The study assessed the conceptual understanding and attitude toward fractions of teacher education students in a socio-constructivist learning environment. Specifically, it determined the students’ level of conceptual understanding before and after instruction; verified the types of conceptual changes that occurred; and ascertained the attitude of students toward fractions before and after instruction and its relationship to their levels of understanding. Descriptive-correlational research method was used. Socio-constructivist context-based teaching method was employed to introduce the concept of fractions. Achievement tests and interviews (...) were administered to determine the students’ level of conceptual understanding. Conceptual analysis based on Jensen and Finley’s (1995) method with Tiberghien’s (1994) classification of changes was utilized to describe students’ conceptual understanding and conceptual changes. In order to determine their attitude on fractions, students were asked to answer the socio-constructivist attitude questionnaire. The level of conceptual understanding of teacher education students in fraction was functional misconception and partial understanding before and after instruction, respectively. The type of conceptual change that occurred among teacher education students was change for the better. Socio-constructivist learning more likely to improve students’ attitudes toward fractions; promoted prosocial behavior among students; and tend to increase students’ activeness in the classroom activities as evidenced. (shrink)

According to Kantians, coercion and deception are the two fundamental kinds of wrongdoing. Although this may be true, I wish to argue against two other related assumptions about coercion and deception held by Kantians as well as non-Kantians. One is the assumption that coercion is morally worse than deception, all things being equal. The other is the assumption that whenever coercion is morally permissible, deception is morally permissibe, all things being equal. Both of these assumptions, I argue, are false. Deception (...) is morally worse than coercion, and deception is never morally permissible in virtue of the fact that coercion is morally permissible, whenever coercion is morally permissible. (shrink)

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 (...) preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics. (shrink)

The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs’ level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex, socio-economic status, parents’ educational attainment, high school graduated from and subject preference; and their problem-solving skills. The PETs’ problem-solving performance was determined by a problem set consisting of word problems with number sense, measurement, geometry, algebra, and (...) probability. A mixed-method research design was employed. Senior PETs purposively served as a sample where they mostly preferred to teach other subjects than mathematics. PETs who preferred math performed satisfactorily, while prospective teachers who opted for other subjects performed unsatisfactorily. The PETs’ unsatisfactory output indicates the need for remediation to advance the mathematical material skills and enrich the problem-solving abilities of these primary schools' potential teachers. Besides, results showed that subject preference strongly affected and predicted the problem-solving success of the PETs. PETs who preferred to teach mathematics performed significantly better than their counterparts; hence, mathematics as a field of specialization in the Bachelor of Elementary Education program may be considered by teacher education institutions. Further, most PETs displayed lack of problem-solving skills; thus, a Problem-Solving course is recommended for them. (shrink)

This paper has two aims. First, it sets out an interpretation of the relevant logic E of relevant entailment based on the theory of situated inference. Second, it uses this interpretation, together with Anderson and Belnap’s natural deduc- tion system for E, to generalise E to a range of other systems of strict relevant implication. Routley–Meyer ternary relation semantics for these systems are produced and completeness theorems are proven. -/- .

The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test on (...) integers. It was further revealed that the students have average metacognitive awareness and performed well in the fundamental operation of integers. Follow-up qualitative analysis revealed that students who were high achievers had the best understanding, average achievers had corrected or incomplete understanding, and low achievers had a functional misconception of integers. Moreover, the student's metacognitive awareness was significantly related to their conceptual understanding of integers. This indicates that student's higher-order thinking skills, such as metacognition, are essential since they are associated with building conceptual skills. Thus, teachers should encourage students' metacognitive awareness to improve students' conceptual understanding of integers. The study provides relevant information for educational managers on the potential factors to be considered in improving mathematics education practices, particularly in promoting metacognition among high school students. (shrink)

A logic is called 'paraconsistent' if it rejects the rule called 'ex contradictione quodlibet', according to which any conclusion follows from inconsistent premises. While logicians have proposed many technically developed paraconsistent logical systems and contemporary philosophers like Graham Priest have advanced the view that some contradictions can be true, and advocated a paraconsistent logic to deal with them, until recent times these systems have been little understood by philosophers. This book presents a comprehensive overview on paraconsistent logical systems to change (...) this situation. The book includes almost every major author currently working in the field. The papers are on the cutting edge of the literature some of which discuss current debates and others present important new ideas. The editors have avoided papers about technical details of paraconsistent logic, but instead concentrated upon works that discuss more 'big picture' ideas. Different treatments of paradoxes takes centre stage in many of the papers, but also there are several papers on how to interpret paraconistent logic and some on how it can be applied to philosophy of mathematics, the philosophy of language, and metaphysics. (shrink)

In this paper I argue that, although Kant argues that morality is independent of God (and hence, agrees with the Euthyphro), and rejects Divine Command Theory (or Theological Voluntarism), he believes that all moral duties are also the commands of God, who is a moral being, and who is morally required to punish those who transgress the moral law: "God’s justice is the precise allocation of punishments and rewards in accordance with men’s good or bad behavior." However, since we lack (...) a strict proof of God's existence, we can still fulfill our duties from the motive of duty. if we did know that God exists, then this would undermine our pure moral motivation to do our duty, since we would have an even stronger interest in pleasing God through our good conduct. The effect of undermining our pure moral motivation would be to make us less eligible for divine reward, since God rewards us for doing our duty from the motive of duty. (shrink)

In this review of John Shand's book on the history of western philosophy, I point out that the book is only concerned with epistemology and metaphysics, and only considers in detail the work of twenty individual philosophers. There are no entries on Socrates, Hobbes, Bentham, Schopenhauer, Mill, Kierkegaard, Marx, James, Frege, or Heidegger, and the final chapter on "Recent Philosophy" is only six and a half pages long, with each of the thirteen philosophers given a single paragraph each. Within these (...) narrow limits, Shand does an excellent job of presenting the epistemology and metaphysics of each major philosopher considered. (shrink)

