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)

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. -/- .

In dit artikel wordt de dominante metafysische oriëntatie in de hedendaagse meta-ethiek kritisch onder de loep genomen. Het hedendaagse debat, dat zich voornamelijk richt op de vraag hoe moraliteit metafysisch gezien 'in de werkelijkheid past', wordt gekenmerkt door een reeks complexe en soms esoterische discussies die, zo wordt betoogd, weinig bijdragen aan ons filosofische begrip van ethiek. Deze focus op metafysische grondslagen heeft geleid tot een tunnelvisie, waarin het debat gevangen zit tussen steeds ingewikkeldere vormen van non-cognitivisme, herconceptualisaties van 'objectiviteit' (...) en metafysische acrobatiek. Als alternatief wordt voorgesteld de aandacht in de meta-ethiek te verleggen naar het domein van praktisch redeneren. Door ons te concentreren op de patronen van geldige praktische argumentatie en het soort overwegingen dat mensen daadwerkelijk overtuigt, kunnen we wellicht een beter inzicht krijgen in de aard van ethische normativiteit en de rol ervan in ons leven. Het artikel pleit voor een meer pragmatische en minder metafysisch beladen benadering van de meta-ethiek, die zich richt op de daadwerkelijke praktijken van moreel redeneren en argumenteren. (shrink)

Trước những lo ngại về khí hậu toàn cầu ngày càng gia tăng, các quốc gia trên thế giới đã ký kết thỏa thuận toàn cầu nhằm thể hiện sự cam kết mạnh mẽ để chung tay tìm kiếm các giải pháp sáng tạo để giảm thiểu phát thải khí nhà kính và tác động của nó đối với môi trường. Việt Nam là một trong những thành viên tích cực tham gia và có trách nhiệm, nhưng đồng thời cũng (...) là một nước bị ảnh hưởng nặng nề nhất của biến đổi khí hậu. Nhận thấy sự cần thiết phải giải quyết vấn đề biến đổi khí hậu, Việt Nam đang triển khai nghiên cứu việc thành lập thị trường các-bon trong nước, trong đó việc xây dựng và vận hành một hệ thống lưu ký các-bon được coi là một trụ cột quan trọng, trên cơ sở học hỏi kinh nghiệm từ các mô hình trên thế giới. Bài viết này đi sâu vào việc phân tích, đánh giá điều kiện, bối cảnh của Việt Nam và rút ra bài học kinh nghiệm từ các hệ thống lưu ký trên thế giới để đề xuất các giải pháp xây dựng một hệ thống lưu ký các- bon hiệu quả cho Việt Nam. (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)

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)

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)

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)

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)

Nghiên cứu xác định các nhân tố ảnh hưởng đến Vận dụng kế toán môi trường của các doanh nghiệp sản xuất tỉnh Hưng Yên. Kết quả nghiên cứu xác định có 5 nhân tố ảnh hưởng, bao gồm: Lĩnh vực hoạt động sản xuất của doanh nghiệp; Nguồn lực tài chính; Nhận thức của chủ thể doanh nghiệp và Áp lực của các bên liên quan; Quy mô doanh nghiệp ảnh hưởng đến việc vận dụng kế toán môi trường. (...) Trong đó, nhân tố Lĩnh vực hoạt động sản xuất tác động mạnh nhất đến việc Vận dụng kế toán môi trường trong các doanh nghiệp sản xuất tại tỉnh Hưng Yên. (shrink)

Sometimes people posit "beliefs" to explain mundane instrumental actions (e.g., Neil believes the switch is connected to the light, so he flipped the switch to illuminate the room). Sometimes people posit "beliefs" to explain group affiliation or identity (e.g., in order to belong to the Christian Reformed Church Neil must believe that God is triune). If we set aside the commonality of the word "belief," we can pose a crucial question: Is the cognitive attitude typically involved in the first "light (...) switch" sort of case the same as the cognitive attitude typically involved in the second "Trinity" sort of case? Or: Is mundanely believing the same cognitive relation as groupishly believing? In this essay, I argue that the answer is no. Mundane Beliefs play their instrumental roles well if they are true, and their manner of processing is accordingly sensitive to evidence. Groupish Beliefs play their identity-constituting roles well if they are distinctive, and their manners of processing accordingly allow for and often support distortions of evidence and truth. The manners of processing are thus so different that--despite the common word "belief"--philosophy of mind and epistemology would do well to recognize distinct cognitive attitudes. (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)

