An implicit association test (IAT) measures differential association of 2 target concepts with an attribute. The 2 concepts appear in a 2-choice task (e.g., flower vs. insect names), and the attribute in a 2nd task (e.g., pleasant vs. unpleasant words for an evaluation attribute). When instructions oblige highly associated categories (e.g., flower + pleasant) to share a response key, performance is faster than when less associated categories (e.g., insect + pleasant) share a key. This performance difference implicitly measures differential association (...) of the 2 concepts with the attribute. In 3 experiments, the IAT was sensitive to (a) near-universal evaluative differences (e.g., flower vs. insect), (b) expected individual differences in evaluative associations (Japanese + pleasant vs. Korean + pleasant for Japanese vs. Korean subjects), and (c) consciously disavowed evaluative differences (Black + pleasant vs. White + pleasant for self-described unprejudiced White subjects). (PsycINFO Database Record (c) 2016 APA, all rights reserved). (shrink)

Using the Implicit Association Test, recent experiments have demonstrated a strong and automatic positive evaluation of White Americans and a relatively negative evaluation of African Americans. Interpretations of this finding as revealing pro-White attitudes rest critically on tests of alternative interpretations, the most obvious one being perceivers’ greater familiarity with stimuli representing White Americans. The reported experiment demonstrated that positive attributes were more strongly associated with White than Black Americans even when pictures of equally unfamiliar Black and White individuals were (...) used as stimuli and differences in stimulus familiarity were statistically controlled. This experiment indicates that automatic race associations captured by the IAT are not compromised by stimulus familiarity, which in turn strengthens the conclusion that the IAT measures automatic evaluative associations. © 2000 Academic Press. (shrink)

In the context of long waiting time to access rehabilitation services, a large majority of settings use referral prioritization to help manage waiting lists. Prioritization practices vary greatly between settings and there is little consensus on how best to prioritize referrals. This paper describes the prioritization processes for physiotherapy services in Québec and its potential implications in terms of equity in access to services. This is a secondary analysis of a survey of outpatient physiotherapy departments (n=98; proportion of participation was (...) 99%) conducted in 2015 across publicly funded hospitals in Québec. In many settings, persons with acute orthopaedic conditions were prioritized while chronic conditions were given a lower priority. There were 72 different combinations of prioritization criteria used in outpatient physiotherapy departments. Variability was also observed in the type of personnel involved in the prioritization process, the number of priority levels used to rank the referrals and the source of information used to prioritize referrals. These results highlight potential issues regarding equity in access to physiotherapy services: the prioritization of persons with acute conditions to the detriment of those with chronic conditions, the lack of consensus on a fair prioritization process and the importance to adequately assess patients’ needs for treatment. Further research and interventions on prioritization criteria and processes are needed to ensure equitable access to physiotherapy services, especially in the public sector. (shrink)

In the context of long waiting time to access rehabilitation services, a large majority of settings use referral prioritization to help manage waiting lists. Prioritization practices vary greatly between settings and there is little consensus on how best to prioritize referrals. This paper describes the prioritization processes for physiotherapy services in Québec and its potential implications in terms of equity in access to services. This is a secondary analysis of a survey of outpatient physiotherapy departments conducted in 2015 across publicly (...) funded hospitals in Québec. In many settings, persons with acute orthopaedic conditions were prioritized while chronic conditions were given a lower priority. There were 72 different combinations of prioritization criteria used in outpatient physiotherapy departments. Variability was also observed in the type of personnel involved in the prioritization process, the number of priority levels used to rank the referrals and the source of information used to prioritize referrals. These results highlight potential issues regarding equity in access to physiotherapy services: the prioritization of persons with acute conditions to the detriment of those with chronic conditions, the lack of consensus on a fair prioritization process and the importance to adequately assess patients’ needs for treatment. Further research and interventions on prioritization criteria and processes are needed to ensure equitable access to physiotherapy services, especially in the public sector. (shrink)