In this essay I argue that Ridley Scott's first feature film, The Duelists, which is an adaptation of a Joseph Conrad novella, contains his deepest meditation on honor in his entire career. The film may be said to answer the following question about honor: is being bound to do something by honor, when it is contrary to one's self-interest, a good thing, or a bad thing? It may be said to give the answer that it may be either good or (...) bad. It is bad that D'Hubert is bound by honor to duel with Feraud; it is good that, in the end, Feraud is bound by honor to cease dueling with D'Hubert. In this way, Kant was correct that "the inclination to honor" may light "upon that which is in fact in the common interest and in conformity with duty," or it may light upon what is contrary to duty. (shrink)

In this essay I argue that Machiavelli does not hold that all deception is permissible in war. While Machiavelli claims that "deceit... in the conduct of war is laudable and honorable," he insists that such deceit, or ruses of war, is not to be confounded with perfidy. Any Lee's U.S. Civil War film, "Ride With the Devil," illustrates this difference. The film also illustrates the difference between lying as part of romance, which is permitted, and lying at the moment of (...) truth in a relationship, when admitting one's feelings, which is not. (shrink)

This chapter both explains the origins of emotivism in C. K. Ogden and I. A. Richards, R. B. Braithwaite, Austin Duncan-Jones, A. J. Ayer and Charles Stevenson (along with the endorsement by Frank P. Ramsey, and the summary of C. D. Broad), and looks at MacIntyre's criticisms of emotivism as the inevitable result of Moore's attack on naturalistic ethics and his ushering in the fact/value, which was a historical product of the Enlightenment.

My real position is that logic is a mere sub-branch of rhetoric, but in this paper I only try to show an area of overlap. Certain usages in logical work are metaphorical, and I argue that this has pernicious effects in a discipline assumed strictly literal. Among these pernicious effects are the bizarre and fruitless focus of philosophy of mathematics on the pseudo-problems of foundations and objects. I mostly examine the locution 'logical construction' and a range of associated metaphors. Some (...) sketchy remarks on the history of rhetoric are offered in explanation. (shrink)

Using the KenKen puzzle may improve students’ performance in operating integers. Quasi-experimental research was conducted to determine the effectiveness of this intervention on the performance and attitude of students in a collaborative learning environment. One hundred four purposively selected Grade 7 students in Nueva Ecija served as respondents and the experimentation lasted four days following the K to 12 Learners Manual. An increase in the student’s performance was found after utilizing the KenKen puzzle, where a significant difference between the posttest (...) and pretest was recorded after the four days of utilization of the puzzle. Besides, students’ attitude toward operating integers showed positivity as it is enjoyable, interesting, challenging, and developing creativity and critical thinking. Moreover, a strong relationship was found between the students’ performance and attitude in operating integers. This suggests that the KenKen puzzle helped improve the students’ performance and attitude in operating integers in a collaborative learning environment. (shrink)

Mathematics is considered one of the most challenging courses for many elementary pre-service teachers (EPTs). In hopes for improvement, teacher educators have been incorporating a jigsaw strategy to equip future teachers with the necessary competencies. Hence, the study aimed to determine the effectiveness of the jigsaw strategy with EPTs’ level of mathematics achievement and interest in an online cooperative learning environment. The research utilized a pre-experimental design with 40 participants. The researchers used pretest and posttest questions covering fraction operations and (...) a mathematics interest questionnaire before and after the intervention. With the implementation of the jigsaw strategy, results showed that the EPTs’ mathematics achievement improved while their interest in mathematics improved to some extent. Likewise, a significant difference between the pre-and post-intervention concerning the EPTs’ mathematics achievement and interest in mathematics was found. Furthermore, correlation analysis revealed that study time is negatively related to mathematics achievement, as is the overall level of interest in mathematics. These findings imply that a jigsaw strategy is a useful tool in teaching mathematics online. However, several modifications may be considered to recognize that the EPTs’ interest in mathematics varies from one person to another. Teacher education institutions are encouraged to apply this strategy not only for EPTs to increase their mathematical know-hows but also to serve as an example for them to employ in their future teaching careers. (shrink)

In this chapter I argue that there are three different senses of 'lie' in Kant's moral philosophy: the lie in the ethical sense (the broadest sense, which includes lies to oneself), the lie in the 'juristic' sense (the narrowest sense, which only includes lies that specifically harm particular others), and the lie in the sense of right (or justice), which is narrower than the ethical sense, but broader than the juristic sense, since it includes all lies told to others, including (...) those who are bent on harming innocent others. (shrink)