Als Plato de hedendaagse academie zou aanschouwen, zou hij niet alleen stomverbaasd zijn over de massificatie en de byzantijnse bureaucratie, maar gezien het ethische doel van de universiteit zou hij ook reden hebben om bezorgd te zijn.

Central to many discussions of motivated reasoning is the idea that it runs afoul of epistemic normativity. Reasoning differently about information supporting our prior beliefs versus information contradicting those beliefs, is frequently equated with motivated irrationality. By analyzing the normative status of belief polarization, selective scrutiny, biased assimilation and the myside bias, I show this inference is often not adequately supported. Contrary to what’s often assumed, these phenomena need not indicate motivated irrationality, even though they are instances of belief-consistent information (...) processing. Second, I engage with arguments purporting to show that belief-consistent information processing does not indicate motivated irrationality because of its mere differential treatment of confirming and non-confirming evidence, but rather because it reveals the undermining presence of an irrelevant influence, such as a desire or partisan identity-driven cognition. While linking belief-consistent reasoning to a deeper source of directional motivation to make good on the claim that it indicates motivated irrationality is indeed what’s needed, two prominent such arguments fail. The non-normativity of many reasoning processes often taken to indicate motivated irrationality is not in fact well established. (shrink)

In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected 125 pre-service (...) math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40-item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education. (shrink)

Epistemic pluralists in the philosophy of science often argue that different epistemic perspectives in science are equally warranted. Sandra Mitchell – with her Integrative Pluralism (IP) – has notably advocated for this kind of epistemic pluralism. A problem arises for Mitchell however because she also wants to be an epistemological pluralist. She claims that, not only are different epistemic perspectives in science equally warranted in different contexts, but different understandings of these epistemic perspectives in science are also equally warranted in (...) different contexts. The problem is that Mitchell argues that her understanding of epistemic perspectives in science (IP) is the correct one, and it is dilemmic to then claim that there is more than one such understanding. As solution, I suggest that we abandon epistemological pluralism and instead follow Feyerabend in being opportunistic pluralists. We can adopt pluralism as a short-term strategy in the pursuit of a long-term unitary goal. This unitary goal is what philosophers of understanding call objectual understanding, the kind of understanding that Integrative Pluralism tacitly aspires to anyway. (shrink)

Many cognitive scientists, having discovered that some computational-level characterization f of a cognitive capacity φ is intractable, invoke heuristics as algorithmic-level explanations of how cognizers compute f. We argue that such explanations are actually dysfunctional, and rebut five possible objections. We then propose computational-level theory revision as a principled and workable alternative.

As artefacts, the worlds of digital games are designed and developed to fulfil certain expressive, functional, and experiential objectives. During play, players infer these purposes and aspirations from various aspects of their engagement with the gameworld. Influenced by their sociocultural backgrounds, sensitivities, gameplay preferences, and familiarity with game conventions, players construct a subjective interpretation of the intentions with which they believe the digital game in question was created. By analogy with the narratological notion of the implied author, we call the (...) figure to which players ascribe these intentions ‘the implied designer’. In this article, we introduce the notion of the implied designer and present an initial account of how appreciators ascribe meaning to interactive, fictional gameworlds and act within them based on what they perceive to be the designer’s intentions. (shrink)

