Objectives To explore how factors relating to grades and grading affect the correctness of choices that grant-review panels make among submitted proposals. To identify interventions in panel design that may be expected to increase the correctness of choices. -/- Method Experimentation with an empirically-calibrated computer simulation model of panel review. Model parameters are set in accordance with procedures at a national science funding agency. Correctness of choices among research proposals is operationalized as agreement with the choices of an elite panel. (...) -/- Conclusions The simulation model generates several hypotheses to guide further research. Increasing the number of grades used by panel members increases the correctness of simulated choices among submitted proposals. Collective decision procedures giving panels a greater capacity for discriminating among proposals also increase correctness. Surprisingly, differences in grading standards among panel members do not appreciably decrease correctness. (shrink)

Musing for Puncta special issue on "Critically Sick: New Phenomenologies Of Illness, Madness, And Disability.".

Archaeology can provide two bodies of information relevant to the understanding of the evolution of human cognition – the timing of developments, and the evolutionary context of these developments. The challenge is methodological. Archaeology must document attributes that have direct implications for underlying cognitive mechanisms. One example of such a cognitive archaeology is found in spatial cognition. The archaeological record documents an evolutionary sequence that begins with ape-equivalent spatial abilities 2.5 million years ago and ends with the appearance of modern (...) abilities in the still remote past of 400,000 years ago. The timing of these developments reveals two major episodes in the evolution in spatial ability, one, 1.5 million years ago and the other, one million years later. The two episodes of development in spatial cognition had very different evolutionary contexts. The first was associated with the shift to an open country adaptive niche that occurred early in the time range of Homo erectus. The second was associated with no clear adaptive shift, though it does appear to have coincided with the invasion of more hostile environments and the appearance of systematic hunting of large mammals. Neither, however, occurred in a context of modern hunting and gathering. Key Words: Archaeology; evolution; Homo erectus; spatial cognition; symmetry. (shrink)

The article focuses on the ability of some animals and plants to respond to changing environmental conditions by temporarily suspending metabolic processes. In contemporary biology, this state between life and death is commonly labelled ‘cryptobiosis’, combining the Greek kryptos (hidden, concealed, secret) with biōsis (mode of life). I argue that the notion of ‘cryptobiosis’ does not account sufficiently for the processual and relational dimensions of ametabolic life. The article advances a related but different concept, which better addresses this liminal state (...) of biological organisation: s uspended life. While cryptobiosis still nurtures the imaginary of some latent life, suspended life stresses the liminality of the neither-nor life and death. The notion also grasps the dynamic and ongoing transfer between the biological and the technological. While the debate on cryptobiosis has so far remained confined to the description of natural processes, suspended life (or limbiosis) promises to account for contemporary technological practices of cryopreservation. (shrink)

This essay explores the nature and neurological basis of creativity in technical production. After presenting a model of expert technical cognition based in cognitive anthropology and cognitive psychology, the authors propose that craft production has three inherent sources of novelty — procedural drift, serendipitous error and fiddling. However, these are quite limited in their creative potential, which may help explain the virtual absence of innovation over the long millennia of the Palaeolithic. Innovation can be far more rapid and effective via (...) invention, which requires folk theories of causation and adequate working memory capacity, all fairly recent evolutionary developments. The neurological basis of expert technical cognition lies in well-known cortical and sub-cortical structures, but recent research has established a provocative role for the cerebellum in the formulation of novel arrangements. (shrink)

Thomas C. Vinci argues that Kant's Deductions demonstrate Kant's idealist doctrines and have the structure of an inference to the best explanation for correlated domains. With the Deduction of the Categories the correlated domains are intellectual conditions and non-geometrical laws of the empirical world. With the Deduction of the Concepts of Space, the correlated domains are the geometry of pure objects of intuition and the geometry of empirical objects.