Treatments for students with problematic levels of music performance anxiety commonly rely on approaches in which students are referred to psychotherapists or other clinical professionals for individual care that falls outside of their music training experience. However, a more transdisciplinary approach in which MPA treatment is effectively integrated into students’ training in music/performing arts colleges by teachers who work in consultation with clinical psychologists may prove more beneficial, given the resistance students often experience toward psychotherapy. Training singing teachers, and perhaps (...) music teachers at large, to use an evidence-based coaching strategy like Acceptance and Commitment Coaching to directly manage students’ MPA is one such approach. Building on the work of a previous study in which ACC was administered by a singing teacher to a musical theatre student with problematic MPA, we piloted the effectiveness of a six-session, group ACC course for a sample of performing arts students with MPA related to vocal performances, using a mixed-methods design. The coach here was also a singing teacher without a clinical background, and her training in ACC by a clinical psychologist was of a similar duration as the previous teacher’s. Similar to the musical theatre student, the students reported being significantly less fused with their MPA-related cognitions, more accepting of their MPA-related physiological symptoms, and more psychologically flexible while performing in general, and these improvements were maintained after 3 months. Furthermore, they appeared to lower their shame over having MPA and change how they thought in relation to one another. Of note, these improvements were similar to those shown by seven vocal students with MPA after they received Acceptance and Commitment Therapy from a clinical psychologist, but with larger reductions in shame and better acceptance of MPA, which suggests a non-clinical, group ACC intervention that includes supportive discussions to normalize MPA and challenges attempts to control it may be more helpful than individual psychotherapy. These results are promising and indicate a brief training in ACC may be sufficient for singing teachers to provide significant benefit for students with problematic MPA. (shrink)

This study examined whether worktime control buffered the impact of worktime demands on work-family interference (WFI), using data from 2,377 workers from various sectors of industry in The Netherlands. We distinguished among three types of worktime demands: time spent on work according to one's contract (contractual hours), the number of hours spent on overtime work (overtime hours), and the number of hours spent on commuting (commuting hours). Regarding worktime control, a distinction was made between having control over days off and (...) vacations (leave control) and having control over starting and finishing times (flextime). These three worktime demands were expected to have separate as well as joint effects on WFI, whereas worktime control should buffer these adverse effects of worktime demands on WFI. Stepwise regression analyses showed that working high numbers of contractual and overtime hours was indeed associated with high WFI. Further, worktime control indeed made a difference in terms of WFI: whereas leave control contributed directly to lower WFI, flextime buffered the adverse effects of long contractual workhours. Our results suggest that very long working days should be prevented, and that worktime control may be a powerful tool to help workers maintaining a good work-family balance. (shrink)