The INBIOSA project brings together a group of experts across many disciplines who believe that science requires a revolutionary transformative step in order to address many of the vexing challenges presented by the world. It is INBIOSA’s purpose to enable the focused collaboration of an interdisciplinary community of original thinkers. This paper sets out the case for support for this effort. The focus of the transformative research program proposal is biology-centric. We admit that biology to date has been more fact-oriented (...) and less theoretical than physics. However, the key leverageable idea is that careful extension of the science of living systems can be more effectively applied to some of our most vexing modern problems than the prevailing scheme, derived from abstractions in physics. While these have some universal application and demonstrate computational advantages, they are not theoretically mandated for the living. A new set of mathematical abstractions derived from biology can now be similarly extended. This is made possible by leveraging new formal tools to understand abstraction and enable computability. [The latter has a much expanded meaning in our context from the one known and used in computer science and biology today, that is "by rote algorithmic means", since it is not known if a living system is computable in this sense (Mossio et al., 2009).] Two major challenges constitute the effort. The first challenge is to design an original general system of abstractions within the biological domain. The initial issue is descriptive leading to the explanatory. There has not yet been a serious formal examination of the abstractions of the biological domain. What is used today is an amalgam; much is inherited from physics (via the bridging abstractions of chemistry) and there are many new abstractions from advances in mathematics (incentivized by the need for more capable computational analyses). Interspersed are abstractions, concepts and underlying assumptions “native” to biology and distinct from the mechanical language of physics and computation as we know them. A pressing agenda should be to single out the most concrete and at the same time the most fundamental process-units in biology and to recruit them into the descriptive domain. Therefore, the first challenge is to build a coherent formal system of abstractions and operations that is truly native to living systems. Nothing will be thrown away, but many common methods will be philosophically recast, just as in physics relativity subsumed and reinterpreted Newtonian mechanics. -/- This step is required because we need a comprehensible, formal system to apply in many domains. Emphasis should be placed on the distinction between multi-perspective analysis and synthesis and on what could be the basic terms or tools needed. The second challenge is relatively simple: the actual application of this set of biology-centric ways and means to cross-disciplinary problems. In its early stages, this will seem to be a “new science”. This White Paper sets out the case of continuing support of Information and Communication Technology (ICT) for transformative research in biology and information processing centered on paradigm changes in the epistemological, ontological, mathematical and computational bases of the science of living systems. Today, curiously, living systems cannot be said to be anything more than dissipative structures organized internally by genetic information. There is not anything substantially different from abiotic systems other than the empirical nature of their robustness. We believe that there are other new and unique properties and patterns comprehensible at this bio-logical level. The report lays out a fundamental set of approaches to articulate these properties and patterns, and is composed as follows. -/- Sections 1 through 4 (preamble, introduction, motivation and major biomathematical problems) are incipient. Section 5 describes the issues affecting Integral Biomathics and Section 6 -- the aspects of the Grand Challenge we face with this project. Section 7 contemplates the effort to formalize a General Theory of Living Systems (GTLS) from what we have today. The goal is to have a formal system, equivalent to that which exists in the physics community. Here we define how to perceive the role of time in biology. Section 8 describes the initial efforts to apply this general theory of living systems in many domains, with special emphasis on crossdisciplinary problems and multiple domains spanning both “hard” and “soft” sciences. The expected result is a coherent collection of integrated mathematical techniques. Section 9 discusses the first two test cases, project proposals, of our approach. They are designed to demonstrate the ability of our approach to address “wicked problems” which span across physics, chemistry, biology, societies and societal dynamics. The solutions require integrated measurable results at multiple levels known as “grand challenges” to existing methods. Finally, Section 10 adheres to an appeal for action, advocating the necessity for further long-term support of the INBIOSA program. -/- The report is concluded with preliminary non-exclusive list of challenging research themes to address, as well as required administrative actions. The efforts described in the ten sections of this White Paper will proceed concurrently. Collectively, they describe a program that can be managed and measured as it progresses. (shrink)

In this book chapter I argue that contrary to what is said by Paul Guyer in Kant (Routledge, 2006) Kant's moral philosophy prohibits the bystander from throwing the switch to divert the runaway trolley to a side track with an innocent person on it in order to save more people who are in the path of the trolley in the "Trolley Problem" case made famous by Judith Jarvis Thomson (1976; 1985). Furthermore, Thomson herself (2008) came to agree that it would (...) be wrong to throw the switch, just as it is wrong to push the person off the bridge to stop the trolley (1976; 1985). In changing her mind about this case, Thomson came to agree with Kant as well as with Philippa Foot (1967) who argued in her original paper that a negative duty not to harm one healthy patient outweighed a positive duty to give aid to five other patients by transplanting the healthy person's organs. (shrink)

In this essay I argue that Shelley's "A Defense of Poetry" is best understood as a defense of poetic language, which is in turn best understood as a defense of metaphorical language. According to Shelley, the metaphors of the poets reveal (extra-linguistic) reality, and have a truth value – they are true insofar as they capture reality. The literal language of "mere reasoners" of science and philosophy, by contrast, only reveals relations between ideas already known, and their statements are true (...) in virtue of the meanings of the words. Shelley's essays has been misunderstood because writers on metaphor such as David Cooper and Richard Rorty have assumed that metaphors are neither true nor false, and that defenders of metaphorical language such as Shelley are defending non-truth-apt language. Even those writers on metaphor who believe that metaphors are truth-apt, such as Raymond Gibbs, fail to understand that Shelley should be included in their number. (shrink)

In this article Judith Jarvis Thomson's Good Samaritan Argument in defense of abortion in the case of rape is defended from two objections: the Kill vs. Let Die Objection, and the Intend to Kill vs. Merely Foresee Death Objection. The article concludes that these defenses do not defend Thomson from further objections from Peter Singer and David Oderberg.

This study determined the cognitive skills achievement in mathematics of elementary pre-service teachers as a basis for improving problem-solving and critical thinking which was analyzed using Piaget's seven logical operations namely: classification, seriation, logical multiplication, compensation, ratio and proportional thinking, probability thinking, and correlational thinking. This study utilized an adopted Test on Logical Operations (TLO) and descriptive research design to describe the cognitive skills achievement and to determine the affecting factors. Overall, elementary pre-service teachers performed with sufficient understanding in dealing (...) with the TLO. However, in each logical operation, students were found to have insufficient understanding of probability thinking and correlational thinking. These insufficiencies in other logical operations were attributed to their misconceptions on some mathematical terms, misinterpretation of the problems, poor comprehension skills, poor problem-solving skills, and poor performance in mathematics in general. (shrink)

In this article I argue that it is underdetermined what Spinoza is arguing for when he says in Proposition 72 of Part IV of the Ethics that (translated) "A free man never acts deceitfully, but always in good faith." In "Spinoza, Lying, and Acting in Good Faith," John Bauer has argued that Spinoza lays down an absolute moral prohibition never to lie.

