As the sustained and devastating extent of the coronavirus disease 2019 pandemic becomes apparent, a key focus of public scrutiny in the UK has centred on the novel legal and regulatory measures introduced in response to the virus. When those measures were first implemented in March 2020 by the UK Government, it was thought that human rights obligations would limit excesses of governmental action and that the public had more to fear from unwarranted intrusion into civil liberties. However, within the (...) first year of the pandemic’s devastation in the UK, a different picture has emerged: rather than through action, it is governmentalinactionthat has given rise to greater human rights concerns. The UK Government has been roundly criticized for its inadequate response, including missteps in decision-making, delayed implementation and poor enforcement of lockdown measures, abandonment of testing, shortages of critical resources and inadequate test and trace methods. In this article, we analyse the UK Government’s missteps and compare them with published international guidance; we also contrast the UK’s decisions with those taken by several other countries to understand how its actions and inactions have contributed to unfavourable outcomes. Using an analytical perspective that demonstrates how human rights are both a protection from the power of the state and a requirement that governmental powers are used to protect the lives, health and wellbeing of citizens, we argue that the UK Government’s failure to exercise their powers competently allowed the virus to spread without ensuring the country had the means to manage a high case load. This abject failure has led to one of the highest rates of deaths per capita worldwide. We offer several lessons that can be learnt from this unfortunate, but preventable, situation. (shrink)

Promoting plant-based diets as a response to climate crisis has clear implications for producers of animal derived foods, but surprisingly little research considers their perspectives on this. Our exploration focused on farming strongly associated with meat production in Wales, UK. Mindful of polarised debates around plant-based diets, we considered dietary transition as an opportunity to produce for new markets. The first aim was to identify whether transition towards plant-based diets might trigger transformation of livestock agriculture. Findings indicate a potential trigger (...) event once livestock farmers are certain that consumer trends and climate mitigation require change. Livestock farmers who regard their meat as climate-friendly might resist transitions felt to unfairly disadvantage them. We then considered livestock farmers’ likely capacity to produce plant crops, and how this transformational capacity might be enhanced. Participants highlighted forms of financial and environmental inflexibility, plus social norms regarding “good” Welsh farmers, combining to make transformation risky. Transformational capacity might be enhanced through levering occupational and place attachments by portraying plant crops as a revival of historic practices from traditional farming landscapes. Improved linking capacity will also be beneficial, as producing for new markets requires connections to new supply chains, and learning across divisions within rural communities. We present these preliminary insights to livestock farmers’ attitudes and transformational capacity to inform future research with them to advance just agricultural transitions. Our study indicates potential to avoid confrontational discussion of dietary transition and we hope that others will pursue its focus on opportunities for farmers. (shrink)

Author Rizwaan Sabir, as a then-MA student at Nottingham University, became known as one-half of the “Nottingham Two” following his arrest along with Hicham Yezza in May 2008. They were detained for six days without charge on suspicion of terrorism for the possession of a document titled the Al Qaeda Training Manual, which was freely available on the internet and from bookstores. Sabir had downloaded it from a US government website for use as primary source material in his proposed PhD (...) research on armed Muslim groups. But Sabir’s arrest, detention, interrogation, and release without charge takes up only about one-fifth of the pages; the remainder covers subsequent events revealing the extent of the surveillance to... Read More. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Model validation in computational cognitive psychology often relies on methods drawn from the testing of theories in experimental physics. However, applications of these methods to computational models in typical cognitive experiments can hide multiple, plausible sources of variation arising from human participants and from stochastic cognitive theories, encouraging a “model fixed, data variable” paradigm that makes it difficult to interpret model predictions and to account for individual differences. This article proposes a likelihood‐based, “data fixed, model variable” paradigm in which models (...) are treated as stochastic processes in experiments with participant‐to‐participant variation that can be applied to a broad range of mechanistic cognitive architectures. This article discusses the implementation and implications of this view in model validation, with a concrete focus on a simple class of ACT‐R models of cognition. This article is not intended as a recipe for broad application of these preliminary, proof‐of‐concept methods, but as a framework for communication between statisticians searching for interesting problems in the cognitive modeling sphere, and cognitive modelers interested in generalizing from deterministic to stochastic model validation, in the face of random variation in human experimental data. (shrink)