On 18–19 May 2018, a symposium was held in the Research Institute of Irish and Scottish Studies at the University of Aberdeen to commemorate the tenth anniversary of the death of Ronald W. Hepburn (1927–2008). The speakers at this event discussed Hepburn’s oeuvre from several perspectives. For this book, the collection of the revised versions of their talks has been supplemented by the papers of other scholars who were unable to attend the symposium itself. Thus this volume contains contributions from (...) eighteen notable scholars of different disciplines, ranging from contemporary aesthetics and art theory through to philosophical approaches to religion, education and social anthropology. It also includes a bibliography of Hepburn’s writings. The essays were first published in two special issues of the Journal of Scottish Thought, vols. 10–11 (2018–2019). -/- Ronald William Hepburn was born in Aberdeen on 16 March 1927. He went to Aberdeen Grammar School, then he graduated with an M.A. in Philosophy (1951) and obtained his doctorate from the University of Aberdeen (1955). His tutor at Aberdeen was Donald MacKinnon (1913– 1994), a Scottish philosopher and theologian, the author of A Study in Ethical Theory (1957) and The Problem of Metaphysics (1974). Hepburn taught as Lecturer at the Department of Moral Philosophy at Aberdeen (1956–60), and he was also Visiting Associate Professor of Philosophy at New York University (1959–60). He returned from the United States as Professor of Philosophy at Nottingham University. In 1964, he was appointed as a Chair in Philosophy at the University of Edinburgh and between 1965 and 1968 he was also Stanton Lecturer in the Philosophy of Religion at the University of Cambridge. From 1975 until his retirement in 1996, he held the Professorship of Moral Philosophy at Edinburgh. He died in Edinburgh on 23 December 2008. His philosophical interests ranged from theology and the philosophy of religion through moral philosophy and the philosophy of education to art theory and aesthetics. Notably, Hepburn is widely regarded as the founder of modern environmental and everyday aesthetics as a result of the influence of papers in the 1960s which pioneered a new approach to the aesthetics of the natural world. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.4 (2002) 343-347 [Access article in PDF] Mysticism and Psychosis:Descriptions and Distinctions Michael McGhee IT IS REFRESHING to read a paper that manages at once to be interdisciplinary and intercultural in its range of reference, and that also confronts a difficult and controversial question about how we are to assess the similarities and differences between psychotic and mystical experiences. Many psychiatrists have been skeptical (...) about whether there are any genuine differences, and not, mostly, because they thought that psychotics were in reality mystics. But mystical is pretty vague, as is spiritual, and that does not bode well for the enterprise of making comparisons, unless we can tie these latter terms down with some precision. How vague psychosis is I must leave others to judge, but one of the conclusions I have drawn from reading this paper is that the crucial questions turn not on agreed definitions, but on agreed judgments about what are to count as the examples or cases that fall under the definitions. I have some doubts about Caroline Brett's approach to these questions, in the first half hesitant doubts, in the second part less so. Her leading claim appears first in the Introduction:... spiritual or mystical experiences are those states in which the form of experience is altered from normal consciousness, resulting in a new understanding of the basic nature of reality, life, and the individual. Psychotic experiences are those states that also flow from alterations of the form of experience, but result in a pathological interaction between the individual and the world. Therefore, according to these definitions, phenomena occurring in a spiritual context may be identical to those traditionally viewed as symptoms of psychosis, but cannot be seen as psychotic in themselves. (Brett 2002, 322) What I was struck by in reading this passage was not so much the claim that "phenomena occurring in a spiritual context may be identical to those traditionally viewed as symptoms of psychosis, but cannot be seen as psychotic in themselves." What struck me was its implication: that psychotic experiences cannot be seen as psychotic in themselves, either. In other words, the claim is that there is a neutral core of common experience shared by psychotic and mystic alike. I do not know how controversial this is in the psychiatric literature that deals with delusion and hallucination, but I should like to explore the claim a little in what follows. Brett expands on it near the end of her paper: The pathology that differentiates the psychotic from the benign mystical state lies not in the content of beliefs, or even in the broad form of experience, but in a few interrelated commonsense factors. It consists of an inability to return to the ontological framework of consensus reality; in psychological isolation, and inability [End Page 343] to accommodate to the subjectivity of others; in a focus of interest in the mental realm and loss of practical concerns that leads to paucity of action and neglect of self-care. (Brett 2002, 336) This pushes the pathology away from the experience that might have been thought to constitute the psychosis. I wonder whether there are problems with this. The fact, if it is one, that both mystic and psychotic alike undergo "an altered state" clearly does not imply that there is a (common) altered state that they both undergo, so what are the grounds for the claim that the core or central experience is the same? What kind of experiences are claimed to be common? How are we to conceive delusion on this scenario?What makes psychotic experiences psychotic on the present pushed back view seems to be that they "result in a pathological interaction between individual and world" (my italics), which thus exonerates the experience itself of pathology, pushing it back to one possible set of consequences for someone who reacts badly to the experiential phenomena (e.g., their inability to return from it). It seems to suggest that someone can be comfortable or well adapted to their voices and visions (and surely there are such people around, for whom the boundaries... (shrink)

David E. Cooper proposes that the ”mystery’ of ”reality as it “anyway‘ is, independently of human perspective’ provides measure for the leading of our lives and thus avoids, on the one hand, the hubris of a humanism for which moral life is the product of the human will and has no warrant beyond it, and, on the other, a theism which appears to be at once too remote from and too close to the human world to provide any such warrant. (...) The paper rejects the role this gives to ”mystery’ and locates ”warrant’ in a moral perspective that is not the product of will. (shrink)

