The gradual development of European Union (EU) immigration and asylum law has been characterized by two related, ongoing tensions: the conflict between EU competence in this field and national sovereignty, and the friction between immigration control and the protection of human rights. The EU's approach to resolving the two key tensions in this area are assessed by examining the four key subjects addressed by immigration law: visas and border controls, irregular migration, legal migration, and asylum. The European Union has been (...) more active in the fields of visas and border controls than in any other area of immigration and asylum law owing to the early development of a legal framework, originally in the form of the Schengen Convention. As for irregular migration, the European Union's initial piecemeal approach has been supplemented by the adoption of the fairly comprehensive Returns Directive. (shrink)

‘Academic rentiership’ is an economistic way of thinking about the familiar tendency for academic knowledge to consolidate into forms of expertise that exercise authority over the entire society. The feature that ‘rentiership’ high-lights is control over what can be accepted as a plausible knowledge claim, which I call ‘modal power’. This amounts to how the flow of information is channelled in society, with academic training and peer-reviewed research being the main institutional drivers. This paper begins by contextualizing rentiership in the (...) deeper issues surrounding ‘cognitive economy ’that lie at the heart of the Western philosophical tradition. The psychological phenomenon of the ‘Gestaltshift’ is used to illustrate various ways in which the flow of information can be channelled to enable or disable certain possible ways of regarding the world. Against this background, such familiar concepts from academic practice as ‘quality control’ and ‘plagiarism’ acquire a new look. Quality control aims to maintain rentiership, whereas plagiarism aims to undermine it. The second half of the paper is largely concerned with the historical swings back and forth between rentiership and anti-rentiership in academia. Rentiership’s decline is associated with corruption of its quality control processes, which reveals academia’s reliance on equally corrupt power elites in society. In addition, the introduction of new communication media over which academia cannot exert proprietary control also serves to open up the sphere of plausible knowledge claims. The ongoing Internet revolution is likely to permanently alter the terms on which academic rentiership will be possible in the future. (shrink)

I argue that if science is to be a public good, it must be made one. Neither science nor any other form of knowledge is naturally a public good. And given the history of science policy in the twentieth century, it would be reasonable to conclude that science is in fact what economists call a ‘club good’. I discuss this matter in detail in two contexts: (1) current UK efforts to create a version of the US DARPA that would focus (...) on projects of larger, long-term societal interests – i.e. beyond the interests of the academic specialities represented in, say, the US NSF; (2) what I call the ‘organized hypocrisy’ involved in presenting science as a public good through the so-called ‘peer review’ process. (shrink)

This discussion applies a “scholarship of teaching and learning” (SOTL) perspective with regard to the authors’ introduction of “learning or wisdom circles” inbusiness ethics and business & society courses. Building upon the use of wisdom circles conducted at the 2005 and 2006 International Association of Business and Society (IABS) meetings and descriptions of “circles of trust” or learning circles for college classes found in several academic disciplines, we have set aside significant class time during academic semesters for undergraduate students to (...) participate in these circles or trust-based dialogues. We provide a pedagogical and philosophical rationale for an “inside-out” approach to teaching ethics from the heart, followed by an overview of one of the authors’ planning, implementation, and assessment of student learning circles. In the spirit of SOTL, we seek feedback from peers concerning the perceived effectivenessof these teaching methods as part of a more comprehensive learning strategy for ethicsrelated business courses. (shrink)

This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English (...) achieved significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ?fully fluent? group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ?language in common? steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered. (shrink)

