In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). (...) In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups. (shrink)

Given the fundamental role of emotional intelligence in learning, especially in virtual learning contexts where individuals experience more stress and anxiety, the need to understand and recognize one's own feelings and the mutual feelings of peers has gained more importance. Flow as the ultimate state in harnessing emotions in the service of performance and learning has been introduced as the main reason for one's willingness to perform activities which are connected to no external motivation. In this regard, the present study (...) was conducted to first introduce a new educational program to enhance the EI level in the English as a foreign language online education environment and next to investigate the possibility of raising EFL learners' perceived flow. To achieve these goals, the study recruited a sample of 67 EFL learners who were next divided into experimental and control groups. The experimental group received the EI intervention over 10 weeks and the control group received the ordinary online EFL instruction. Data were collected through EI and flow questionnaires and semi-structured interviews which focused on learners' perception of the EI intervention and signs of enhanced flow. Statistical analysis of the data showed a positive effect of the program on the learners' EI and their perceived flow. The study emphasizes the role of applying positive emotions in making language learners more engaged in online classroom tasks. (shrink)

This book presents a lively and accessible way to use the ancient figure of Socrates to teach modern psychology that avoids the didactic lecture and sterile textbook. In the online age, is a living teacher even needed? What can college students learn face-to-face from a teacher they cannot learn anywhere else? The answer is what most teachers already seek to do: help students think critically, clearly define concepts, logically reason from premises to conclusions, engage in thoughtful and persuasive communication, (...) and actively engage the franchise of democratic citizenship. But achieving these outcomes requires an intimate, interpersonal learning community. This book presents a plan for using the ancient figure of Socrates and his Method to realize humane learning outcomes in the context of psychology. (shrink)

Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, (...) Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today. (shrink)

According to Hugo Münsterberg, the direct application of experimental psychology to the practical problems of education, law, industry, and art belonged by definition to the domain of psychotechnics. Whether in the form of pedagogical prescription, interrogation technique, hiring practice, or aesthetic principle, the psychotechnical method implied bringing the psychological laboratory to bear on everyday life. There were, however, significant pitfalls to leaving behind the putative purity of the early psychological laboratory in pursuit of technological utility. In the Vocation (...) Bureau, for example, psychological instruments were often deemed too intimidating for a public unfamiliar with the inner workings of experimental science. Similarly, when psychotechnical means were employed by big business in screening job candidates, ethical red flags were raised about this new alliance between science and capital. This tension was particularly evident in Münsterberg's collaboration with the Paramount Pictures Corporation in 1916. In translating psychological tests into short experimental films, Münsterberg not only envisioned a new mass medium for the dissemination of psychotechnics, but a means by which to initiate the masses into the culture of experimental psychology. (shrink)