Wittgenstein's ideal of “coolness” seems to be represented by the idea of a temple which provides a larger perspective than those of the passions, which remain present but untroubling. Wittgenstein's temple is the image of a powerful condition of mind with an intentional, cognitive content whose saliencies contrast with those of the passions, which are not so much restrained by a contrary and coercive force as subdued precisely by a transfer of power to another and therefore strengthened form of attention. (...) A form of attention, according to the author, that belongs to the Greek virtue of s ophrosun e, a virtue which is the “coolness” toward which Wittgenstein aspires. The author suggests that “coolness” is best understood as the disclosure of an emergent moral sensibility in the revelation of the natural objects of its attention. (shrink)

House of Lords ruling on assisted dyingIn July 2009, the House of Lords ruled that the Director of Public Prosecutions must produce clear guidelines on the prosecution of those who help friends or relatives travel abroad for assisted suicide. 1 As previously reported here, both the High Court and Court of Appeal had rejected Debbie Purdy’s case before it reached the Lords.2 As a person with primary progressive multiple sclerosis, she had asked the court to rule that her husband (...) would not face prosecution if he accompanied her to Switzerland if she decides to end her life. 3By requiring the DPP to publish offence-specific guidelines about the circumstances in which a prosecution would be brought, the law lords did not go so far as to assert a right to assistance in dying by legalising assisted suicide. It was reiterated that any change to the criminal law against aiding and abetting suicide remained a political matter for Parliament. The Lords did, however, acknowledge that the right to privacy, and the associated right to autonomy, was potentially infringed by the absence of a transparent policy about those who are competent and terminally ill, or severely and incurably disabled, and who need help to travel abroad for assisted dying. The five law lords unanimously agreed that Ms Purdy’s right to a private life, as protected by article 8 of the European Convention on Human Rights, included the right to clarity regarding the exercise of the DPP’s discretion as to whether or not to prosecute.Following the Lords’ ruling, the DPP, Keir Starmer, confirmed that the new guidance would apply to all acts of assisted suicide, those taking place within and outside of the jurisdiction.4 He then published an interim policy for wide consultation in September 2009, and is expected to produce the final policy in …. (shrink)

This scenario-based workbook is designed to encourage police and corrections recruits and officers to think critically and carefully about their actions by providing practical scenarios police and corrections personnel may encounter in their careers.

In this book, the authors help teachers see the need for meaningful student choice and scaffold teachers in that work through learning invitations to students. They argue that when we give students opportunities to practice making choices that matter and when we promote authentic learning situations where students have daily opportunities to try things out and reflect on what happened and what they learned, all students have the capacity to develop learning identities, confidence, and a sense of agency.

Pros and Cons: A Debaters Handbook offers a unique and invaluable guide to the arguments both for and against over 140 current controversies and global issues. Since it was first published in 1896 the handbook has been regularly updated and this nineteenth edition includes new entries on topics such as the right to possess nuclear weapons, the bailing out of failing industries, the protection of indigenous languages and the torture of suspected terrorists. Equal coverage is given to both sides of (...) each debate in a dual column format which allows for easy comparison. Each entry also includes a list of related topics and suggestions for possible motions. The introductory essay describes debating technique, covering the rules, structure and type of debate, and offering tips on how to become a successful speaker. The book is then divided into eight thematic sections, where specific subjects are covered individually. (shrink)

Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce (...) an ethics training behavioral simulation, and discuss its implementation and evaluation. (shrink)

Managing integrity -- Identifying ethical and legal issues in the workplace -- Understanding decision making in the workplace -- Managing organizational culture for integrity -- Increasing legal pressure for ethical compliance -- Developing an effective organizational integrity program -- Implementing ethics and legal compliance training -- Managing integrity in a global economy -- Creating the good citizen organization -- Benefiting from best practices.