The newly updated Right and Wrong 2nd Edition is an accessible introduction to the major traditions in western philosophical ethics, written in a lively and engaging style. It is designed for entry-level ethics courses and includes real-life ethical scenarios chosen to appeal directly to students. Greatly expanded and improved, this successful text introduces students to the major ethical traditions, and provides a simple methodology for resolving ethical dilemmas Treats teleological and deontological approaches to ethics as the two most important traditions, (...) but now includes chapters on virtue ethics and the ethics of care The very accessible writing style speaks directly to students’ own experience Draws examples from three types of real-life ethical scenarios submitted by students: academic dishonesty, partying, and personal relationships Provides a concise treatment of this notoriously complex subject, perfect for entry-level ethics and applied ethics courses. (shrink)

Intelligence operations overwhelmingly focus on obtaining secrets (espionage) and the unauthorized disclosure of secrets by a public official in one political community to another (treason). It is generally understood that the principal responsibility of spies is to successfully procure secrets about the enemy. Yet, in this essay, I ask: Are spies and traitors ethically justified in using cyber operations not merely to acquire secrets (cyber espionage) but also to covertly manipulate or falsify information (cyber manipulation) to prevent atrocities? I suggest (...) that using cyber manipulation operations to parry atrocities is pro tanto morally permissible and, on occasion, required. (shrink)

This book argues that Plato's Charmides presents a unitary but incomplete argument intended to lead its readers to substantive philosophical insights.

ABSTRACTThis article considers some analogies for religion which are so common in our ordinary language that they might pass without notice. I explore five in detail to show how each in different ways limits what we can say, and indeed think, about religion. By using multiple religious belonging as an example, I am able to compare the things we ordinarily say about religion with the complexities of real, lived religion and illustrate some of the ways in which our analogies for (...) religion fall short. Many of these analogies are so ‘natural’ – so deeply embedded in the ways ordinary language works – that without this specific attention, they can shape what can be said about religion without the speaker noticing. Often, this makes things which the sociological evidence shows people are getting on and doing, like practising multiple religious belonging, seem ‘impossible’ when we try to describe them. By paying attention to the analogies which underlie this sensation, I am able to show that a wider variety of analogies, used with more conscious attention, can be employed to allow us to think more clearly about complex lived religion, including multiple religious belonging. (shrink)

Recently, a new method of considering successful intentional thought suppression has emerged. This method, the think/no-think paradigm has been utilized over a multitude of settings and has fairly robustly demonstrated the ability to interfere with memory recall. The following experiment examined the effect of intentional thought suppression on recognition memory of nonverbalizeable shapes. In this experiment, participants learned word–shape targets. For some of the pairs, they rehearsed the shape when presented with the word; for others, they suppressed the shape when (...) presented with the word. Finally, participants were shown multiple shapes, one at a time, and asked to identify which they had previously seen as paired with a word. Results of the experiment indicated that, similar to results involving words, participants were less accurate in identifying suppressed shapes, as compared to rehearsed shapes. Implications of these findings are discussed. (shrink)

When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem-solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and relative payoffs from (...) individual exploration. Furthermore, performance was positively associated with imitation rates at both the individual and group levels. When peers' payoffs were hidden, popularity and similarity biases reversed, participants searched more broadly and randomly, and both quality and equity of exploration suffered. We conclude that when peers' solutions can be effectively compared, imitation does not simply permit scrounging, but it can also facilitate propagation of good solutions for further cumulative exploration. (shrink)

The classic study, which establishes a sound theological base for the future of philosophical science.