Abstract: The concept of debt financing has assumed considerable importance in recent years given the fundamental role debts now play in forming the financial structure of corporate firms. Quite evident in the debt finance literature is the juxtaposition between debt financing and corporate performance which suggests that debt financing can influence corporate performance. Against the narrow measures of debt financing which are common with most studies that have been carried out on the debt finance-performance dynamics; we attempted a more robust (...) combination of debt finance choices in modelling for corporate performance. Based on data gleaned from the audited annual reports of fifteen (15) consumer goods firms listed in the Nigerian Stock Exchange (NSE) for the period 2006 to 2017, results of the panel regression technique revealed that total debt, long-term debt and short-term debt to asset ratios positively influence the performance of consumer goods firms in Nigeria. Based on the findings of the study, we recommend, among others, that there is need for the Nigerian firms to rely less on short-term debts, which forms the major part of their leverage, and focus more on developing internal strategies that can help improve their performance. (shrink)

In this article I reject the argument of Colin McGinn ("Must I Be Morally Perfect?", 1992) that ordinary morality requires that each of us be morally perfect. McGinn's definition of moral perfection –– according to which I am morally perfect if I never do anything that is supererogatory, but always do what is obligatory, and always avoid doing what is impermissible –– should be rejected, because it is open to the objection that I am morally perfect if I always do (...) what is optional but bad to do (what is suberogatory), in addition to always doing what is obligatory and always avoiding what is impermissible. Moral perfection may be defined as always doing what is obligatory, and always doing what is optional but good to do (supererogatory), and never doing what is impermissible, and never doing what is optional but bad to do [suberogatory]. Since ordinary morality does not require this, ordinary morality does not require moral perfection. (shrink)

Extended Essay Review of the 26 chapters in the collection Global Epistemologies and Philosophies of Science, Routledge, 2021.

Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. Forty-five PMTs were chosen (...) through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study. (shrink)

In today’s fast-changing educational settings, technology integration offers the opportunity to enhance mathematics instruction. This study determines the significant socio-cognitive factors among preservice mathematics teachers (PMTs) affecting their behavioral intention toward the use of technology. A descriptive-correlational research design was employed with 130 participants. Revised UTAUT construct items and behavioral intention scales were utilized through survey forms. Findings revealed that the participants were more inclined to use technology in their pedagogical approach. The only socio-cognitive factors significantly affecting the participants’ positive (...) inclination to utilize educational technology were performance expectancy, effort expectancy, and social influence. However, when controlling for the effects of the participants’ willingness to use technology, social influence became insignificant. Developing favorable impressions of technology’s effectiveness and ease of use may encourage greater technology integration in mathematics education. (shrink)

We are quickly passing through the historical moment when people work in front of a single computer, dominated by a small CRT and focused on tasks involving only local information. Networked computers are becoming ubiquitous and are playing increasingly significant roles in our lives and in the basic infrastructure of science, business, and social interaction. For human-computer interaction o advance in the new millennium we need to better understand the emerging dynamic of interaction in which the focus task is no (...) longer confined to the desktop but reaches into a complex networked world of information and computer-mediated interactions. We think the theory of distributed cognition has a special role to play in understanding interactions between people and technologies, for its focus has always been on whole environments: what we really do in them and how we coordinate our activity in them. Distributed cognition provides a radical reorientation of how to think about designing and supporting human-computer interaction. As a theory it is specifically tailored to understanding interactions among people and technologies. In this article we propose distributed cognition as a new foundation for human-computer interaction, sketch an integrated research framework, and use selections from our earlier work to suggest how this framework can provide new opportunities in the design of digital work materials. (shrink)

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The research instruments and (...) statistics were all validated and tested for reliability. The analysis revealed that the students are visual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary. (shrink)

An essay on the compatibility of Jewish and Muslim aspirations for the Land that argues that a vision of peaceful coexistence to provide a spur to the settling of grievances, but that this vision must respect the deeply felt aspirations of both communities, including in particular those underpinned by religious lore. Existing formulations of the aims of each community are blatantly inconsistent; it is time to attempt to characterise the just and religiously authentic goals of each community in ways that (...) are compatible. I argue that there religious and personal dimensions of the conflict that have been displaced by less deep-seated political goals, but which can be addressed more readily. I outline a tiered constitutional settlement that could address legitimate aspirations by avoiding the anathema of partition. (shrink)

Review of Gibbs' book in which he argues against the twin assumptions that language is inherently literal, and that thought itself is literal. Metaphors, etc., are omnipresent in language, Gibbs argues, and the mind is inherently 'poetic', i.e., it engages in figurative thinking. For example, we conceptualize anger as "ANGER IS HEATED FLUID IN A CONTAINER" (p. 7), and as a result, that is how we talk about anger ('Bill is getting hot under the collar,' 'She blew up at me', (...) etc.). (shrink)

Short survey of philosophical literature on the definition of lying and the ethics of lying.

In this review of Brooke Harrington's edited collection of essays on deception, written by people from different disciplines and giving us a good "status report" on what various disciplines have to say about deception and lying, I reject social psychologist Mark Frank's taxonomy of passive deception, active consensual deception, and active non-consensual deception (active consensual deception is not deception), as well as his definition of deception as "anything that misleads another for some gain" ("for gain" is a reason for engaging (...) in deception, not part of its definition). I also take issue with management professor Guido Mollering's claim that all deception involves a violation of trust. (shrink)

Proficiency in solving mathematical problems is essential for preservice elementary teachers, as they will teach foundational math concepts and foster problem-solving abilities among young learners. However, many studies found low problem-solving performance among preservice teachers. In line with this, the present study examined how problem-solving disposition relates to the performance of preservice elementary teachers, conducted at a selected higher education institution in Nueva Ecija, Philippines, with 134 participants. The study utilized a mathematical problem-solving disposition and beliefs scale questionnaire and a (...) problem-solving test scored using the identify, define, explore, act, and look (IDEAL) model. Results indicated an average problem-solving disposition and high problem-solving performance among preservice teachers. Linear regression analysis showed that overall problem-solving disposition is a predictor of performance. Further, stepwise regression analysis revealed that two disposition parameters, mathematical mindset (β = 2.413, p < 0.01) and community of practice (β = 1.866, p < 0.01), significantly predicted problem-solving performance. These findings show the significance of developing a problem-solving disposition, mindset, and learning communities to improve future teachers’ problem-solving ability by providing more learning opportunities, interdisciplinary problems, and social engagements. (shrink)