It is generally known that the influential Kyiv researcher, professor of the St. Volodymyr University and honorary member of the Kyiv Theological Academy Ivan Sikorsky made a significant contribution to the development of the psychological science of his times and gained great authority among his colleagues in the West. In recent years, many studies have been launched in Ukraine, whose authors are trying to demonstrate the relevance of his work also in terms of contemporary science. It remains unclear as to (...) when and how he was recognized in the West, which of his colleagues he influenced in his own life, how his academic achievements are now appreciated in foreign professional circles. Trying to fill this gap, the author of the paper created Sikorsky’s personal profile on the Internet platform “Google Scholar”. This Internet-based platform is regularly used to calculate citations of the contemporary scholars and publications. However, as it has turned out, Google Scholar may also be a useful tool for the historical research. This search engine collates information on almost all of the Sikorsky’s works, including those written or translated into foreign languages and published abroad. Despite the fact that Google Scholar identified and included in its own list not all of the existing references, it nevertheless helped to reconstruct a rather large and representative bibliography. Combining the quantitative and qualitative analysis of relevant information from Google Scholar as well as such tools as Google Books, Internet Archive, JSTOR, etc. helps to clarify and substantially expand the understanding of Sikorsky’s place within the history of science and the treatment of his works in the West. As it is clearly shown in the article, he became one of the brightest domestic representatives of the leading trends in the world psychology. A significant number of Western experimental psychologists of the late nineteenth and first half of the twentieth century were actively referring to his pioneering researches on the phenomenon of mental fatigue in children. It is also shown that the contribution made by Sikorsky to the development of psychology and pedagogy has not been forgotten by the contemporary researchers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What I Think about When I Think about Teaching Ethics: A Philosophical Exploration in Pedagogy1Douglas R. HochstetlerIntroductionIn his book, Philosophy Americana, Anderson outlines the basic tenets of those individuals in American philosophy known as pragmatists. The pragmatists “were not Enlightenment believers in the inevitability of progress,” Anderson writes, “but across the board the pragmatists were meliorists. They believed that inquiry and experiment could lead to the betterment of human (...) existence” (Philosophy Americana 28). Similarly, college professors seem to understand that progress is not inevitable in the classroom either. In fact, some of the most skeptical academics may even contend that students’ academic skills are deteriorating over time rather than improving (they may place the blame on high schools for poor preparation here). Rather than progress as a given, most faculty believe that their own inquiry and experimentation in the classroom may prove as fertile ground for the learning process. At their best and most impactful, they embody this pragmatic notion of meliorism, hopeful that their efforts will make a difference in the lives of their students.The American philosophical tradition encapsulates a variety of philosophical themes. Several stand out as ones that intersect with and potentially inform higher education pedagogy. In this introduction, I briefly highlight American philosophical themes related to the practice of teaching and learning. I follow this with the journal portion, with entries from a semester-long habit of recording my thoughts and observations related to pedagogy. The paper ends with reflections on the journal process itself.One theme pertinent to this topic is the aforementioned notion of meliorism. The pragmatists, in particular, held an underlying hope that life could improve with a requisite amount of effort and planning. As Anderson puts it, this hopeful stance toward meliorism permeated “Dewey’s faith in [End Page 81] education, and James’ faith in the human spirit” (Philosophy Americana 29). The idea of growth and continual improvement holds intuitive promise, but requires a foundational approach in terms of what it means for teachers and students. For example, as educators, we need clarity around our intended aims in the classroom. In his book, Experience and Education, Dewey provides a partial answer, with attention to the student experience: the “good aim... [forms] a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action” (Dewey 105).While growth and a belief in meliorism involve a sense of gradual improvement and sense of progress, it is clear that growth, especially, is not always a linear process. Marathon runners provide a clear example here. In their training regimens, the goal is to successfully finish a 26.2 mile race, perhaps within a pre-determined time. To meet the designated fitness levels required to run for this distance, it is quite typical for runners to follow twelve- or sixteen- or eighteen-week training programs. These programs provide the runners with a plan to gradually increase endurance capacity, in other words, to grow in physiological and psychological health. While these plans gradually increase the mileage per week, they are not merely linear in nature. Rather, after incremental increases in weekly mileage—say from 28 to 30 to 32 miles per week, it is recommended that the runner then follow with a “step back” or “rest” week, perhaps at 25 miles per week. In this way, the body has an opportunity to restore, thus allowing the runner to continue with this growth pattern and increased fitness the following week.In addition to meliorism, Henry David Thoreau articulated another theme related to pedagogy. Reflecting on his time at Walden Pond, he observed, “how easily and insensibly we fall into a particular route, and make a beaten track for ourselves” (Thoreau, Portable Thoreau 459). Too often, tradition and conformity serve as barriers to growth and meliorism; this impacts teachers and students, and classes may become repetitive, stale, and boring. Examples of conformity occur in the sense of choosing class texts or rigidly adhering to lesson or curricular plans that someone else created. Part of the job of educators is to balance this tendency... (shrink)

Hertwig and Ortmann suggest methodological practices from economics (script enactment, repeated measures, performance based payments, and absence of deception) for psychology. Such prescriptive methodologies may be unrepresentative of real world behaviors because people are not: always behaving with complete information, monetarily rewarded for important activities, repeating tasks to perfection, aware of all contributing variables. These proscriptions, while useful in economics, may obfuscate important psychological phenomena.