This research aimed to assess the nature and level of pupils? educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below?average examination results and low rates of continuing in full?time education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 pupils aged 12?14 completed a questionnaire assessing pupils? experience of home, school and their (...) peers. A sub?sample of 48 pupils, selected by teachers to reflect ethnicity and ability levels in individual schools, also participated in detailed focus group interviews. There were no significant differences in aspirations by gender or year group, but differences between ethnic groups were marked. Black African, Asian Other and Pakistani groups had significantly higher educational aspirations than the White British group, who had the lowest aspirations. The results suggest the high aspirations of Black African, Asian Other and Pakistani pupils are mediated through strong academic self?concept, positive peer support, a commitment to schooling and high educational aspirations in the home. They also suggest that low educational aspirations may have different mediating influences in different ethnic groups. The low aspirations of White British pupils seem to relate most strongly to poor academic self?concept and low educational aspirations in the home, while for Black Caribbean pupils disaffection, negative peers and low commitment to schooling appear more relevant. Interviews with pupils corroborated the above findings and further illuminated the factors students described as important in their educational aspirations. The results are discussed in relation to theories of aspiration which stress its nature as a cultural capacity. (shrink)

Research that has been sponsored by pharmaceutical, medical device and biotechnology companies is often presented at scientific and medical conferences. However, practices vary between organizations and it can be difficult to follow both individual conference requirements and good publication practice guidelines. Until now, no specific guidelines or recommendations have been available to describe best practice for conference presentations.This document was developed by a working group of publication professionals and uploaded to PeerJ Preprints for consultation prior to publication; an additional 67 (...) medical societies, medical conference sites and conference companies were also asked to comment. The resulting recommendations aim to complement current good publication practice and authorship guidelines, outline the general principles of best practice for conference presentations and provide recommendations around authorship, contributorship, financial transparency, prior publication and copyright, to conference organizers, authors and industry professionals.While the authors of this document recognize that individual conference guidelines should be respected, they urge organizers to consider authorship criteria and data transparency when designing submission sites and setting parameters around word/character count and content for abstracts. It is also important to recognize that conference presentations have different limitations to full journal publications, for example, in the case of limited audiences that necessitate refocused abstracts, or where lead authors do not speak the local language, and these have been acknowledged accordingly. The authors also recognize the need for further clarity regarding copyright of previously published abstracts and have made recommendations to assist with best practice.By following Good Practice for Conference Abstracts and Presentations: GPCAP recommendations, industry professionals, authors and conference organizers will improve consistency, transparency and integrity of publications submitted to conferences worldwide. (shrink)

Can an event’s blameworthiness distort whether people see it as intentional? In controversial recent studies, people judged a behavior’s negative side effect intentional even though the agent allegedly had no desire for it to occur. Such a judgment contradicts the standard assumption that desire is a necessary condition of intentionality, and it raises concerns about assessments of intentionality in legal settings. Six studies examined whether blameworthy events distort intentionality judgments. Studies 1 through 4 show that, counter to recent claims, intentionality (...) judgments are systematically guided by variations in the agent’s desire, for moral and nonmoral actions alike. Studies 5 and 6 show that a behavior’s negative side effects are rarely seen as intentional once people are allowed to choose from multiple descriptions of the behavior. Specifically, people distinguish between “knowingly” and “intentionally” bringing about a side effect, even for immoral actions. These studies suggest that intentionality judgments are unaffected by a behavior’s blameworthiness. (shrink)

This paper presents completeness and conservative extension results for the boolean extensions of the relevant logic T of Ticket Entailment, and for the contractionless relevant logics TW and RW. Some surprising results are shown for adding the sentential constant t to these boolean relevant logics; specifically, the boolean extensions with t are conservative of the boolean extensions without t, but not of the original logics with t. The special treatment required for the semantic normality of T is also shown along (...) the way. (shrink)