Seeking new language for the Divine has encouraged Christian and Jewish feminists to explore other religious traditions which are richer in feminine language for God, and in some cases to borrow parts of what they find for their own use. However, these other religious traditions are often socially and politically less powerful, and borrowing their language and practice has ethical implications. Especially because the ethical dimensions of liturgy are bound up with theological issues, religious feminists have a moral duty to (...) consider these questions in which there are rarely if ever any easy answers. (shrink)

Delving deeper into LEGO's products and marketing provides an important perspective on the development of the Research Institute set and LEGO's attempt to engage women in science. LEGO's own research shows that boys tend to build in a more linear fashion by replicating what is inside the box whereas girls prefer a more personal approach, to create their own story and to imagine themselves living inside the things they build. Sociologists have looked at every stage of children's development, and found (...) that parents treat babies differently as soon as the sex of the child is known. Language‐focused skills such as reading and writing are gendered feminine and thought of as girls' subjects, whereas science and physical education are considered masculine and treated as boys' subjects. Encouraging women to take up science and science‐related careers might not just be morally good, or good for women, but also important for the progress of science itself. (shrink)

Influenced by Sachs’ ‘activist identity’ I propose that pre-service teacher education or initial teacher education, as I will refer to it, could, and indeed should, encourage a new form of teacher; the ‘teacher-agent.’ This teacher-agent would be aware of the pressures and dictates of the neo-liberal educational culture and its ensuing performative discourse, and choose to resist it, in favour of a more holistic view of education. This view of education encourages inclusive, creative and democratic forms of education concerned with (...) encouraging a social conscience in children and young people, as well as seeing education as concerned with the whole child. These more holistic approaches to education could include pedagogical approaches such as Philosophy for Children, Rights’ Respecting Education and Slow Pedagogy, which can not only provide a more balanced understanding and deeper experience of education for both teachers and pupils, but can also help teachers to resist the debilitating impact of the neo-liberal performative discourse, potentially also thus impacting on their wellbeing and ability to retain their integrity as professionals. This may also have the potential to halt the rapid exodus of new teachers from the profession. It is my contention, that engaging with pedagogies such as P4C in this new iteration of ITE could help not only to encourage the Student Teacher-Agent, but also, as a consequence, develop the Citizen-Agent in the children they are teaching. In this paper I consider four key areas where I propose P4C could play a role in this alternative model of Initial Teacher Education; Democracy in action, the teacher as Teacher-Facilitator, a space for co-construction of knowledge, and encouraging Social Justice. (shrink)

The introduction of the new National Curriculum in England, was initially viewed with suspicion by practitioners, uneasy about the radical departure from the previous National Curriculum, in both breadth and scope of the content. However, this paper will suggest that upon further reflection the brevity of the content could lend itself to a total re-evaluation of the approach to curriculum planning in individual schools. This paper will explore how, far from creating a burden of extra curriculum content, Philosophy for Children (...) can in fact be a driver for the whole primary curriculum. With the renewed focus on Spiritual, Moral, Social and Cultural Development in England, it will investigate the potential for P4C to engage and enhance these areas, which often are neglected or side-lined in the primary curriculum. It will consider the benefits to a class, and indeed school, of creating communities of enquiry and how they can influence school ethos, values and vision. The paper will also share reflections on my own practice as a new trainer with SAPERE over the past two years of training student teachers, colleagues at the university as well as local primary school teachers and head teachers. In addition it will share examples of good practice from three schools where Philosophy for Children has been successfully integrated in a variety of models across the whole school curriculum. (shrink)