Philosophers have been debating the nature of folk or commonsense psychology for three decades. We ask: What are the resources that enable us to navigate the social world, anticipating what others do, explaining what they’ve done, and perceiving them--and ourselves--as selves, subjects, persons, with beliefs, desire, perceptions, and feelings? Unlike traditional philosophy of mind, instead of directly confronting the mind-body problem and subproblems such as intentionality and qualia, we step back and look at the resources that give us the (...) concepts that get us into these knots. (shrink)

While the term “reactivity” has come to be associated with specific phenomena in the social sciences, having to do with subjects’ awareness of being studied, this paper takes a broader stance on this concept. I argue that reactivity is a ubiquitous feature of the psychological subject matter and that this fact is a precondition of experimental research, while also posing potential problems for the experimenter. The latter are connected to the worry about distorted data and experimental artifacts. But (...) what are experimental artifacts and what is the most productive way of dealing with them? In this paper, I approach these questions by exploring the ways in which experimenters in psychology simultaneously exploit and suppress the reactivity of their subject matter in order to produce experimental data that speak to the question or subject matter at hand. Highlighting the artificiality of experimental data, I raise the question of what distinguishes a genuine experimental result from an experimental artifact. My analysis construes experimental results as the outcomes of inferences from the data that take material background assumptions as auxiliary premises. Artifacts occur when one or more of these background assumptions are false, such that the data do not reliably serve the purposes they were generated for. I conclude by laying out the ways in which my analysis of data quality is relevant to, and informed by, recent debates about the replicability of experimental results. (shrink)

Gergely and Csibra's theory, known as "natural pedagogy theory", is meant to explain how infants fast-learn generic knowledge from adults. In this paper, my goal is to assess the explanatory import of this theory in a particular case, namely the phenomena known as "A-not-B errors". I first propose a clarification of natural pedagogy theory's fundamental hypotheses. Then, I describe Topál et al.'s (Science, 321, 1831-1834, 2008) experiments, which consist in applying natural pedagogy theory's framework to the A-not-B (...) errors. Finally, I show that natural pedagogy theory, in its actual stage of development, does not suffice to choose between various interpretations of Topál et al.'s experimental results. (shrink)

We applaud the authors' basic message. We note that the negative research emphasis is not special solely to social psychology and judgment and decision-making. We argue that the proposed integration of null hypothesis significance testing (NHST) and Bayesian analysis is promising but will ultimately succeed only if more attention is paid to proper experimental design and implementation.

Good scientific research depends on critical thinking at least as much as factual knowledge; psychology is no exception to this rule. And yet, despite the importance of critical thinking, psychology students are rarely taught how to think critically about the theories, methods, and concepts they must use. This book shows students and researchers how to think critically about key topics such as experimental research, statistical inference, case studies, logical fallacies, and ethical judgments. Using updated research findings and (...) new insights, this volume provides a comprehensive overview of what critical thinking is and how to teach it in psychology. Written by leading experts in critical thinking in psychology, each chapter contains useful pedagogical features, such as critical-thinking questions, brief summaries, and definitions of key terms. It also supplies descriptions of each chapter author's critical-thinking experience, which evidences how critical thinking has made a difference to facilitating career development. (shrink)

The historical background of the contrasting traditions of experimental and discursive social psychologies is outlined, and two illustrative experimental and discursive studies are described in detail and critically scrutinised. Among the major weaknesses of the experimental approach is an increasing tendency towards an a-social computer-mediated procedure and a decontextualised setting. While experimental methods and results are clearly set out, the discursive research presents only small and highly selected fragments of masses of data. Hence the actual ways (...) in which findings are arrived at remain largely obscure. Experimental, and to a lesser extent discursive social psychology, make implicit and unjustified claims for universality. The scientific pretensions of mainstream social psychology texts are also questioned in a brief discussion of the implications of these critiques for social psychology at large. (shrink)

Many philosophical problems are rooted in everyday thought, and experimental philosophy uses social scientific techniques to study the psychological underpinnings of such problems. In the case of free will, research suggests that people in a diverse range of cultures reject determinism, but people give conflicting responses on whether determinism would undermine moral responsibility. When presented with abstract questions, people tend to maintain that determinism would undermine responsibility, but when presented with concrete cases of wrongdoing, people tend to say that (...) determinism is consistent with moral responsibility. It remains unclear why people reject determinism and what drives people’s conflicted attitudes about responsibility. Experimental philosophy aims to address these issues and thereby illuminate the philosophical problem of free will. (shrink)

ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified (...) learning domains in youth at school.ResultsOne hundred and thirty five studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium. When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40. Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes followed by affective, social, and cognitive learning outcomes. A minority of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered. (shrink)

Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less (...) clear that exclusively online methods can support the wide range of goals necessary to good moral pedagogy in SEE, though there seems no a priori reason to rule this out. Only careful, goal-based assessment of online case study SEE teaching can resolve this question. (shrink)

Contemporary experimental philosophers sometimes use versions of an argument from the history of philosophy to defend the claim that what they do is philosophy. Although experimental philosophers conduct surveys and carry out what appear to be experiments in psychology, making them methodologically different from most analytic philosophers working today, techniques like theirs were not out of the ordinary in the philosophy of the past, early modern philosophy in particular. Or so some of them argue. This paper disputes (...) the argument, citing important differences between early modern philosopher-scientists – Descartes, Hobbes and Boyle – and their supposed modern counterparts. Although there is some continuity between early modern philosopher-scientists and the contemporary experimentalists, it is mostly a continuity of interest in empirically informed philosophy, not a distinctively experimental philosophy. (shrink)

In experimental economics one can confront a “don’t!”, as in “do not deceive your participants!”, as well as a “do!”, as in “incentivize choice making!”. Neither exists in experimental psychology. Further controversies exist in data collection methods, e.g., play strategy (vector) method in game experiments, and how to guarantee external and internal validity by describing experimental scenarios by field-related vignettes or by abstract, often formal, rules as it is used in decision and game theory. We emphasize (...) that differences between the experimental methodology of the two disciplines are minor rather than substantial and suggest that such differences should be resolved, as much as possible, through empirical research. Rather than focusing on familiar debates, we suggest to substitute the revealed-motive approach in experimental economics by designs whose data not only inform about choice, but also about the reasoning dynamics. (shrink)

Many experimental philosophers are philosophers by training and professional affiliation, but some best work in experimental philosophy has been done by people who do not have advanced degrees in philosophy and do not teach in philosophy departments. This chapter explains that the experimental philosophy is the empirical investigation of philosophical intuitions, the factors that affect them, and the psychological and neurological mechanisms that underlie them. It explores what are philosophical intuitions, and why do experimental philosophers want (...) to study them using the methods of empirical science. The positive program in experimental philosophy shares the goal of the substantial part of traditional philosophy that is concerned with the analysis of important philosophical concepts. The negative program has implications for philosophical projects whose goal is conceptual analysis. There have been a number of responses to the challenge posed by experimental philosophy's negative program. The chapter also focuses on the expertise defense. (shrink)

The paper aims to put certain basic mathematical elements and operations into an empirical perspective, evaluate the empirical status of various analytic operations widely used within psychology and suggest alternatives to procedures criticized as inadequate. Experimentation shows the "manyness" of items to be a perceptual quality for both young children and animals and that natural operations are performed by naive children analogous to those performed by persons tutored in arithmetic. Number, counting, arithmetic operations therefore can make distinctions that are (...) not inevitably arbitrary, and conceptual operations can obviously have a status as natural events with psychology. If the elements and conceptual operations involved in mathematical systems were not inherent in physiological process, various primitive discriminations could not be possible. Also, since some calculi have a natural status in a given empirical circumstance, the axioms of others can not be satisfied. Therefore the psychologist when acting as an empirical scientist seeks a calculus having a structure whose elements are isomorphic with natural units of stimulus and response and whose operations are isomorphic with whatever natural processes are involved. Measurement poses a special problem for the empirical scientist. It concerns but a single class of natural qualities and this only in a limited way. The concept of quantity has a natural counterpart but quantity and measurement are not wholly analogous. Measurement is defined, as H. S. Leonard suggests, as a theoretical activity. Measurement theory has a formal structure but empirical end. Measurement hypothesizes about the position of a particular quality within a definite range of qualities. It therefore is beholden to definite empirical restrictions. Some hypotheses-making systems use terms and relations per se as the context and starting point for dealing with discriminable events. Such procedures are 'transcendent." In empirical science, questions are part of problem-solving activity and their reference is naturally restricted. In providing description and explanation, psychological researchers frequently use calculi in a transcendent way. This results in theories that are only quasi-empirical and "half" true. The roles measurement plays in psychology are discussed. Of particular concern are those cases in which the results of measuring or a theory of measurement are used to define the "real" units, or the "real" relations involved in problematic psychological events, and thence to describe and explain behaviors of interest. Metaphysical or ontological usages of measurement sometimes occur. The implication of these arguments with regard to a view of empirical science is discussed. (shrink)