In lieu of an abstract, here is a brief excerpt of the content:THE CASE FOR SPIRIT CHRISTOLOGY: SOME REFLECTIONS THOMAS WEINANDY, O.F.M., CAP. Greyfriars Hall, University of Oxford IN THE JUNE, 1992, issue of Theological Studies Roger Haight, S.J., of the Weston School of Theology, authored an essay entitled "The Case for Spirit Christology." 1 In the December, 1992, issue of the same journal John Wright, S.J., of the Jesuit School of Theology at Berkeley, wrote a critical response entitled: (...) "Roger Haight's Spirit Christology." 2 While I fully endorse Wright's reservations, here I wish to offer some of my own criticisms as well as expand upon some of his.3 In order for a Spirit Christology to be viable Haight believes that it must fulfill six criteria: 1) It must adequately explain why Christians believe that their salvation is found in Jesus; 2) It must be faithful to the Bible; 3) It must uphold the teaching of the Councils, especially Nicaea and Chalcedon; 4) It must be intelligible and coherent; 5) It must respond to contemporary concerns, specifically the relationship of Jesus to the founders of other 1 Roger Haight, S.J., "The Case for Spirit Christology," Theological Studies 53(1992): 257-287. Hereafter referred to in the text by page numbers. 2 John Wright, S.J., "Roger Haight's Spirit Christology," Theological Studies 53(1992) : 729-735. 3 While this article will focus exclusively on Haight's Spirit Christology, much of what will be said here, by way of criticism, can be applied equally to other expressions of Spirit Christology, since the various forms are quite similar. Haight himself relies heavily upon and substantially agrees with G. W. H. Lampe, " The Holy Spirit and the Person of Christ," in Christ, Faith and History, ed. S. W. Sykes and J. P. Clayton (Cambridge: University Press, 1972) 111-130; and God as Spirit (Oxford: Clarendon, 1977). For other recent examples of Spirit Christology see Haight's footnote 1, p. 257. 173 174 THOMAS WEINANDY, O.F.M., CAP. religions; 6) It must be able to stimulate and empower Christian life (see 260-262). As in Wright's response, I wish to examine I-Iaight's Spirit Christology in light of these criteria. I will begin with an extensive examination of Haight's second criterion-faithfulness to scripture-for it is most central to his whole enterprise. Then, more succinctly, I will address his other criteria. Biblical Revelation and Religious Language The central, and therefore fatal, flaw within Haight's Spirit Christology is that his understanding of '.' God as Spirit," upon which the whole of his Christology is founded, is itself non-biblical. To discern Haight's understanding of " God as Spirit," we must first examine his notion of religious language and the philosophy sustaining it. For Haight, "the medium through which religious experience takes place may be called a symbol, making all religious knowledge symbolic knowledge. A symbol is that through which something else is made present and known; a symbol mediates a perception and knowledge of something other" (263). While the symbol makes the presence of God known, yet, precisely because it is a symbol, God is beyond or transcends what is symbolized. The symbol " both makes God present and points away from itself to a God who is other than itself" (263). Thus the symbolized " is" and " is not" the symbol (263). Haight argues then that the biblical symbol, " the Spirit of God " refers to God and is " materially and numerically identical with God. God as Spirit is God" (266). However, God as Spirit " indicates God at work, as active, and as power, energy, or force that accomplishes something" (266-267). God as Spirit refers not to God as he is immanent in himself, but to God as he is "outside of himself," within the order of time and history. Haight recognizes that the Old Testament also uses " Word" and " Wisdom" as symbols along with " Spirit," but " all of these symbols are basically the same insofar as they point to the same generalized experience of God outside of God's self and im- THE CASE FOR SPIRIT CHRISTOLOGY 175 manent in the world in presence and active power" (267). While Haight acknowledges that these symbolic... (shrink)