This study tests the hypothesis that the perception of philosophy as a male-oriented discipline contributes to the pronounced gender disparity within the field. To assess the hypothesis, we determined the extent to which individuals view philosophy as masculine, and whether individual differences in this correspond with greater identification with philosophy. We also tested whether identification with philosophy correlated to interest in it. We discovered, first, that the more women view philosophy as masculine, the less they identify with it, and second, (...) that the less women identify with philosophy, the less they want to major in it. Interestingly, this result does not hold for men—their viewing philosophy as masculine does not correspond to their identification with it, nor does it correlate with their likelihood of majoring in it. We also discovered that the typical student does not have a preconceived notion of philosophy as masculine; this suggests that they come to view philosophy as masculine the more they do it, which in turn supports the possibility that teaching the discipline differently may prevent students from conceiving of philosophy as masculine, thus allowing a path to reducing the gender disparity. (shrink)

In ethics, aesthetics and increasingly in epistemology, a distinction is drawn between thick and thin evaluative concepts. A common characterisation of the distinction is that thin concepts have only evaluative content, whereas thick concepts combine evaluative and descriptive content. Because of this combination, it is again commonly thought that thick concepts have various distinctive powers including the power to undermine the distinction between fact and value. This paper discusses the accuracy of this view of the thick concepts debate, as well (...) as assessing the prospects for a thick concepts argument against the fact value distinction, while introducing the three main philosophical positions on the nature of thick concepts. (shrink)

According to many, that the normative supervenes on the non-normative is a truism of normative discourse. This chapter argues that those committed to more specific moral, aesthetic, and epistemic supervenience theses should also hold : As a matter of conceptual necessity, whenever something has a normative property, it has a base property or collection of base properties that metaphysically necessitates the normative one. The main aim in this chapter is to show that none of the available arguments establish, or indeed (...) the relevant epistemic, aesthetic, and moral supervenience theses. is not a conceptual truth. This has considerable dialectical importance. One interesting upshot is that it affords non-reductivists and non-naturalists a novel way of resisting certain prominent supervenience-based objections to their views, including objections that formulate supervenience as a purely metaphysical thesis. (shrink)

This paper examines the Bourne trilogy to explore several characteristics of what we term the bioconvergent age. First, we consider the imagined and actual interfaces of bioconvergence—of body, gadgetry, and electronic communications. We explore the ways in which the bioconvergent tendencies represented in and by Bourne reflect and cultivate a cultural unconscious deeply seduced by and imbricated in surveillant governmentality. Second, we consider the ways in which the trilogy achieves its effects through the deployment of both hyperrealism and verisimilitude. In (...) this context, we explore the filmic interpellation of audiences into a fantasy of omnipotence and omni-science, on the one hand, and the underlying phantasy of a zero-sum world that uncouples morality from affect, on the other. Thus, we consider the ways in which Bourne articulates two interlinked phenomena—a distinctively American romance with the sociopathic/heroic subject and a paranoid, dystopic world that is and seems seductively real. Our third theme is the Bourne journey through an obsessional spiral of paranoia, action, and reaction. Here we explore the trilogy as a social description of the expulsive and retentive tendencies of the bioconvergent age, where the demand for instantaneity drives out all other considerations (morality, reason, connection) and where the lost subject, in his interminable quest for himself, remains lost. (shrink)