This article critically examines the views that psychology first came into existence as a discipline ca. 1879, that philosophy and psychology were estranged in the ensuing decades, that psychology finally became scientific through the influence of logical empiricism, and that it should now disappear in favor of cognitive science and neuroscience. It argues that psychology had a natural philosophical phase (from antiquity) that waxed in the seventeenth and eighteenth centuries, that this psychology transformed into (...) class='Hi'>experimental psychology ca. 1900, that philosophers and psychologists collaboratively discussed the subject matter and methods of psychology in the first two decades of the twentieth century, that the neobehaviorists were not substantively influenced by the Vienna Circle, that the study of perception and cognition in psychology did not disappear in the behaviorist period and so did not reemerge as a result of artificial intelligence, linguistics, and the computer analogy, that although some psychologists adopted the language-of-thought approach of traditional cognitive science, many did not, and that psychology will not go away because it contributes independently of cognitive science and neuroscience. (shrink)

Humans often attribute the things that happen to one or another actual cause. In this chapter, we survey some recent philosophical and psychological research on causal attribution. We pay special attention to the relation between graphical causal modeling and theories of causal attribution. We think that the study of causal attribution is one place where formal and experimental techniques nicely complement one another.

Spiritualism designates a philosophy that lays claim to the separation of mind and body and the ontological and epistemological primacy of the former. In France, it is associated with the names of Victor Cousin and René Descartes, or more precisely with what Cousin made of Descartes as the founding father of a brittle rational psychology, closed off from the positive sciences, and as a critic in respect to the empiricist legacy of the idéologues. Moreover, by considering merely the end (...) result, severed from its polemical genesis, we are prevented from understanding how the category of experience constituted a crucial question for spiritualism itself. Through returning to the origin of these discussions in the 1826 preface to Cousin’s Fragments philosophiques, this essay pursues a threefold path: to show that the public birth of Cousinian spiritualism coincides with the affirmation of applying the experimental method, issuing from Bacon, to the study of facts of consciousness; that Cousin’s later evolution follows a process of radicalization—that is, in this context, of ontologization and of reduction; and that by recovering this genesis, we can distinguish many forms of spiritualisms committed to the experimental method, both in alliance with the early Cousin and against the later Cousin. In this way, we can rediscover the interwoven philosophical links, lost in the process of institutionalization, between metaphysical demands and empiricist concerns, or between “French” philosophy and the legacy of Condillac. (shrink)

In this essay, we examine the use of resting state fMRI data for psychological inferences. We argue that resting state studies hold the paired promises of discovering novel functional brain networks, and of avoiding some of the limitations of task-based fMRI. However, we argue that the very features of experimental design that enable resting state fMRI to support exploratory science also generate a novel confound. We argue that seemingly key features of resting state functional connectivity networks may be artefacts (...) resulting from sampling a ‘mixture distribution’ of diverse brain networks active at different times during the scan. We explore the consequences of this ‘mixture view’ for attempts to theorize about the cognitive or psychological functions of resting state networks, as well as the value of exploratory experiments. (shrink)

