How can an art practice based upon lens imaging help us to question landscape as a pictorial category fixed in space and time? This article proposes that we practise landscape as an ongoing process that always surpasses human spatial and temporal framing while enfolding the activity of the human within it. Starting with reference to a specific geographic, geological and environmental site, the article tracks a process of situated making using the smartphone camera as the fulcrum of a performative activity.

We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners’ mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation—either concretely through action or more abstractly through gestural movements that represent the action —resulted in greater gains than training using motor movements irrelevant to the mental transformation. We tested children prior to training, immediately after training, (...) and 1 week after training, and we found greater improvement in mental transformation skill in both the action and move-gesture training conditions than in the point-gesture condition, at both posttest and retest. Second, we asked whether the total gain made by retest differed depending on the abstractness of the movement-relevant training, and we found that it did not. Finally, we asked whether the time course of improvement differed for the two movement-relevant conditions, and we found that it did—gains in the action condition were realized immediately at posttest, with no further gains at retest; gains in the move-gesture condition were realized throughout, with comparable gains from pretest-to-posttest and from posttest-to-retest. Training that involves movement, whether concrete or abstract, can thus benefit children's mental transformation skill. However, the benefits unfold differently over time—the benefits of concrete training unfold immediately after training ; the benefits of more abstract training unfold in equal steps immediately after training and during the intervening week with no additional training. These findings have implications for the kinds of instruction that can best support spatial learning. (shrink)

In this study, Levin explores Plato's engagement with the Greek literary tradition in his treatment of key linguistic issues. This investigation, conjoined with a new interpretation of the Republic's familiar critique of poets, supports the view that Plato's work represents a valuable precedent for contemporary reflections on ways in which philosophy might benefit from appeals to literature.

Where research was once strictly confined to one laboratory or office, investigators now widely share and compare their plans, analyses, and results. With the advent of genomic knowledge, researchers are seeking to understand the genetics and genomics of complex human disease. They are combining their efforts into international consortia in order to take on problems that face individuals around the world, such as cancer and malaria — problems that are too large to solve by one country alone. These consortia bring (...) together diverse research groups from different parts of the world to focus on a common goal. Their projects may all focus on one disease or condition, but examine it from different perspectives and share the newly gained information with each other and the wider scientific community. (shrink)

Grodzinsky examines Broca's aphasia in terms of some specific grammatical deficits. However, his grammatical models offer no way to characterize the distinctions he observes. Rather than grammatical deficits, his patients seem to have intact grammars but defective modules of parsing and production.

It is a widespread view that affective and emotional responses to many works of literature are often components of an appreciation of literature that is richer than it would be without them. In this paper, I raise three points designed to show that Lamarque does not give emotional and other affective responses their due. First, I propose that he does not sufficiently distinguish emotion and imagination from concerns about knowledge and truth. Second, he does not sufficiently distinguish appreciation, and the (...) role of emotions within it, from criticism. And third, there is a conflation of accounts of the value of individual works with accounts of the value of having literature as an institution around. (shrink)

Part of an early version of this paper was read at the University of Warwick in October 1977, and a later version was read at the Newcastle Royal Institute of Philosophy in November 1977 and at Aberystwyth and Oxford in early 1978. Thanks are due to the many colleagues and friends who made helpful comments on early drafts; special thanks to Hugh Mellor, Rita Nolan and Paul Weiss for detailed written criticisms, and to Don Locke, for very helpful discussions.

Philosophising, as Spinoza conceives it, is the project of learning to live joyfully. This in turn is a matter of learning to live together, and the most obvious test of philosophical insight is our capacity to sustain a harmonious way of life. Susan James defends this interpretation and explores Spinoza's influence on contemporary debates.

In his recent book The Advancement of Science, Philip Kitcher endorses eliminative induction, or the view that confirmation of hypotheses proceeds by the elimination of alternatives. My intention here is to critically examine Kitcher's eliminativist view of confirmation, and his rejection of the widely held Bayesian position, according to which an hypothesis H is confirmed by evidence E just in case the probability of H conditional on E is greater than the simple unconditional probability of H [i.e. p > p]. (...) Here, I will maintain that while there are aspects of the eliminative approach which Bayesianism must incorporate, as has been argued by John Earman, the eliminativism advocated by Kitcher is unsatisfactory. In addition, I will suggest that Kitcher's reasons for rejecting Bayesian confirmation theory are unconvincing and depend on an overly restrictive version of the position and that indeed Bayesianism has resources needed by an eliminativist account of confirmation. (shrink)

The Swiss psychiatrist Ludwig Binswanger is best known for his existential analysis (Daseinsanalyse) presented in a series of case studies in the 1940s, but his existential anthropology of mania of the early 1930s has received less attention. He introduced this new existential science as a disciplinary hybrid of existential philosophy and clinical psychiatry, and, in doing so, transformed the genre of narrow medical case study into a broader discourse of philosophical anthropology. The very ambitiousness of his method, however, tended to (...) eclipse the individuality of his manic patient; its delineation of the conditioning structures of manic experience rendered the patient’s life-history and her functional state as secondary to these structures. (shrink)

In this paper, we review two seemingly unrelated debates. In business ethics, the argument is about values: are they universal or emergent? In entrepreneurship, it is about opportunities – are they discovered or constructed? In reality, these debates are similar as they both overlook contingency. We draw insight from pragmatism to define contingency as possibility without necessity. We analyze real-life narratives and show how entrepreneurship and ethics emerge from our discussion as parallel streams of thought.

Journal of Social Philosophy, EarlyView.

The purpose of this paper is to outline an ethics development activity that uses scenarios in university classes to further the knowledge, engagement, and enhancement of the ethical actions of the students. By starting with a brief review of the objective and use of scenarios in ethics research, the paper progresses to explain the activity, debrief the activity, and finally to provide an analysis of the activity with examples. Included in this activity are ways to incorporate a discussion of Kant’s (...) Categorical Imperative Theories, NCA Credo of Ethical Communication, and the use of videos for Milgram’s Blind Obedience and Stanford’s Prison studies—thus making this activity useful across all disciplines. (shrink)

The extremely well-known holiday television special Rudolph the Red Nosed Reindeer is deconstructed to expose an underlying philosophical paradigm towards people, especially children, with disabilities that is mechanistic and utilitarian. This paradigm includes a static and over-determined view of any disability a person may have, and can be erroneously supported by a philosophy of “radical freedom.” Examples of this philosophy of disability as applied to the K-12 realm of special education are also provided, showing how the lessons learned from the (...) children’s movie are mirrored in the static conceptualization of the notion of disability in the general society and educational system. (shrink)