‘Generalists’ hold that conspiracy theories, as a class, have epistemic defects. Well confirmed theories that invoke conspiracies, such as the theory that the Nixon administration conspired to orchestrate the break in at the Democratic National Committee offices in the Watergate complex, on 17 June 1972, – the ‘Watergate theory’ – raise a problem for generalists as it’s hard to understand how such theories can have epistemic defects. The Watergate theory is often not considered a mere conspiracy theory, because it enjoys (...) ‘official theory’ status and in folk usage that means it is not a conspiracy theory. However, most people concede that the Watergate theory was a conspiracy theory before obtaining official status. So, appealing to folk usage does not make the problem go away. Recently however, several generalist scholars including, Cassam, Mandik, Thalman and Butter, have argued that theories invoking conspiracies that enjoy official status were never conspiracy theories. I’ll consider their reasoning and show where they go wrong. I’ll work with the examples of the Watergate theory and the ‘false flag’ theory of the Mountain Meadows massacre of 1857, which has it that this massacre of over 100 people was led by white Utahn Mormons disguised as Native Americans. (shrink)

This paper argues that the provision of effective informed consent by surgical patients requires the disclosure of material information about the comparative clinical performance of available surgeons. We develop a new ethical argument for the conclusion that comparative information about surgeons' performance - surgeons' report cards - should be provided to patients, a conclusion that has already been supported by legal and economic arguments. We consider some recent institutional and legal developments in this area, and we respond to some common (...) objections to the use of report cards on the clinical performance of surgeons. (shrink)

Examining the origin and development of my views of social epistemology, I contrast my position with the position held by analytic social epistemologists. Analytic social epistemology (ASE) has failed to make significant progress owing, in part, to a minimal understanding of actual knowledge practices, a minimised role for philosophers in ongoing inquiry, and a focus on maintaining the status quo of epistemology as a field. As a way forward, I propose questions and future areas of inquiry for a post-ASE to (...) address. (shrink)

Despite Kant's belief in a universal causal determinism among phenomena and his rejection of any noumenal agency in brutes, he nevertheless rejected Descartes's hypothesis that brutes are machines. Explaining Kant's response to Descartes forms the basis for this discussion of the nature of consciousness and matter in Kant's system. Kant's numerous remarks on animal psychology-as found in his lecture notes and reflections on metaphysics and anthropology-suggest a theory of consciousness and self-consciousness at odds with that traditionally ascribed to him.

Philosophy &Public Affairs, Volume 52, Issue 2, Page 221-250, Spring 2024.

An exploration of the production, transmission, and mutation of affective tonality—when sound helps produce a bad vibe.

The use of deceptive techniques is common in social science research. It is argued that the use of such techniques is incompatible with the standard of informed consent, which is widely employed in the ethical evaluation of research involving human subjects. A number of proposals to justify the use of deceptions in social science research are examined, in the face of its apparent incompatibility with the standard of informed consent, and found to be inadequate. An alternative method of justification is (...) outlined, which enables some deceived participants in social science research to rationally and autonomously choose to participate in that research. The alternative method of justification appeals to the idea of indirect consent, which is introduced. It is argued that research subjects who receive reliable testimony regarding research procedures can sometimes be placed in a position to rationally and autonomously consent indirectly to participation in experiments and studies, even if these involve significant deceptions. (shrink)

This paper is a study of four subscripted Gentzen systems G u R +, G u T +, G u RW + and G u TW +. [16] shows that the first three are equivalent to the semilattice relevant logics u R +, u T + and u RW + and conjectures that G u TW + is, equivalent to u TW +. Here we prove Cut Theorems for these systems, and then show that modus ponens is admissible — which (...) is not so trivial as one normally expects. Finally, we give decision procedures for the contractionless systems, G u TW + and G u RW +. (shrink)

The late Joseph Grange is perhaps the most sharply focused and elegantly lucid of the group of North American philosophers to build new aesthetic metaphysical visions from the legacies of process philosophy and pragmatism. His peers include, among others, George Allan,1 Roger Ames,2 Chung-ying Cheng,3 Robert Corrington,4 Frederick Ferre,5 Warren Frisina,6 David L. Hall,7 Judith Jones,8 Elizabeth Kraus,9 Hugh P. McDonald,10 Steve Odin,11 Sandra Rosenthal,12 Robert Smid,13 David Weissman,14 and myself, along with our many students and colleagues. This (...) group has widely variant systems, yet what unites us is an emphasis on the aesthetic and a lack of the fear to enter deeply into metaphysics when relevant.. (shrink)