Every day, in professional work and in our personal lives, we reproduce by words and behaviors particular understandings of life and how it works. This includes understandings about what is ‘normal’ and ‘not normal’ masculinity and who are ‘normal’ and ‘not normal’ boys and men. Being marginalized or outcast from the norm is rarely a free choice. The language that constructs normal and abnormal is not innocent and does not simply arrive in our minds transparently reflected in our behavior or (...) in our client advice or student education. Examining words and behaviors from adolescent boys and from media sources, this research explores the role of cultural discourses in producing normative and marginalized masculinities. It builds upon recent scholarship that questions cultural prescriptions for masculinity and traditional male norms. Feminist, poststructural, psychoanalytic discourse analysis and multiple methods were used to explore links between cultural discourses of masculinity and performativity of masculinity. Practices of heterosexuality, homophobia, athleticism, economic privilege, toughness, and violence provided pathways toward achieving and/or maintaining status as the hegemonic masculine norm in adolescence. ‘Popularity’ signified the norm and ‘outcasts’ from the norm signified marginalized masculinities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking Back and Moving ForwardDebbie PittsI started my Nursing Assistant career forty-three years ago and have worked in the same long-term care facility for the past forty years now. Over the years, I have seen many cultural changes being made in the field. Back then everyone was referred to as patients, then residents and more recently elders. As these changes took place, it was difficult for us to change (...) in the sense of calling them patients to residents and now elders but we all manage to accomplish it. Our elders have so many more choices nowadays, which has been a wonderful additive for those who live in a facility.As I look back, I can remember when restraints were used routinely. The good old locked Posey belts, pelvic restraints, vest restraints and how many other types that we used to use. Already many years have passed since we have used these things and that is a blessing as they were nothing more than a pain to use for us and our elders. Sometimes they would be so knotted it was difficult to get them untied. I can remember that many who needed to have these were people that had symptoms of now what we call Alzheimer's or people with some sort of dementia. Back then they were unsure of this disease. These were definitely some challenging times to work in. Taking care of the combative person can be very difficult. At least now, we have much more knowledge through education as to how to handle and deal with these issues. I have been fortunate in my facility that we thrive on education, which helps me learn all the modern techniques and ways of dealing with the many issues we have today with dementias.When I go to work daily, I not only have to take care of my elders, but then I also have to deal with their families as well. This too, can be somewhat difficult at times. Some of them can become quite demanding with the cares needed for their loved one. After dealing with them I often find that they have a guilty feeling for having to place them in a nursing home, but it can still create a problem for you and make it hard to get your cares done for other elders on your daily schedule. As much as I try to reassure them that their family member is getting the best care and attention they need, sometimes it isn't enough to satisfy them. There are times if I feel pressured or frustrated I will talk with my supervisor, or a social worker, and ask them if they could have a talk with the family for me. I find that having [End Page 143] good communication with every department and all supervisors is vitally important in my job. Unlike years ago, today we are all a team and are there for our elders and their every need.On a more personal level, with my daily routine in care, I love when I can take my elder for a walk. Sometimes they may be fearful of falling or something else. Using reassurance and encouragement and getting them going can be a very rewarding situation. It's when they don't believe they are capable of doing this, and then they do, when you realize just how much you have done for them. The smiles, thank yous and hugs I get back can just warm your heart and even put tears in your eyes. The sense of accomplishment provided for them is very rewarding. This is just so true whether it be walking, eating, bathing or dressing. Taking the time to work individually with each elder on whatever levels needed is so important. When they tell their family member about their accomplishment that they achieved today, they are so proud. The smiles, twinkle in their eyes and the excitement shown is just amazing. Sometimes at this point I can develop a relationship with the difficult family member. Normally they will be happy for their loved one's accomplishment and grateful to you for helping them. My personal accomplishment is becoming a... (shrink)

This study analyses television news coverage of female politicians in Flanders. Women politicians receive less coverage than their male colleagues do. We investigate whether this gender bias can be explained by political differences between men and women or whether a real media bias exists. We examine ten possible explanations, which can be divided into two groups: characteristics of female politicians, such as their function, and of news features, such as the theme of the item. Overall, the lower level functions of (...) female politicians largely determine their limited television news coverage. Nevertheless, female politicians still get less speaking time, even when controlling for all ten variables. Thus, in addition to political gender differences, a real gender bias exists in Flemish television news: Female politicians receive less news coverage compared to male politicians with a similar political status. (shrink)