Marketers use autobiographical advertising as a means to create nostalgia for their products. This research explores whether such referencing can cause people to believe that they had experiences as children that are mentioned in the ads. In Experiment 1, participants viewed an ad for Disney that suggested that they shook hands with Mickey Mouse as a child. Relative to controls, the ad increased their confidence that they personally had shaken hands with Mickey as a child at a Disney resort. The (...) increased confidence could be due to a revival of a true memory or the creation of a new, false one. In Experiment 2, participants viewed an ad for Disney that suggested that they shook hands with an impossible character (e.g., Bugs Bunny). Again, relative to controls, the ad increased confidence that they personally had shaken hands with the impossible character as a child at a Disney resort. The increased confidence is consistent with the notion that autobiographical referencing can lead to the creation of false or distorted memory. ᭧ 2002 John Wiley & Sons, Inc. (shrink)

Some of the dialogue in the Star Wars films has become deservedly iconic, instantly recognizable even to people unfamiliar with the series. Several human characters speak two or more languages. This chapter examines whether Chewbacca's noises work like a language. It considers a typical exchange between Chewbacca and Han Solo. The conclusion that these noises are not real language is so obvious as to be unnecessary: Chewbacca does not speak. The Star Wars films and Expanded Universe materials teem with processes, (...) objects, and entities that are unique to their fictional setting, are without counterparts in real life, and would need to be learned by someone encountering them for the first time. Conversely, if more and more people do start to use a word in a new way, eventually the newer usage will become its accepted meaning, either coexisting with an older meaning or superseding it. (shrink)

Some theories of goodness are descriptively rich: they have much to say about what makes things good. Neo-Aristotelian accounts, for instance, detail the various features that make a human being, a dog, a bee good relative to facts about those forms of life. Famously, such theories of relative goodness tend to be comparatively poor: they have little or nothing to say about what makes one kind of being better than another kind. Other theories of goodness—those that take there to be (...) absolute goodness—are comparatively rich: they offer grounds for judging some types of things better than others because they have more absolute goodness. Moorean accounts, for example, can tell us that humans and human experiences are superior to bees and blades of grass. But such theories tend to be descriptively poor: they struggle to tell us in virtue of what this is so. In this essay we motivate and flesh out a view that splits the difference between accounts of goodness as relative and accounts of goodness as absolute. Such a view holds promise only if the mechanics of this kind of metaphysics of goodness can be worked out. Here we present a view on which the paradigm for absolute goodness is God and the paradigm for each kind of relative goodness is a divine idea. (shrink)

Proceedings of a conference held in Apr. 2008 in Washington, D.C.

Father Williams explains how the conscience is formed through our training and experiences and informed by the Holy Spirit, making it an essential tool for daily living. He uses familiar and surprising characters to illustrate the positive choices conscience can direct--and the disaster that results when a conscience is undeveloped or ignored. Questions he tackles include "Is it more important to be smart or good?""Is there a morally right thing to do in every situation?" and "Is the Christian moral life (...) an exciting adventure, or a necessary burden?" Rich, provocative, and practical for everyday decision making, KNOWING RIGHT FROM WRONG is a must-read for all who hunger for personal holiness. (shrink)

Armed reprisals are the limited use of military force in response to unlawful actions perpetrated against states. Historically, reprisals provided a military remedy for states that had been wronged by another state without having to resort to all-out war in order to counter or deter such wrongful actions. While reprisals are broadly believed to have been outlawed by the UN Charter, states continue to routinely undertake such self-help measures. As part of the roundtable, “The Ethics of Limited Strikes,” this essay (...) examines the doctrine of armed reprisals in light of recent instances of states using force “short of war” in this manner. We argue that the ban on reprisals has been largely ignored by states, and that recent attempts to apply the laws of armed conflict to the cyber domain are further weakening this prohibition. We conclude that this is a potentially dangerous development that lowers the bar for resorting to military force, risking escalation and thereby further destabilizing the international system. (shrink)