In an earlier issue, I argue (2014) that psychology and epistemology should distinguish religious credence from factual belief. These are distinct cognitive attitudes. Levy (2017) rejects this distinction, arguing that both religious and factual “beliefs” are subject to “shifting” on the basis of fluency and “intuitiveness.” Levy’s theory, however, (1) is out of keeping with much research in cognitive science of religion and (2) misrepresents the notion of factual belief employed in my theory. So his claims don’t undermine my distinction. (...) I conclude by suggesting some approaches to empirically testing our views. (shrink)

Bernard Williams argued that historical and philosophical inquiry were importantly linked in a number of ways. This introductory chapter distinguishes four different connections he identified between philosophy and history. (1) He believed that philosophy could not ignore its own history in the way that science can. (2) He thought that when engaging with philosophy’s history primarily to produce history, one still had to draw on philosophy. (3) Even doing history of philosophy philosophically, i.e. primarily to produce philosophy, required a keen (...) sense of how historically distant from us past philosophers were, on his view, because the point of reading them was to confront something different from the present. (4) He held that systematic philosophy itself needed to be done historically, engaging not necessarily with its own history, but with that of the concepts it sought to understand. The chapter closes with an overview of the volume’s structure and content. (shrink)

Jill de Villiers has argued that children's mastery of sentential complements plays a crucial role in enabling them to succeed at false-belief tasks. Josef Perner has disputed that and has argued that mastery of false-belief tasks requires an understanding of the multiplicity of perspectives. This paper attempts to resolve the debate by explicating attributions of desires and beliefs as extensions of the linguistic practices of making commands and assertions, respectively. In terms of these linguistic practices one can explain why desire-talk (...) will precede belief-talk and why even older children will have difficulty attributing incompatible desires. (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 debate on whether and why misinformation is bad primarily focuses on the spread of false beliefs as its main harm. From the assumption that misinformation primarily causes harm through the spread of false beliefs as a starting point, it has been contended that the problem of misinformation has been exaggerated. Its tendency to generate false beliefs appears to be limited. However, the near-exclusive focus on whether or not misinformation dupes people with false beliefs neglects other epistemic harms associated with (...) it. Specifically, I show that misinformation also causes trouble for the epistemic goods of truth attainment, intellectual autonomy and debate pluriformity. Moreover, for each of these goods, I argue that emphasizing error-avoidance exacerbates, rather than mitigates, the harms caused by misinformation. These oversights and dilemmas show that prioritizing error-avoidance in the fight against misinformation is not a neutral default policy or necessarily a net positive. A shift in focus away from the spread of false beliefs as the main harm of misinformation is needed to better understand and counter its negative effects. (shrink)

Crossing the road within the traffic system is an example of an action human agents perform successfully day-to-day in complex systems. How do they perform such successful actions given that the behaviour of complex systems is often difficult to predict? The contemporary literature contains two contrasting approaches to the epistemology of complex systems: an analytic and a post-modern approach. We argue that neither approach adequately accounts for how successful action is possible in complex systems. Agents regularly perform successful actions without (...) obeying (explicit or implicit) algorithmic rules (as the analytic approach suggests) and without an existential leap to action (as the post-modern approach suggests). We offer an alternative: A common-sense pragmatist epistemology, one that focuses on the kind of actions making up most agents’ successful moment-to-moment actions in complex systems. Successful actions obtain when agents apply ceteris paribus rules-of-thumb during predictive and decisional practices while achieving some desired goal. (shrink)

I raise the question of what cognitive attitude self-deception brings about. That is: what is the product of self-deception? Robert Audi and Georges Rey have argued that self-deception does not bring about belief in the usual sense, but rather “avowal” or “avowed belief.” That means a tendency to affirm verbally (both privately and publicly) that lacks normal belief-like connections to non-verbal actions. I contest their view by discussing cases in which the product of self-deception is implicated in action in a (...) way that exemplifies the motivational role of belief. Furthermore, by applying independent criteria of what it is for a mental state to be a belief, I defend the more intuitive view that being self-deceived that p entails believing that p. Beliefs (i) are the default for action relative to other cognitive attitudes (such as imagining and hypothesis) and (ii) have cognitive governance over the other cognitive attitudes. I explicate these two relations and argue that they obtain for the product of self-deception. (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 notion of belief appears frequently in cognitive science. Yet it has resisted definition of the sort that could clarify inquiry. How then might a cognitive science of belief proceed? Here we propose a form of pluralism about believing. According to this view, there are importantly different ways to "believe" an idea. These distinct psychological kinds occur within a multi-dimensional property space, with different property clusters within that space constituting distinct varieties of believing. We propose that discovering such property clusters (...) is empirically tractable, and that this approach can help sidestep merely verbal disputes about what constitutes “belief.”. (shrink)