This article aims to clarify the view that thick concepts are irreducibly thick. I do this by putting the disentangling argument in its place and then setting out what nonreductivists about the thick are committed to. To distinguish the view from possible reductive accounts, defenders of irreducible thickness are, I argue, committed to the claim that evaluative concepts and properties are nonevaluatively shapeless. This in turn requires a commitment to (radical) holism and particularism. Nonreductivists are also committed to the claim (...) that a thick concept is in itself evaluative, and not evaluative because of any link to thin evaluation. (shrink)

The specific nuances of what Gramsci names ‘the new dialectic’ are explored in this paper. The dialectic was Marx's specific ‘mode of thought’ or ‘method of logic’ as it has been variously called, by which he analyzed the world and man's relationship to that world. As well as constituting a theory of knowledge (epistemology), what arises out of the dialectic is also an ontology or portrait of humankind that is based on the complete historicization of humanity; its ‘absolute “historicism”’ or (...) ‘the absolute secularisation and earthliness of thought’, as Gramsci worded it (, p. 465). Embracing a fully secular and historical view of humanity, it provides a vantage point that allows the multiple and complex effects of our own conceptual heritage to be interrogated in relation to our developing ‘nature’ or ‘being’. The argument presented in this paper is that the legacy of both Hegel and Marx is manifest in the depth of Gramsci's comprehension of what he termed the ‘educative‐formative’ problem of hegemony. It is precisely the legacy of this Hegelian‐Marxist radical philosophical critique that is signified in his continuing commitment to the ‘philosophy of praxis’ and the historical‐dialectical principles that underpin this worldview. (shrink)

In the current academic climate, teaching is often seen as secondary to research. Teaching Philosophy seeks to bring teaching philosophy higher on the academic agenda.An international team of contributors, all of whom share the view that philosophy is a subject that can transform students, offers practical guidance and advice for teachers of philosophy. The book suggests ways in which the teaching of philosophy at undergraduate level might be facilitated. Some of the essays place the emphasis on individual self discovery, others (...) focus on the wider political context, many offer practical ideas for enhancing the teaching of philosophy through exercises that engage students in often unconventional ways. The integration of students' views on teaching provides a necessary reminder that teaching is not a one-way process, but a project that will ultimately succeed through cooperation and a shared sense of achievement amongst participants. (shrink)

This article examines how 20 female college students who identified as members of the Church of Jesus Christ of Latter-day Saints negotiated its gender ideology to legitimate their educational goals. The young LDS women creatively employed equality, professionalism, and essentialist discourses to craft a coherent identity as a “good LDS woman” that incorporated their pursuit of higher education. Beyond providing an in-depth look at how college-age LDS women “do gender,” the analysis informs our understanding of the persistence of women's participation (...) in patriarchal religious institutions, the process of women's resistance, and women's role in the negotiated process of hegemony. The authors argue that while women embrace the LDS gender ideology of womanhood, their pursuit of higher education is a form of resistance—embedded resistance—often neglected by scholars. The findings suggest the importance of nomos and meaning in understanding women's participation in and manipulation of patriarchal religious institutions. (shrink)

Understanding the intersections of science and publics has led to research on how diverse publics interpret scientific information and form positions on science-related issues. Research demonstrates that attitudes toward science, political and religious orientation, and other social factors affect adult interactions with science, which has implications for how adults influence K-12 STEM (science, technology, engineering, and mathematics) education. Based on a statewide survey of adults in Idaho (n = 407), a politically and religiously conservative western state, we demonstrate how attitudes (...) toward science, measured through a composite measure “orientation toward science,” and other social factors are correlated with support for STEM education. Results show that “orientation toward science,” along with political orientation and respondents’ perceptions of feeling informed about science, predicts behavior intentions to support STEM education. Our findings suggest that a nuanced and localized approach to fostering support for K-12 STEM education would resonate with populations regardless of political orientation, and they illuminate new ways of thinking about how political orientation more generally impacts thinking about science in the context of complicated “socio-scientific relations.” In exploring how people think about science in a politically and religiously conservative state, we provide insights on potential outcomes in other states, should conservative ideology spread. We argue that the publics’ relationship with science and, by extension, support for science education, is more fluid, as many of us suspect, than ideological polemics suggest. (shrink)