Elementary preservice teachers (EPTs) substantially impact the quality of mathematics education, and their subject preference and problem-solving performance are essential indicators of their readiness to teach. The study described EPTs’ subject preference and problem-solving performance. Through a sequential explanatory research design, the quantitative inquiry involved 125 random samples, while the qualitative inquiry was participated by 30 non-random samples. Data were obtained by using an online survey and conferencing. Quantitative data were analyzed through descriptive statistics and analysis of variance, whereas qualitative (...) data were themed accordingly. The EPTs displayed unsatisfactory problem-solving performance and preferred to handle subjects other than math. Besides, the analysis found no significant performance differences with the EPTs’ subject preferences. Further, the EPTs who preferred to teach mathematics expressed their confidence in mathematics. Meanwhile, the EPTs who preferred other subjects displayed math avoidance. The study revealed an alarming result indicating that the EPTs are unprepared for teaching. As agents in cultivating the nation’s mathematics education status, these EPTs must be equipped with fundamental content knowledge. It is suggested that educational decision-makers take measures to address the issues identified concerning EPTs’ readiness to teach mathematics successfully. (shrink)

In order to strengthen RI in the private sector, it is imperative to understand how companies organise this process, where it takes place, and what considerations and motivations are central in the innovation process. In this chapter, the questions of whether and where normative considerations play a role in the innovation process, and whether dimensions of RI are present in the innovation process, are addressed. In order answer these research questions, a theoretical framework is developed based on Jones’s theory of (...) ethical decision making and Cooper’s stagegate model of innovation management. In order to answer the research questions, a specific case of innovations that contribute to public health is explored, namely, that of food companies that participate in a Front-of-Pack logo for healthier food. As the use of healthy food logos does not necessarily have a positive impact on sales and profits, it is expected that in the decision-making process, as part of their innovation process, companies make several trade-offs between economic, technical and moral factors. As the social-ethical values at stake in corporate innovation processes have remained to a large extent unexplored in research on innovation management, the aim of this chapter is to identify the motivations and barriers for companies embracing and continuing a FoP logo for healthier food, and to assess whether ethical considerations play a role in this innovation process. From the findings in this research, it will become clear that although the studied companies participated in a programme for healthy food and thus are responsive to the needs of society, and although the companies feel responsible for public health, ethical considerations do not play a central role in the operational innovation process. Instead, technical and economic considerations seem to prevail in the operational innovation process. Furthermore, none of the procedural dimensions of RI seems to be present at this level in the innovation trajectory. It is argued that this may be an indication that the ethical decision-making process for RI is not located at the level of the operational innovation process itself, but is something that might be located on a higher strategic level in the company. It is at this level that the moral decision is taken to adopt the FoP logo and to engage in the RI process. The findings cast a new light on the discourse on RI in general, and in the private sector in particular. (shrink)

Scientific inquiry takes onward course from the point where previous scientists had reached. But philosophical analysis initiates from scratch. Philosophy questions everything and chooses starting point for itself after having ruled out all the unsubstantiated and doubtful elements of the topic under study. Secondly, known realities must make sense. If a theory is officially 'counterintuitive', then either it is mere fiction or at the most; a distorted form of truth. This book's analysis is based on the philosophical principle that knowledge (...) is empirical and does not arise magically in absence of observational grounds. With philosophical approach, it was doubtful to accept that Georges Lemaître already knew Hubble's law in year 1927 that was yet to be found by Edwin Hubble in year 1929. Therefore this book started with denial of the claim that Lemaître already knew this law. But analysis of section I.III forced author to look the matter from original source and it came to surface that Lemaître knew this law in year 1927. But contrary to mainstream claim, Lemaître had not derived that law from general relativity (GR) equations rather had deduced from a method given by Hubble himself. Whereas whole case of the Big Bang Theory rests on misleading claim that Lemaître had derived this law solely from GR equations. The basis of this claim happened to be a manipulated translation (1931) of Lemaître's original 1927 article. People regard Big Bang Theory as truth because authoritative sources deceived them by presenting a manipulated translation in year 1931. This book is a philosophical analysis of original papers of Alexander Friedmann (1922), Georges Lemaître (1927), Edwin Hubble (1929) and Albert Einstein (1917) thus covers actual roots and origins of the Big Bang Model. In this book, only the core elements of the Big Bang Model i.e. 'Expansion of Universe' and 'CMBR' are covered. It has been sufficiently shown that 'expansion' is an illusion whereas CMBR is a proof that we live in a non-expanding infinite universe. If these two core elements of the standard Big Bang Model are precisely refuted then there is nothing crucial left with the standard model. For readers of this book at least, Big Bang Theory shall become a story of past mistakes. Author is not an authoritative source on science topics therefore readers must download all the above mentioned original papers and check all the points outlined in this book from relevant original papers. Unlike reading from an authoritative source that makes readers relaxed and careless but enables authorities to deceive them in worst way possible, this book requires readers to remain alert on all the points discussed in the book and verify everything from original sources whose links are given at the end of this description and also provided in footnotes section of the book. This book is not a judgment of the topic rather it is like a case presented by an advocate while readers are the judges. Readers are required to apply their own critical judgment to conclude the matter by themselves. After carefully reading this book, readers will also start taking 'authoritative sources' with due care and it will become difficult for the 'authorities' to deceive them again. (shrink)