"Social epistemology" refers here to the work of analytic epistemologists and philosophers of science interested in providing an empirically adequate account of organized knowledge systems, with special emphasis on scientific inquiry. I critically survey the last ten years of this research. Unlike the pragmatist and Continental schools of philosophy, for which knowledge is "always already" social, progress in analytic social epistemology has been plagued by an oversharp distinction between individual and collective cognition; and a failure to query the ends of (...) science in addition to its means. Consequently, most analytic social epistemologists operate with a relatively weak sense of "normativity," one modelled more on taken-for-granted logical principles than legislated policy correctives. (shrink)

We formulate and prove a combinatorial property assuming AD + V = L(R). As a consequence, we show that every regular κ which is either a Suslin cardinal or the successor of a Suslin cardinal is δ 2 1 -supercompact. In particular, all the projective ordinals δ 1 n are δ 2 1 -supercompact.

This is a draft of the introduction to a forthcoming volume that brings together all of J. G. Herder's student notes from Immanuel Kant's lectures. It is intended as a volume in Kant's gesammelte Schriften (de Gruyter). These are the earliest notes (1762-64) we have from Kant's lectures (which span from 1755 to 1796) and the only notes before his professorship began in 1770. Included are improved transcriptions of Herder's notes on metaphysics, moral philosophy, logic, physics, and mathematics, and the (...) first transcription of his notes from Kant’s physical geography lectures. (shrink)

A Cantor series expansion for a real number x with respect to a basic sequence $Q=(q_1,q_2,\dots )$, where $q_i \geq 2$, is a generalization of the base b expansion to an infinite sequence of bases. Ki and Linton in 1994 showed that for ordinary base b expansions the set of normal numbers is a $\boldsymbol {\Pi }^0_3$ -complete set, establishing the exact complexity of this set. In the case of Cantor series there are three natural notions of normality: normality, ratio (...) normality, and distribution normality. These notions are equivalent for base b expansions, but not for more general Cantor series expansions. We show that for any basic sequence the set of distribution normal numbers is $\boldsymbol {\Pi }^0_3$ -complete, and if Q is $1$ -divergent then the sets of normal and ratio normal numbers are $\boldsymbol {\Pi }^0_3$ -complete. We further show that all five non-trivial differences of these sets are $D_2(\boldsymbol {\Pi }^0_3)$ -complete if $\lim _i q_i=\infty $ and Q is $1$ -divergent. This shows that except for the trivial containment that every normal number is ratio normal, these three notions are as independent as possible. (shrink)

This essay introduces a Focus section on “Neurohistory and History of Science” by distinguishing images of the brain as governor and as transducer: the former treat the brain as the executive control center of the body, the latter as an interface between the organism and reality at large. Most of the consternation expressed in the symposium about the advent of neurohistory derives from the brain-as-governor conception, which is rooted in a “biologistic” understanding of humanity that in recent years has become (...) bound up in various nefarious “neoliberal” political and economic agendas. However, given the sophisticated attitude that neurohistory’s leading champion, Daniel Smail, displays toward evolutionary theory’s potential impact on historical practice, he is perhaps better understood as part of the brain-as-transducer tradition. This tradition, largely suppressed in current representations of neuroscience, has a strong theological provenance, ultimately concerned with our becoming attuned to the divine frequency, not least by extending the powers of the human nervous system through technology. This essay sympathetically explores the implications of this perspective for historical practice. (shrink)

Brinkoetter investigates the potential role that shared moral standards—and international ethics in general—may play in this new world order. But the role that one finds for international ethics in the new world order depends upon whose version of it is being evaluated—in this case George Bush's.