ABSTRACT“A legal system exists,” Joseph Raz claims, “if and only if it is in force.” By this he means to suggest that the efficacy of law—that is, its capacity to control the population to which it applies—is necessary for its identity as such. Despite widespread recognition that efficacy is a condition of the existence of law, however, little time has been spent analyzing the notion. This article begins an attempt to make up the deficit. I make the case for efficacy (...) as necessary for law and go on to develop and defend an account of the concept that is broadly Kelsenian in spirit. In doing so I address questions concerning the relationship between obedience and enforcement in an account of the existence of a legal system as well as relating the discussion to that concerning the ontological status of international law. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On "Methodolatry" and Music Teaching as Critical and Reflective Praxis Thomas Regelski State University of New York, Fredonia Introduction: Professions and Professionalism Most teachers, including those in music, like to think of themselves as professionals. However, the "professionalization" of teachers traced by sociology generally refers to only the transition early in the twentieth century from two years ofteacher preparation in normal schools to four years in newly created (...) professional schools, departments, orprogramsofeducationinuniversities. Traditional sociological theory still considers teaching to be at best a "semiprofession."1 In the "ideal" descriptionofsociologist Max Weber, professionals shared these traits: They were self-employed providers of services, diey entered dieir profession because diey were 'called' to it out of some deep personal commitment, and dieir qualifications were based upon tiieir possessionof'expert' andesotericknowledge. In addition, dieir knowledge base could be acquired only by a select few who underwent long and rigorous study. Their services dealt widi serious, often life or deadi matters, and dieywere remunerated by fees from clients. Communication between professionals and dieir clients was legally privileged so uiat courts oflaw could not require its disclosure. Most important, entrance to mese professions was controlled by professional peers, who set requirements for entry, training, and certification. Boards ofpeers also developed reviewprocesses to maintain standards and competence. 2 A further criterion of a true profession is that praxis3 relies upon underlying theory4 and the fundofwidelyacceptedpractice-basedknowledge generated by theory that is required to deal with the extensive variety ofpredictably unique problems and needs presented by those served. Teaching clearly deviates substantially from these conditions. The theory serving as the basis of any profession is not amatterofsimple speculation; it is rooted in research and theoretical principles-fundamentals that importantly include commonly recognized and accepted action ideals of the profession's ethical and other guiding philosophicalconsiderations. Uponsuchtheoretical bases, professional praxis generates ever-new praxial knowledge. Because ofthe particulars of the situatedness governing both the practitioner andthose served, praxis-based knowledge always takes idiosyncratic form for a particularpractitioner -but, importantly, within the general theoretical, ethical, and philosophical stance ofthe profession. As a result, there are no "standard results " for any practitioner or for the overall profession. Furthermore, there are no standard methods ;just "standards ofcare" rooted in the profession 's theoretical and ethical premises. Music educationhas evolvedno such shared action ideals concerning ends and so the issue of theory-guided practice or of a professional ethic remainsambiguous, evencontroversial.1 Without professionally based consensus on ends, no stable criteria exist for selecting means and evaluating results and, thus, no ethic of accountability can apply. As aconsequence, results areconsiderably unpredictable-and not infrequently negative-and the appropriateness and usefulness ofmuch what is taught and learned is regularly disputed. This is not at all to say or to argue that music education has historically brought about mainly negative results, or that individual music©Philosophy ofMusic Education Review 10, no. 2 (Fall 2002): 102-123. Thomas Regelski 103 teachers are never successful. It wouldbe wrongheaded not to acknowledge the existence ofmuch well-intentioned, hardworkby individual teachers who are both musically competent and 'naturals' in working with students. This paper addresses instead mainly structural weaknesses in the field of music education that result in it as a field falling far short of at least the general kinds of professionalism found in helping professions. The comparisons made here to helping professions are made only in a very general way. However, overall, the field ofmusic education fails to compare well with the most obvious traits of familiar professions. As shall be argued, judgments concerning successful practice in music education should depend in large part on criteria provided by theoretically substantiated auricular goals and ideals and by implied and explicit process criteria of both an ethical and practical nature.6 Lacking such criteria, the question or degree of teaching success remains vague. As a result music education fails to promote predictable and pragmatic "right results" that students, parents, and the public at large can easily recognize as the professional "value-added" to general education and society by music education and this creates the increasing need foradvocacyofschool music. Philosophy, Theory, and Professional Praxis Whetherornot teachingcan everfullymeet the sociological conditions ofbeing a true profession, it would profit from and... (shrink)

This paper is an exposition and evaluation of the Agustín Rayo's views about the epistemology and metaphysics of mathematics, as they are presented in his book The Construction of Logical Space.