Edwin Arthur Burtt , who spent the majority of his professional life at Cornell University, is most widely known as the philosopher and author of the works entitled The Metaphysical Foundations of Modern Physical Science and The Teachings of the Compassionate Buddha . These titles reflect the breadth of his philosophical interests, ranging from the philosophy of science to the philosophy of religion. These were recurrent themes in his voluminous publications appearing from the early 1920s to the late 1980s. (...) ;Thus far, no attempt has been made to examine Burtt's life's thought as a whole. This may be due to his eclecticism and penchant for incorporating ideas into Western philosophy from such diverse sources as psychoanalytic theory and Eastern philosophy and religion. Moreover, he was a philosophic activist. He sought to address the serious problems of the twentieth century, in particular the experience of the two World Wars and the threat of annihilation posed by the development of nuclear weapons. Scholars have therefore tended to refer to his works as isolated entities. His influence has been strongest at each end of the spectrum of his philosophic interests, and he is either treated as a philosopher of science or a philosopher of religion. ;This thesis aims to remedy this situation by treating Burtt's work as a whole. Throughout his seventy year philosophic odyssey there is a connecting thread, namely, his determination to develop a post-empiricist metaphysics which would receive its political expression in a world community. In his view, modern science had displaced humanity from its central place and moral significance in the ancient and medieval universe. ;For Burtt science and empiricism can only ever provide partial truth and only speak of partial realities. It was from this starting point that Burtt, after several detours, arrived at his theory of expanding awareness--his most original contribution to philosophy and the cornerstone of his mature thought. The practice of this theory, he believed, would lead to a philosophic regeneration which, in turn, would give rise to a post-scientific, or post-empiricist, metaphysics which could restore humanity to an experience of "at-home-ness" in the universe. He also believed this restoration could help resolve the critical problems facing humanity in the late twentieth century and in the future. (shrink)

The paper presents basic Gestalt psychological concepts of ego and self. They differ from other concepts in the way that they do not comprehend ego and self as fixed entities or as central controlling instances of the psyche, but as one specific organized unit in a psychological field in dynamic interrelation with the other organized units—the environment units—of this field. On this theme, well-known representatives of Gestalt theory have presented some general and special theories since the early days of this (...) approach that could partly be substantiated experimentally. They illuminate the relationship between ego and world in everyday life as well as in the case of mental disorders. Not only the spatial extension of the phenomenal ego is subject to situational changes, but also its place in the world, its functional fitting in this world, its internal differentiation, its permeability to the environment, and much more. The German Gestalt psychologist Wolfgang Metzger emphasizes the significant functional role that this dynamic plasticity of the phenomenal world and its continuously changing segregation of ego and environment have for human life by designating the phenomenal world as a “Central Steering Mechanism.” In this article, ego and self as part of this field in their interrelation with the total psychological field will be illuminated from the perspective of the thinking of the Gestalt psychologists Max Wertheimer, Kurt Koffka, Wolfgang Köhler, Kurt Lewin, Wolfgang Metzger, Mary Henle, Edwin Rausch, and Giuseppe Galli. (shrink)

I introduce the key ideas of foundationalist, coherentist and pragmatist theories of knowledge. I then use these ideas as background for presenting the work on knowledge and perception in this part, work by Grace Andrus de Laguna and Marie Collins Swabey. We will see that these authors critique the idea of sense data that was central to the foundationalist theories of knowledge of Bertrand Russel and other early analytic thinkers, though de Laguna’s critique leads to perspectivism about perception and knowledge (...) while Swabey rejects perspectivism. So too, we will see that de Laguna and Swabey develop epistemologies with strong coherentist elements, much as did their idealist teacher James Edwin Creighton. De Laguna’s, developed jointly with her husband, Theodore de Laguna, is a sophisticated form of naturalism that is built on a critique of pragmatist naturalism and is similar to the one made famous later by Willard V. Quine. Swabey rejects all forms of naturalism, arguing that knowledge requires an a priori foundation in reason. (shrink)

Distributed cognition (d-cog) claims that many cognitive processes are distributed across groups and the surrounding material and cultural environment. Recently, Nancy Nersessian, Ronald Giere, and others have suggested that a d-cog approach might allow us to bring together cognitive and social theories of science. I explore this idea by focusing on the specific interpretation of d-cog found in Edwin Hutchins' canonical text Cognition in the wild. First, I examine the scope of a d-cog approach to science, showing that there (...) are important disputes between cognitive and social theorists on which d-cog remains silent. Second, I suggest that, where social explanations can be recast in d-cog terms, this reformulation will not be acceptable to all social theorists. Finally, I ask how we should make sense of the claim that, on a d-cog analysis, social factors are cognitive factors. (shrink)

I revisit my paper, ‘Grace de Laguna’s 1909 Critique of Analytic Philosophy’ and respond to the commentary on it. I respond to James Chase and Jack Reynolds by further analysing the difference between speculative philosophy as de Laguna conceived of it and analytic philosophy, by clarifying how her critique of analytic philosophy remains relevant to some of its more speculative forms, and by explaining what justifies the criticism of established opinion that goes along with her rejection of analytic philosophy’s epistemic (...) conservatism. In response to Andreas Vrahimis, I contextualise my reading of de Laguna’s work in 1909. This clarifies her critique of pragmatism, distinguishes it from her critique of epistemically conservative philosophy, and shows that she was not only already aware of the full scope of the latter critique but is likely to have identified the then incipient analytic philosophy as its primary target. Also, contra Vrahimis, her argument is effective against Bertrand Russell’s later, epistemically conservative approach to philosophy. In response to Cheryl Misak, I point out that her argument that de Laguna is, despite herself, a pragmatist rests on a misunderstanding of the differences between pragmatism and idealism, and I show that de Laguna’s main early influences were Herbert Spencer and her teacher, James Edwin Creighton. I further argue that Misak’s rejection of de Laguna’s critique of pragmatism rests on a misrepresentation of the critique. (shrink)

