Abstract:This paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at (...) our culture through the objectification of genuine human relations that comes with techno-rational prioritization. The endpoint of such a culture is the compromise of human subjectivity in the service of efficiency, objectivity, and measurability. Extending the analysis to educational practice, Joas’s notion of situational creativity and Dewey’s aesthetics are proposed as possible points of resistance, highlighting positive actions to be taken to remediate these narrow and dehumanizing phenomena. (shrink)

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into (...) two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

Although conflated in the public mind, science and technology are separate though overlapping enterprises. While technological progress is advancing rapidly, the more philosophically oriented scientific fields are experiencing an epistemological crisis. In the following text, we examine the origins of this epistemological crisis. Although the crisis is multifactorial in origin, with the factors interacting in a nonlinear fashion, several distinct contributors can be identified. These include a decline in confidence in Western culture and a concomitant rise in exaggerated self-criticism, diminution (...) of cause-and-effect relationships, the rise of relative truth, and a transition from an agnostic to an atheistic stance among scientists. (shrink)

This work provides a comprehensive introduction to Asian ethics, covering Hinduism, Buddhism, Zen Buddhism, Taoism and Confucianism. Each chapter comprises historical background, essential ethical themes or topics, primary sources and more.

Ethicists and social scientists alike have advocated for the inclusion of vulnerable populations in research and decision-making on climate engineering. Unfortunately, there have been few efforts to do so. The research presented in this paper was designed to build knowledge about how vulnerable populations think about climate engineering. The goal of this manuscript is to bring the ethics literature on climate engineering into dialogue with emerging social science data documenting the perspectives of vulnerable populations. The results indicate some concerns among (...) vulnerable populations may resemble those outlined by ethicists. However, the perspectives expressed by interviewees also extend previous ethical treatments by indicating ways in which climate engineering could compound existing injustices. (shrink)

Phonological Knowledge addresses central questions in the foundations of phonology and locates them within their larger linguistic and philosophical context. Phonology is a discipline grounded in observable facts, but like any discipline it rests on conceptual assumptions. This book investigates the nature, status, and acquisition of phonological knowledge: it enquires into the conceptual and empirical foundations of phonology, and considers the relation of phonology to the theory of language and other capacities of mind. The authors address a wide range of (...) interrelated questions, the most central of which is this: is phonological knowledge different from linguistic knowledge in general? They offer responses to this question from a variety of perspectives, each of which has consequences for how phonology and language are conceived. Each also involves a host of further questions concerning the modularity of mind and of language; whether phonology should be included in the language faculty; the nature-convention debate; the content of phonological elements and its relation to phonetic substance; the implications of sign languages for phonology; whether functional and variationist considerations are relevant in phonology; how phonological knowledge arises; and, not least, the data and methods appropriate for phonological inquiry. Phonological Knowledge is an important contribution to the most fundamental issues in phonology and the understanding of language. It will interest researchers in and advanced students of phonology, linguistic theory, and philosophy of language.In addition to the editors, the authors are Mary Beckman, Silvain Bromberger, Jennifer Fitzpatrick, Paul Foulkes, Mark Hale, Morris Hallé, John Harris, Harry van der Hulst, Robert Ladd, G. Lindsey, Scott Myers, Janet Pierrehumbert, Charles Reiss, Shelley Velleman, Marilyn Vihman, and Linda Wheeldon.By relating foundational questions of phonology to their larger linguistic, cognitive, and philosophical contexts this book will generate interest not only among phonologists and their advanced students, but also among all those concerned to understand the forms and functions of language. (shrink)

Why should we seek and tell the truth? Does anyone know what truth is? Many are skeptical about the relevance of truth. Truth Matters endeavours to show why truth is important in a world where the very idea of truth is contested. Putting philosophers in conversation with educators, literary scholars, physicists, political theorists, and theologians, Truth Matters ranges across both analytic and continental philosophy and draws on the ideas of thinkers such as Aquinas, Balthasar, Brandom, Davidson, Dooyeweerd, Gadamer, Habermas, Kierkegaard, (...) Plantinga, Ricoeur, and Wolterstorff. Some essays attempt to provide a systematic account of truth, while others wrestle with the question of how truth is told and what it means to live truthfully. Contributors address debates between realists and anti-realists, explore issues surrounding relativism and constructivism in education and the social sciences, examine the politics of truth telling and the ethics of authenticity, and consider various religious perspectives on truth. Most scholars agree that truth is propositional, being expressed in statements that are subject to proof or disproof. This book goes a step farther: yes, propositional truth is important, but truth is more than propositional. To recognize how it is more than propositional is crucial for understanding why truth truly matters. Contributors include Doug Blomberg (ICS), Allyson Carr (ICS), Jeffrey Dudiak (King’s University College), Olaf Ellefson (York University), Gerrit Glas (VU University Amsterdam), Gill K. Goulding (Regis College), Jay Gupta (Mills College), Clarence Joldersma (Calvin College), Matthew J. Klaassen (ICS), John Jung Park (Duke University), Pamela J. Reeve (St. Augustine’s Seminary), Amy Richards (World Affairs Council of Western Michigan), Calvin Seerveld (ICS), Ronnie Shuker (ICS), Adam Smith (Brandeis University), John Van Rys (Redeemer University College), Darren Walhof (Grand Valley State University), Matthew Walhout (Calvin College), and Lambert Zuidervaart (ICS). (shrink)

This book is open access under a CC BY-NC 2.5 license. This book offers a devastating look at deeply flawed development processes driven by international finance, African governments and the global consulting industry. It examines major river basin development underway in the semi-arid borderlands of Ethiopia, Kenya and South Sudan and its disastrous human rights consequences for a half-million indigenous people. The volume traces the historical origins of Gibe III megadam construction along the Omo River in Ethiopia-in turn, enabling irrigation (...) for commercial-scale agricultural development and causing radical reduction of downstream Omo and (Kenya's) Lake Turkana waters. Presenting case studies of indigenous Dasanech and northernmost Turkana livelihood systems and Gibe III linked impacts on them, the author predicts agropastoral and fishing economic collapse, region-wide hunger with exposure to disease epidemics, irreversible natural resource destruction and cross-border interethnic armed conflict spilling into South Sudan. The book identifies fundamental failings of government and development bank impact assessments, including their distortion or omission of mandated transboundary assessment, cumulative effects of the Gibe III dam and its linked Ethiopia-Kenya energy transmission 'highway' project, key hydrologic and human ecological characteristics, major earthquake threat in the dam region and widespread expropriation and political repression. Violations of internationally recognized human rights, especially by the Ethiopian government but also the Kenyan government, are extensive and on the increase-with collaboration by the development banks, in breach of their own internal operational procedures. A policy crossroads has now emerged. The author presents the alternative to the present looming catastrophe-consideration of development suspension in order to undertake genuinely independent transboundary assessment and a plan for continued development action within a human rights framework-forging a sustainable future for the indigenous peoples now directly threatened and for their respective eastern Africa states. Claudia Carr's book is a treasure of detailed information gathered over many years concerning river basin development of the Omo River in Ethiopia and its impact on the peoples of the lower Omo Basin and the Lake Turkana region in Kenya. It contains numerous maps, charts, and photographs not previously available to the public. The book is highly critical of the environmental and human rights implications of the Omo River hydropower projects on both the local ethnic communities in Ethiopia and on the downstream Turkana in Kenya. David Shinn Former Ambassador to Ethiopia and to Burkina Faso Adjust Professor of International Affairs, The George Washington University, Washington D.C. (shrink)