Ce numéro est dédié à l’étude des corrélations entre les éléments initiaux ou leur absence, et certains « faits linguistiques » qui se produisent dans la phrase d’accueil ainsi que dans la séquence textuelle (phrases qui suivent et qui précèdent). Par élément initial nous désignons un élément situé dans la zone initiale de la phrase, c’est-à-dire avant le sujet, ou avant le verbe en cas d’inversion du sujet : expression adverbiale ou adjectivale, prédication seconde, connecteur, etc. S’il exi...

An experimental, conceptually driven foray into the Patrician field, Ireland’s ubiquitous national apostle – a former captive – is utilised as a vehicle through which to explore a trinity of salient and interrelated themes within the Catholic and Protestant hinterlands of the Irish imagination: visions of imprisonment; of the island; and of imperialism. The reader is guided through aspects of Patrician literature, visits the island’s hallowed Patrician shrines, and is thus shown Purgatory. Insights into the imaginations exhibited by a range (...) of influential Irish ideologues and intellectuals – Gerry Adams; J.B. Bury; John Hume; Eóin MacNeill; Michael McCarthy; John Mitchel; Peadar O’Donnell; Tomás Ó Fiaich; John Ryan; William Ryan; Ian Paisley; Patrick Pearse; Oscar Wilde – are generated. The cognitive (and conspicuously Platonic) terraforming of the prison-cell into an island, and of the island into a giant prison – of either British or Vatican construction – that recurs in much Irish political thought and reflection, is observed. The concluding section involves historiographical reflection: Bury’s, and by extension St. Patrick’s, influence with regards the development of the discipline of Irish history is highlighted. That the island exhibits a distinctive intellectual micro-climate, one in which visions of Patrick act as a formidable ideological force, is implicit throughout. (shrink)

Based on the 2019 A.V. Elliott Conference on Great Books and Ideas at Mercer University, eleven scholars take up some of the complex questions that emerge when one considers carefully how Plato presents democracy and liberty in the dialogues, particularly in terms of the threats they seem to pose to justice and philosophy. When Athens lost the Peloponnesian War, the Athenian people also lost their democratic constitution for a brief but brutal time. Plato wrote his dialogues and founded his Academy (...) in the early days of Athens's newly restored democratic regime, the regime that executed Socrates. But, he set most of the dialogues in the days leading up to Athens's downfall. Plato presents Socrates as so deeply committed to Athens that he would not consider living anywhere else, even when the Athenians intend to execute him. The authors whose essays are collected in this volume explore these tensions deeply and with great attention to the subtleties and complexities of Plato's texts. (shrink)

What is time? Just like everything else in the world, our understanding of time has changed continually over time. This article tracks this question through the history of Western philosophy and looks at major answers from the likes of Aristotle, Kant, and McTaggart.