În acest articol încerc să argumentez opinia că, așa cum este definită eugenia, este foarte dificil de făcut o diferențiere clară între știință (medicină, ingineria genetică) și eugenie. Și de stabilit o linie peste care ingineria genetică nu ar trebui să treacă, conform unor norme morale, juridice și religioase. Atâta timp cât acceptăm ajutorul geneticii în găsirea unor modalități de combatere a cancerului, diabetului sau HIV, acceptăm în mod implicit și eugenia pozitivă, conform definiției actuale. Și atâta timp cât acceptăm (...) screening-ul genetic, și intervenții asupra fătului nenăscut, sau avortul, acceptăm în mod implicit și eugenia negativă. În plus, la nivel de guverne, deși oficial eugenia este repudiată, ea a fost legalizată în foarte multe țări până de curând, și încă mai este acceptată și legalizată, chiar dacă în forme mai subtile, și în prezent. În Introducere definesc termenul și modurile de clasificare. Urmează Istoria eugeniei pornind din perioada antică, introducerea eugeniei de Francis Galton, practica eugeniei ca politică de stat în diverse țări, și eugenia actuală (eugenia liberală). Analizez apoi diverse probleme ridicate de Etica eugeniei liberale, și am dezvoltat o secțiune aparte pentru Viitorul eugeniei, cu accent pe proiectul genomului uman. În final, în secțiunea Concluzii expun opiniile personale cu privire la practica actuală a eugeniei. Am folosit ca surse principale de investigație articolele lui Kenneth M. Ludmerer, ”American Geneticists and the Eugenics Movement: 1905-1935”, Kathy J. Cooke, ”Duty or Dream? Edwin G. Conklin's Critique of Eugenics and Support for American Individualism”, Jonathan Anomaly, ”Defending Eugenics”, John R. Harding Jr. ”Beyond Abortion: Human Genetics and the New Eugenics”, Michael Boulter, ”Bloomsbury Scientists”, Chapter Title: The rise of eugenics, 1901–14, Michael Ruse and Edward O. Wilson, ”Moral Philosophy as Applied Science” și Goering, Sara, "Eugenics". (shrink)

Contributors: Steven Barbone, Laurent Bove, Edwin Curley, Valérie Debuiche, Michael Della Rocca, Simon B. Duffy, Daniel Garber, Pascale Gillot, Céline Hervet, Jonathan Israel, Chantal Jaquet, Mogens Lærke, Jacqueline Lagrée, Martin Lin, Yitzhak Y. Melamed, Pierre-François Moreau, Steven Nadler, Knox Peden, Alison Peterman, Charles Ramond, Michael A. Rosenthal, Pascal Sévérac, Hasana Sharp, Jack Stetter, Ariel Suhamy, Lorenzo Vinciguerra.

It is standard to think that in Spinoza’s system, all things are necessary and in no sense contingent. However, in his classic book, Spinoza’s Metaphysics, published in 1969, Edwin Curley argues based on the proposition 28 of the first part of the Ethics that Spinoza endorses necessitarianism of only a modest kind, according to which when it comes to finite modes, there is a sense in which they are contingent. In this paper, I revisit Curley’s argument. Commentators have responded (...) to Curley’s argument, showing that Spinoza’s remarks on infinite modes entail that finite modes can in no sense be contingent. But this alone falls short of dispelling Curley’s misgivings about the standard interpretation, for it remains unexplained why Curley is wrong in thinking that the proposition 28 supports his moderate necessitarian interpretation. In defense of the standard interpretation, I bolster the usual response to Curley in greater detail than has been done in the literature and explain why, pace Curley, the proposition 28 plays no evidential role in support of Curley’s interpretation. (shrink)

The article presents the interdisciplinary approach of Edwin Hutchins, analyzing his conception of distributed cognition as probably the most important and lasting contribution of anthropology to the repertoire of theoretical tools in cognitive science. At the same time, this conception resulted in one of the most interesting relationships between cognitive science and social sciences. These relationships are made possible by the assumptions of Hutchins’ conception, which directly contribute to interdisciplinary collaboration. His account of distributed cognition has enormous potential, allowing (...) the integration of research into cognitive and social processes. This is also because it breaks with methodological individualism. (shrink)