Within the narrative fora.d.32, Tacitus recreates a spirited speech delivered before the Senate by theequesMarcus Terentius (Ann. 6.8), defending himself retrospectively for having been a ‘friend’ of Sejanus. This speech, the only extended speech inoratio rectato feature inAnnalsBook 6, is historiographically rich and suggestive.This article first analyses the speech as a compelling piece of oratory in its own right. It then explores the provocative mirroring of another important speech in Curtius Rufus (7.1.19–40). This is where the general Amyntas, defending himself (...) before Alexander the Great against charges of participation in an alleged conspiracy, refuses to deny his friendship with the conspirator Philotas (now dead). Scholars have rightly acknowledged the significant intertextuality of these two speeches in Curtius Rufus and Tacitus. Yet the interest in this mirroring between Amyntas and Terentius has overshadowed another important intertext. This article demonstrates how Tacitus also engages with a programmatic moment from the opening of Virgil'sAeneidwhen Aeolus is cajoled by Juno to unleash a devastating storm. Terentius wittily casts Tiberius as a powerful divinity whose whims had to be obeyed and himself as a helpless Aeolus doing his will.This article demonstrates that the two passages from Virgil and Curtius Rufus underpinning Terentius’ speech work together powerfully, challenging Tacitus’ readers to reflect on the difficulties of ‘speaking to power’ and on the compromises involved for men like Terentius in negotiating the complex political realities of the imperial system. (shrink)

Pliny’s letters generally seem designed to portray an image of Pliny himself as kind and altruistic, fulfilling the obligations of a Roman aristocrat. But in one group of his letters—those about the infamous delator Marcus Aquilius Regulus—the author’s voice instead appears malignant and hostile. If, as seems certain, Pliny carefully planned his letters with the aim of portraying himself in a certain way, why the discrepancy? This chapter argues that these letters serve a deliberate purpose in constructing part of the (...) overall persona Pliny wishes to project—a neo-Ciceronian persona of eloquence, moralizing, and memorializing. (shrink)

The reason of faith -- Thought and language -- Truth -- The Monologion arguments for the existence of God -- The Proslogion argument for the existence of God -- The divine attributes -- Thinking and speaking about God -- Creation and the word -- The Trinity -- Modality -- Freedom -- Morality -- Incarnation and atonement -- Original sin, grace, and salvation.

THE NATURE OF ART is a collection of 29 seminal, historically-organized readings that are focused on a basic philosophical question: What is Art? Including writings from the Western tradition'both Continental and Analytic traditions'as well as non-Western, minority, and feminist writings, this volume provides students with a rich set of resources to explore this matter both broadly and deeply. Introductions to each reading situate the selection amidst each respective thinker's body of work and the greater philosophical context in which the remarks (...) arose. Reading questions accompany each selection, drawing students' attention to key points to be encountered. Hailed by reviewers and adopters for its clarity and rigor, Wartenberg's THE NATURE OF ART offers a lively and engaging introduction to the philosophy of art. (shrink)

Evidentialism is the doctrine that rational belief should be proportioned to one’s evidence. By “one’s evidence,” I mean evidence that we possess and know that we possess. I specifically exclude from “evidence” the following: information of which we are unaware that our brain might rely on in constructing experience or in the formation of beliefs. My initial interest is with the doctrine of Evidentialism as it applies to a quandary that arises in the Sci-Fi movie Contact, the “Contact Paradox” as (...) I will call it. In this movie one of the main characters, Ellie, is a cosmologist working in a radio-telescope research facility searching for signals from intelligent life in the cosmos. The entity whose epistemological status is at issue in her quandary is her deceased father but there is an obvious parallel between the quandary of a rational believer in God and Ellie’s quandary, a parallel extensively explored in the movie itself. My first thesis is that in Ellie’s case Evidentialism is false: in certain cases, it is rational to believe in the existence of an entity in spite of the fact that the empirical evidence overall is contrary, and the Contact Paradox is one such case. Later in the paper I turn attention to the issue of Evidentialism regarding beliefs in the existence of God. My second thesis is that Evidentialism is false there as well. (shrink)