The General Account of Pleasure in Plato's Philebus THOMAS M. TUOZZO 1. INTRODUCTION DOES PLATO IN THE Philebus present a single general account of pleasure, applicable to all of the kinds of pleasure he discusses in that dialogue? Gosling and Taylor think not;' Dorothea Frede has recently reasserted a version of the contrary, traditional view. 2 The traditional view, I shall argue in this essay, is correct: the Philebus does contain a general account of pleasure applicable to all pleasures. (...) Nonetheless, Gosling and Taylor have pointed to a real difficulty with the traditional view, a difficulty that has never been adequately ad- dressed. To show how it can be overcome will involve showing that Plato's account of pleasure, and his analyses of other phenomena of moral psychol- ogy in the Philebus, are more complex and subtle than has often been realized. Gosling and Taylor offer two considerations in support of their view: Socrates insists against Protarchus that different pleasures can be "most oppo- site" to each other, which suggests that no single account can apply to them all,s and Socrates does not indicate how the most likely candidate for a general account of pleasure, one involving the restoration of a natural har- ,j. c. B. Gosling and C. C. W. Taylor, The Greeks on Pleasure , 14o: "It seems clear that in the Philebus Plato has no general formula to encapsulate the nature of pleasure .... " So, too, C. Hampton, Pleasure,.. (shrink)

This book considers coercion within the healing and ethical framework of therapeutic relationships and partnerships at all levels, and addresses the universal ...

In this paper, I combine the actor-network economic sociology of disability with recent developments in phenomenological, embodied cognitive science, to discuss how ability, calculative agency, and meaning are distributed throughout materially situated sociocognitive systems. I begin by outlining the actor-network approach to disability, market formation, and economic agency. Next, I turn to the cognitive sciences, and describe the emergence of consciousness and meaning in embodied human being. With an operative synthesis of the two projects in place, I turn to government-organized (...) disability savings plans in Canada. I suggest that the low uptake of these plans can be explained using the theoretical synthesis provided in the first two sections of this paper, giving a robust account of the threefold distribution of ability, calculative agency, and meaning. (shrink)

Anvendt etik har i for ringe grad interesseret sig for de procedurale og refleksive aspekter ved det som i artiklen kaldes den forhandlede normdannelse. Diskursetikken således som den udvikles hos Jürgen Habermas kan fungere som teoretisk ramme for en sådan analyse. Artiklen præsenterer en undersøgelse af det svenske Gentekniknævn med henblik på at vise hvorledes den forhandlede normdannelse foregår i dette nævn. Artiklen konkluderer på baggrund heraf at den forhandlede normdannelse peger på et bredere politisk spørgsmål om mulighedsbetingelserne for et (...) deliberativt demokrati. I denne optik er anvendt etik ikke primært et spørgsmål om applicering af normer eller principper, men om studiet af mulighedsbetingelserne og formerne for en kollektiv evaluering af det normative grundlag for konkrete handlinger. (shrink)

The central notion of Aristotle's metaphysical system is his concept of substance, which he explicates by means of a number of technical concepts, one of which is being prior in being. Unfortunately, the interpretation of priority in being has proven particularly controversial. In the Categories and the Metaphysics, Aristotle claims that compound substances can be without things in other categories and not vice versa. If we adopt an existential interpretation of the verb ‘to be’ in these claims, it is hard (...) to see how they can be defended. However, alternative interpretations fall prey to a number of objections, especially that they risk conflating priority in being with priority in definition. (shrink)

This book analyzes iconic British children's literature through the lens of formal educational theory, policy, and practice. Examining themes like growth mindset and project-based learning alongside educational philosophers like Plato, Rousseau, and Dewey, the author sheds new light on children’s classics from Alice in Wonderland to Harry Potter.

While Good’s book forces us to recognize the caricatures of Hegel and idealism that have dominated Anglo-American thought, Dewey’s relationship with idealism in general and Hegel in particular remains complex. Good proposes that the main reason for Dewey’s rejection of idealism was World War I. I find this implausible. Good downplays the central influence of James on Dewey, first with the Principles and then with his radical empiricism. By his move to Columbia in 1905 and in his article of that (...) year, “The Postulate of Immediate Empiricism,” Dewey had rejected all types of philosophy that equated reality with the object of knowledge, including idealism and Hegel. For Dewey, reality includes types of experiences that are not instances of knowing and that ideals, functionally understood, are possibilities, not actualities. (shrink)