In a case study, the mechanism of decomposition of diazonium ions in solution is discussed; the reasonable mechanism brought forward in 1940 was not refuted until 1973, in spite of experimental results published in 1952 that were not consistent with the proposed mechanism. A new mechanistic hypothesis, mentioned in the literature in 1973, was in contradiction to the paradigm that nitrogen molecules do not react with organic reagents in solution. After a psychologically explainable crisis the new hypothesis was tested (...) experimentally and the paradigm mentioned was falsified for this case. In the analysis it is shown that Pop-perian logic was commingled with Kuhn’s cycle of normal science, crisis, and revolution, as well as with a psychological barrier. Joint investigations of modern problems by chemists and philosophers of science are encouraged because they may elucidate how progress in scientific discoveries takes place at the present time. (shrink)

This chapter reviews some faults of the theoretical literature and findings from the experimental literature on “Gettier” cases. Some “Gettier” cases are so poorly constructed that they are unsuitable for serious study. Some longstanding assumptions about how people tend to judge “Gettier” cases are false. Some “Gettier” cases are judged similarly to paradigmatic ignorance, whereas others are judged similarly to paradigmatic knowledge, rendering it a theoretically useless category. Experimental procedures can affect how people judge “Gettier” cases. Some important (...) central tendencies in judging “Gettier” cases appear to be robust against demographic variation in biological sex, age, language, and culture, although there could be some interesting differences related to culture and personality traits. Some remaining questions regarding Gettier’s cases, “Gettier” cases, and “the Gettier problem” concern the psychology and sociology of contemporary anglophone theoretical epistemology. Some remaining questions regarding the empirical study of knowledge judgments concern mechanisms underlying observed behavioral patterns. (shrink)

The primary aim of this paper is to highlight, at least in short, how the resources of experimental philosophy could be fruitfully applied to the evidential problem of evil. To do this, we will consider two of the most influential and archetypal formulations of the problem: William L. Rowe’s article, “The Problem of Evil and Some Varieties of Atheism” (1979). and Paul Draper’s article, “Pain and Pleasure: An Evidential Problem for Theists” (1989). We will consider the relevance of (...) class='Hi'>experimental philosophy to Rowe’s 1979 argument in §1 and to Draper’s 1989 argument in §2. But in addition to exploring how the resources of experimental philosophy might apply to the problem of evil, it is also worth exploring what broader empirical factors might contribute to people having the intuitions that have—from someone’s affective state to someone’s need for closure. In §3, we want to very briefly elucidate a few areas where the psychology of philosophy might be productively explored in future empirical research. (shrink)

The purpose of this article is to examine the relationship of leadership effectiveness and psychological well-being with the work outcomes of intention to quit, job involvement and organization-based self-esteem (OBSE), and whether workplace spirituality plays a role in mediating the associations of leadership effectiveness and psychological well-being with work outcomes. The study is cross-sectional and non-experimental. Data were obtained from 630 information technology (IT) employees from South India, adopting ‘power calculations’. The analysis was performed using SPSS version 20 for (...) Windows and LISREL version 8.72. Results reveal that leadership effectiveness and psychological well-being have a significant positive association with workplace spirituality, and this, in turn, has an impact on the work outcomes of intention to quit, job involvement and OBSE. Workplace spirituality can limit any negative associations of leadership effectiveness and psychological well-being with work outcomes. This research adds to the existing body of knowledge in the spirituality literature by drawing attention to the positive aspects of the interplay between spirituality, leadership transformation and well-being at work. The article concludes that building core values anchoring spirituality would lead to greater connectedness and healthier employee outcomes. (shrink)

Maurice Merleau-Ponty is one of the few major phenomenologists to engage extensively with empirical research in the sciences, and the only one to examine child psychology with rigor and in such depth.

In this article, I begin with Felski and Sedgwick’s diagnosis of the overabundance of critique in education, connecting this to Hodgson, Vlieghe, and Zamojski’s calls for a ‘post-critical pedagogy’. Rather than offering a critique of critique, I aim to think differently about the ‘uses’ of reading, taking my cue from post-critical scholarship as well as from Calvino’s experimental novel, Invisible Cities. First, I discuss how critique and post-critique differ in their orientations when engaging with a text. I argue (...) that, instead of ‘shutting down’ a text to point to its latent assumptions, post-critique opens the text up to the world by cultivating new perceptual and imaginative dimensions in our experience. This partly involves the reader being oriented towards what is worth preserving in a text—an approach that is also central to post-critical pedagogy. Second, I reflect on my own failures with respect to putting a post-critical analysis into words, since it seems that in the context of academic writing, it is difficult to avoid critique. Given this, I argue that it is more fruitful to explore three post-critical pedagogical gestures in Invisible Cities: namely, its tensions (which encourage and resist linear explanations), its fundamental but playful ambiguity (which invites both puzzlement and curiosity), and its transformative potential in relation to the everyday understandings of the cities we inhabit. These gestures encourage readers to surrender themselves to the text in a mood characterized by enchantment rather than suspicion and demonstrate to the educative potential of literature beyond critique. (shrink)