Whilst the concept of causal powers is central to much post-positivist social science in general, and to critical realism in particular, it has not been significantly developed by critical realists since the initial work of Harré and Madden and Bhaskar in the mid-1970s. To deepen our understanding of powers we need to start with a ‘package’ of related terms. In §1 of the paper I introduce this package, clear up some terminological ambiguity and inconsistency, and focus the discussion upon things, (...) properties and powers. The real problems begin when we try to figure out how things, properties and powers relate to one another. In §2 I introduce and evaluate three possible ontologies: an ontology where powers are primary; an ontology where properties are primary; and an ontology where neither properties, powers are primary, but all emerge to form a unity. The last ontology is defended. §3 deals with ambiguities surrounding three other terms that often crop up when discussing powers, namely, dispositional properties, transfactuals and processes. The net result is a far less ambiguous concept of powers, firmly anchored in an ontology of things, properties and powers as a unity. (shrink)

Conservation and exhibition of historical works of art run many risks of misrepresentation of the life and meanings of objects. This paper explores the identities of some particularly compelling examples of Byzantine art restored under special circumstances at the Menil Collection in Houston, Texas. This examination of the restoration of frescos and icons, and their particular display histories, reveals the contingencies of our encounters with and explanations of historical art.

Could there be a better instance of ethical conflict at the scene of the modern Western university than the case of Martin Heidegger, who in 1933 became a Nazi, arguably to elevate his own standing and career? In this article I examine the opposing ethical forces that animated Heidegger’s brief foray into Nazism, to ask whether the same forces continue to be found in the technocratized university described by Bill Readings. I address Heidegger’s own philosophy as a context in which (...) these conflicting ethical forces are confronted, using metaphorical references to Pollyanna and Cujo. This absorption of literary allusions within a contribution to educational philosophy seeks deliberately to break the stranglehold that empiricism has on the discipline of education. It regards the hegemony of empiricism as an ideological fetishism. I am using the work of Jacques Derrida to deconstruct the idea of the university, with Heidegger’s political opportunism as symptomatic of current patterns of self-marketing, self-promotion, and entrepreneurialism amongst academics. (shrink)

I believe that tenured historians, philosophers, and sociologists of science—when presented with the opportunity—have a professional obligation to get involved in public controversies over what should count as science. I stress ‘tenured’ because the involved academics need to be materially protected from the consequences of their involvement, given the amount of misrepresentation and abuse that is likely to follow, whatever position they take. Indeed, the institution of academic tenure justifies itself most clearly in such heat-seeking situations, where one may appear (...) to offer a reasoned defense for views that many consider indefensible. To be sure, the opportunities for involvement will vary in kind and number, but I believe that we are obliged to embrace them. In the specific case of ‘demarcation’ questions of what counts as science, the people who possess the sort of general and comparative knowledge most relevant for adducing this matter are historians, philosophers, and sociologists of science—not professional scientists unschooled in these areas.. (shrink)

Deals with the issue of relativism in the context of Jean Paul Sartre's later philosophy, and with the contemporary debates about the social-historical character of reason as they emerge in the works of Foucault, Habermas, and other ...

Prakash Nair has made comments about the kind of spatial planning that educationists should make for the purpose of improving, and refining the architectural model of the school that can be adopted in the twenty-first century. These remarks imply that an “old” and out-dated architectural model needs to be replaced by one that is better suited to the kinds of workers that children will become when they graduate, so that schools can more effectively prepare students for the workforce to come. (...) In this article, I argue that his proclamation that “the classroom is obsolete” should be interpreted in the context of neo-liberalism, alongside similarly hyperbolic claims by Francis Fukuyama in 1989 that the fall of the Berlin Wall signified the “end of history”. By addressing the rhetorical structure of such remarks, I deconstruct Prakash Nair’s promise to build a better future for education. Additionally, I argue that educational researchers may benefit from thinking of the classroom as a fictional place, a “scene” that does not always bear identical and universal attributes, owing to the diversity of cultural and geographical contexts in which classrooms are found. (shrink)