for vulnerable populations who cannot themselves provide informed consent in terms of their access to participation in a range of health-related research. (shrink)