Moti Mizrahi has argued that Thomas Kuhn does not have a good argument for the incommensurability of successive scientific paradigms. With Rouse, Andersen, and others, I defend a view on which Kuhn primarily was trying to explain scientific practice in Structure. Kuhn, like Hilary Putnam, incorporated sociological and psychological methods into his history of science. On Kuhn’s account, the education and initiation of scientists into a research tradition is a key element in scientific training and in his explanation of incommensurability (...) between research paradigms. The first part of this paper will explain and defend my reading of Kuhn. The second part will probe the extent to which Kuhn’s account can be supported, and the extent to which it rests on shaky premises. That investigation will center on Moti Mizrahi’s project, which aims to transform the Kuhnian account of science and of its history. While I do defend a modified kind of incommensurability, I agree that the strongest version of Kuhn’s account is steadfastly local and focused on the practice of science. (shrink)

Experimental philosophy is one of the most recent and controversial developments in philosophy. Its basic idea is rather simple: to test philosophical thought experiments and philosophers’ intuitions about them with scientific methods, mostly taken from psychology and the social sciences. The ensuing experimental results, such as the cultural relativity of certain philosophical intuitions, has engaged – and at times infuriated – many more traditionally minded "armchair" philosophers since then. In this volume, the metaphilosophical reflection on experimental (...) philosophy is brought yet another step forward by engaging some of its most renowned proponents and critics in a lively and controversial debate. In addition to that, the volume also contains original experimental research on personal identity and philosophical temperament, as well as state-of-the-art essays on central metaphilosophical issues, like thought experiments, the nature of intuitions, or the status of philosophical expertise. -/- This book was originally published as a special issue of Philosophical Psychology. (shrink)

In the early eighteenth century, chemistry became the main academic locus where, in Francis Bacon's words, Experimenta lucifera were performed alongside Experimenta fructifera and where natural philosophy was coupled with natural history and 'experimental history' in the Baconian and Boyleian sense of an inventory and exploration of the extant operations of the arts and crafts. The Dutch social and political system and the institutional setting of the university of Leiden endorsed this empiricist, utilitarian orientation toward the sciences, which was (...) forcefully propagated by one of the university's most famous representatives in the first half of the eighteenth century, the professor of medicine, botany and chemistry Herman Boerhaave. Recent historical investigations on Boerhaave's chemistry have provided important insights into Boerhaave's religious background, his theoretical and philosophical goals, and his pedagogical agenda. But comparatively little attention has been paid to the chemical experiments presented in Boerhaave's famous chemical textbook, the Elementa chemiae, and to the question of how these experiments relate not only to experimental philosophy but also to experimental history and natural history, and to contemporary utilitarianism. I argue in this essay that Boerhaave shared a strong commitment to Baconian utilitarianism and empiricism with many other European chemists around the middle of the eighteenth century, in particular to what Bacon designated 'experimental history' and I will provide evidence for this claim through a careful analysis of Boerhaave's plant-chemical experiments presented in the Elementa chemiae. (shrink)

This article charts the history of mental testing in the context of the rise and fall of Russian child science between the 1890s and the 1930s. Tracing the genealogy of testing in scientific experimentation, scholastic assessment, medical diagnostics and bureaucratic accounting, it follows the displacements of this technology along and across the boundaries of the child science movement. The article focuses on three domains of expertise – psychology, pedagogy and psychiatry, examining the key guises that mental testing assumed (...) in them – namely, the experiment, the exam and the diagnosis. It then analyses the failed state-bureaucratic harnessing of mental testing in early Soviet attempts to manage mass education, discussing the peculiar dynamics of the (de)legitimation of testing, as it swung between black-boxing and instrumentalization, on the one hand, and scandal and controversy, on the other. The article argues that mental testing thrived in Russia as a strategically ambiguous and flexibly interpreted ‘boundary object’, which interconnected a highly heterogeneous field, enabling the coexistence and cooperation of diverse occupational agendas and normative regimes. (shrink)