1.Summary The key terms. 1. Key term: ‘Sunyata’. Nagarjuna is known in the history of Buddhism mainly by his keyword ‘sunyata’. This word is translated into English by the word ‘emptiness’. The translation and the traditional interpretations create the impression that Nagarjuna declares the objects as empty or illusionary or not real or not existing. What is the assertion and concrete statement made by this interpretation? That nothing can be found, that there is nothing, that nothing exists? Was Nagarjuna denying (...) the external world? Did he wish to refute that which evidently is? Did he want to call into question the world in which we live? Did he wish to deny the presence of things that somehow arise? My first point is the refutation of this traditional translation and interpretation. 2. Key terms: ‘Dependence’ or ‘relational view’. My second point consists in a transcription of the keyword of ‘sunyata’ by the word ‘dependence’. This is something that Nagarjuna himself has done. Now Nagarjuna’s central view can be named ‘dependence of things’. Nagarjuna is not looking for a material or immaterial object which can be declared as a fundamental reality of this world. His fundamental reality is not an object. It is a relation between objects. This is a relational view of reality. This is the heart of Nagarjuna’s ideas. In the 19th century a more or less unknown Italian philosopher, Vincenzo Goberti, spoke about relations as the mean and as bonds between things. Later, in quantum physics and in the philosophy of Alfred North Whitehead we are talking about interactions and entanglements. These ideas of relatedness or connections or entanglements in Eastern and Western modes of thought are the main idea of this essay. Not all entanglements are known. Just two examples: the nature of quantum entanglements is not known. Quantum entanglements should be faster than light. That's why Albert Einstein had some doubts. A second example: the completely unknown connections between the mind and the brain. Other examples are mysterious like the connections between birds in a flock. Some are a little known like gravitational forces. 3. Key terms: ‘Arm in arm’. But Nagarjuna did not stop there. He was not content to repeat this discovery of relational reality. He went on one step further indicating that what is happening between two things. He gave indications to the space between two things. He realized that not the behaviour of bodies, but the behaviour of something between them may be essential for understanding the reality. This open space is not at all empty. It is full of energy. The open space is the middle between things. Things are going arm in arm. The middle might be considered as a force that bounds men to the world and it might be seen as well as a force of liberation. It might be seen as a bondage to the infinite space. 4. Key term: Philosophy. Nagarjuna, we are told, was a Buddhist philosopher. This statement is not wrong when we take the notion ‘philosophy’ in a deep sense as a love to wisdom, not as wisdom itself. Philosophy is a way to wisdom. Where this way has an end wisdom begins and philosophy is no more necessary. A.N. Whitehead gives philosophy the commission of descriptive generalization. We do not need necessarily a philosophical building of universal dimensions. Some steps of descriptive generalization might be enough in order to see and understand reality. There is another criterion of Nagarjuna’s philosophy. Not his keywords ‘sunyata’ and ‘pratityasamutpada’ but his 25 philosophical examples are the heart of his philosophy. His examples are images. They do not speak to rational and conceptual understanding. They speak to our eyes. Images, metaphors, allegories or symbolic examples have a freshness which rational ideas do not possess. Buddhist dharma and philosophy is a philosophy of allegories. This kind of philosophy is not completely new and unknown to European philosophy. Since Plato’s allegory of the cave it is already a little known. (Plato 424 – 348 Befor Current Era) The German philosopher Hans Blumenberg has underlined the importance of metaphors in European philosophy. 5. Key terms: Quantum Physics. Why quantum physics? European modes of thought had no idea of the space between two this. They were bound to the ideas of substance or subject, two main metaphysical traditions of European philosophical history, two main principles. These substances and these subjects are two immaterial bodies which were considered by traditional European metaphysics as lying, as a sort of core, inside the objects or underlying the empirical reality of our world. The first European scientist who saw with his inner eye the forces between two things had been Michael Faraday (1791-1867). Faraday was an English scientist who contributed to the fields of electromagnetism. Later physicists like Albert Einstein, Niels Bohr, Erwin Schrödinger, Werner Heisenberg and others followed his view in modern physics. This is a fifth point of my work. I compare Nagarjuna with European scientific modes of thought for a better understanding of Asia. I do not compare Nagarjuna with European philosophers like Hegel, Heidegger, Wittgenstein. The principles and metaphysical foundations of physical sciences are more representative for European modes of thought than the ideas of Hegel, Heidegger and Wittgenstein and they are more precise. And slowly we are beginning to understand these principles. Let me take as an example the interpretation of quantum entanglement by the British mathematician Roger Penrose. Penrose discusses in the year of 2000 the experiences of quantum entanglement where light is separated over a distance of 100 kilometers and still remains connected in an unknown way. These are well known experiments in the last 30 years. Very strange for European modes of thought. The light should be either separated or connected. That is the expectation most European modes of thought tell us. Aristotle had been the first. Aristotle (384 - 322 Before Current Era) was a Greek philosopher, a student of Plato and a teacher of Alexander the Great. He told us the following principle as a metaphysical foundation: Either a situation exists or not. There is not a third possibility. Now listen to Roger Penrose: “Quantum entanglement is a very strange type of thing. It is somewhere between objects being separate and being in communication with each other” (Roger Penrose, The Large, the Small and the Human Mind, Cambridge University Press. 2000 page 66). This sentence of Roger Penrose is a first step of a philosophical generalization in a Whiteheadian sense. 6. Key terms: ‘The metaphysical foundations of modern science’ had been examined particularly by three European and American philosophers: E. A. Burtt, A.N. Whitehead and Hans-Georg Gadamer, by Gadamer eminently in his late writings on Heraclitus and Parmenides. I try to follow the approaches of these philosophers of relational views and of anti-substantialism. By ‘metaphysical foundations’ Edwin Arthur Burtt does not understand transcendental ideas but simply the principles that are underlying sciences. -/- 7. Key terms: ‘Complementarity’, ‘interactions’, ‘entanglements’. Since 1927 quantum physics has three key terms which give an indication to the fundamental physical reality: Complementarity, interactions and entanglement. These three notions are akin to Nagarjuna’s relational view of reality. They are akin and they are very precise, so that Buddhism might learn something from these descriptions and quantum physicists might learn from Nagarjuna’s examples and views of reality. They might learn to do a first step in a philosophical generalisation of quantum physical experiments. All of us we might learn how objects are entangled or going arm in arm. [The end of the summary.] -/- « Wenn du gerade das, wodurch auch immer du gefesselt bist, erkennst, wirst du zur Freiheit gelangen. Wenn du diesen speziellen Pfad verwirklichst, gelangst du in einem Leben zur Buddhaschaft. Deswegen verhält es sich folgendermaßen : Wenn plötzlich die Geistesregung « Begierde » enststeht, dann betrachte, ohne ihr zu folgen, direkt ihre Essenz und verweile in dieser Betrachtung, ohne Ablenkungen zuzulassen. Auf diese Weise reinigt Begierde sich selbst, ohne aufgegeben zu werden, da sie ohne Grundlage und Ursprung entsteht. Das wird « Befreiung in sich selbst », « unterscheidende ursprüngliche Weisheit » oder Buddha Amitabha » genannt ». Jigden Sumgön, Licht, das die Dunkelheit durchbricht, Otter Verlag, München 2006, Seite 47, 48 . (shrink)

‘‘COGNITIVE ECOLOGY’’ is a fruitful model for Shakespearian studies, early modern literary and cultural history, and theatrical history more widely. Cognitive ecologies are the multidimensional contexts in which we remember, feel, think, sense, communicate, imagine, and act, often collaboratively, on the fly, and in rich ongoing interaction with our environments. Along with the anthropologist Edwin Hutchins,1 we use the term ‘‘cognitive ecology’’ to integrate a number of recent approaches to cultural cognition: we believe these approaches offer productive lines of (...) engagement with early modern literary and historical studies.2 The framework arises out of our work in extended mind and distributed cognition.3 The extended mind hypothesis arose from a post-connectionist philosophy of cognitive science. This approach was articulated in Andy Clark’s Being There: Putting Brain, Body, and World Together Again, and further developed by Susan Hurley and Mark Rowlands, among others.4 The distributed cognition approach arose independently, from work in cognitive anthropology, HCI (Human-Computer Interaction), the sociology of education and work, and science studies. The principles of distributed cognition were articulated in Hutchins’s ethnography of navigation, Cogni- tion in the Wild,5 and developed by theorists such as David Kirsh and Lucy Suchman.6 These models share an anti-individualist approach to cognition. In all these views, mental activities spread or smear across the boundaries of skull and skin to include parts of the social and material world. In remembering, decision making, and acting, whether individually or in small groups, our complex and structured activities involve many distinctive dimensions: neural, affective, kines-. (shrink)