Resumo: Este artigo busca investigar o processo de legitimação das ideias pedagógicas associadas ao nome de Rousseau no Brasil. Considera-se a formação de uma comunidade de leitores de língua portuguesa para os quais a obra Emílio, ou Da educação (originalmente publicada em 1762) seria reconhecida como referência importante tanto em filosofia da educação quanto em psicologia experimental aplicada à educação. O quadro histórico aqui examinado vai de 1928 até 1968, abrangendo o período no qual se acompanha a emergência de (...) certas condições que tornaram possível o aparecimento da primeira tradução integral da obra. A premissa adotada na análise é a do condicionamento recíproco entre a obra e seu público, levando-se em conta não apenas a intermediação de editores, tradutores e comentadores, mas também a proposta de se definir a filosofia da educação como um gênero literário no sistema da literatura pedagógica brasileira. Palavras-chave: Escola Nova; filosofia; literatura pedagógica; psicologia; tradução. The reception of Rousseau’s Emile in Brazil (1928-1968) Abstract: This article aims to investigate the process through which the pedagogical ideas associated with Rousseau’s name were legitimized in Brazil. It is considered the formation of a Portuguese-speaking readers community for whom the work Emile, or On Education (originally published in 1762) would be recognized as an important reference in Philosophy of Education as well as in Experimental Psychology applied to Education. The historical framework examined here ranges from 1928 to 1968, covering the period in which we can follow the emergence of some conditions that enabled the appearance of the first full translation of the work. The premise adopted in the analysis is that of the reciprocal conditioning between the work and its readership, considering not only the intermediation of editors, translators, and commentators, but also the proposal to define Philosophy of Education as a literary genre in the system of Brazilian Pedagogical Literature. Keywords: New Education; Philosophy; Pedagogical Literature; Psychology; Translation. La réception de l’Émile de Rousseau au Brésil (1928-1968) Résumé : Cet article vise à étudier le processus de légitimation des idées pédagogiques associées au nom de Rousseau au Brésil. On prend en compte la formation d’une communauté de lecteurs de langue portugaise pour qui l’ouvrage Émile, ou De l’éducation (publié en 1762) serait reconnu comme une référence importante tant en philosophie de l’éducation qu’en psychologie expérimentale appliquée à l’éducation. Le cadre historique examiné ici s’étend de 1928 à 1968, période où se construisent quelques conditions qui ont rendu possible la première traduction intégrale de l’ouvrage. La prémisse adoptée dans l’analyse est celui d’un conditionnement réciproque entre l’œuvre et son public, en considérant non seulement l’intermédiation des éditeurs, traducteurs et commentateurs, mais aussi la proposition de définir la philosophie de l’éducation comme genre littéraire dans le système de la littérature pédagogique brésilienne. Mots-clés : Éducation nouvelle ; philosophie ; littérature pédagogique ; psychologie ; traduction. Data de registro: 08/01/2024 Data de aceite: 31/07/2024. (shrink)

Recent controversies about the level of replicability of behavioral research analyzed using statistical inference have cast interest in developing more efficient techniques for analyzing the results of psychological experiments. Here we claim that complementing the analytical workflow of psychological experiments with Machine Learning-based analysis will both maximize accuracy and minimize replicability issues. As compared to statistical inference, ML analysis of experimental data is model agnostic and primarily focused on prediction rather than inference. We also highlight some potential pitfalls resulting (...) from adoption of Machine Learning based experiment analysis. If not properly used it can lead to over-optimistic accuracy estimates similarly observed using statistical inference. Remedies to such pitfalls are also presented such and building model based on cross validation and the use of ensemble models. ML models are typically regarded as black boxes and we will discuss strategies aimed at rendering more transparent the predictions. (shrink)