Indicative conditionals and tendency causal claims are closely related (e.g., Frosch and Byrne, 2012), but despite these connections, they are usually studied separately. A unifying framework could consist in their dependence on probabilistic factors such as high conditional probability and statistical relevance (e.g., Adams, 1975; Eells, 1991; Douven, 2008, 2015). This paper presents a comparative empirical study on differences between judgments on tendency causal claims and indicative conditionals, how these judgments are driven by probabilistic factors, and how these factors differ (...) in their predictive power for both causal and conditional claims. (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)

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)

Virtue ethics has now well and truly established itself as one of the main normative theories. It is now quite common, and indeed, expected, for virtue ethics to be included, alongside deontology and consequentialism, in any Moral Philosophy syllabus worth its salt. Students are typically introduced to virtue ethics only after studying the other two normative theories, and this often sets the scene for various sorts of misunderstandings, with students expecting virtue ethics to be based on the same set of (...) rules and assumptions as its rivals. Or at least, that is my experience. In this paper I want to focus on one such misunderstanding, which arises when trying to apply virtue ethics to our judgments of other people’s actions and behaviour. Although there are countless ways in which a theory can be misunderstood, it is worth guarding against this one in particular, given that it can lead someone who takes virtue ethics seriously to act in ways that are not virtuous, or even vicious. I begin by making a few remarks about the role of normative theory, and then go on to give four examples of how applying virtue ethics can lead to poor behaviour. In the final section I identify the mistake in question and conclude by noting how it can be avoided. (shrink)

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics educators, (...) designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

Nghiên cứu nhằm xác định và đo lường các nhân tố tác động đến sự vận dụng hệ thống kế toán chi phí dựa trên cơ sở hoạt động (ABC) tại các doanh nghiệp sản xuất hoạt động trên địa bàn tỉnh Đồng Nai. Kết quả nghiên cứu cho thấy, có tổng cộng 5 nhân tố tác động tích cực đến vận dụng hệ thống kế toán chi phí tại các doanh nghiệp sản xuất trên địa bàn tỉnh Đồng Nai, (...) gồm: Sự ủng hộ của ban lãnh đạo; Tầm quan trọng về thông tin chi phí; Trình độ nhân viên kế toán; Huấn luyện và đào tạo; Quy mô doanh nghiệp. (shrink)

Verrassend misschien voor filosofen buiten Frankrijk, maar in Parijs is wetenschap altijd een object van filosofische reflectie geweest – niet in de vorm van de analytische wetenschapsfilosofie zoals die buiten Frankrijk wordt onderwezen, maar onder de noemer van historische epistemologie, of soms ook wel kortweg épistémologie genoemd. Dit themanummer wil een inleiding zijn op deze traditie in haar denkers.

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)

It seems like a problem to say that love can be merited—its value is located in its transcendence of comparative judgments. However, we commonly make judgments about who is and is not worth loving. We deem certain romantic partners, friends, and family members as worth or not worth our loving time, attention, and effort. In this paper, I argue that love can be merited, and it is merited because of a person’s intrinsic valuable qualities. However, it is not the fact (...) that such qualities can be compared that is relevant. What is relevant is the fact that such qualities are gradable, and what it means for someone to merit love is that their qualities meet a threshold or standard of value for love. Moreover, love requires some amount of practical wisdom in discerning these thresholds and when someone meets or fails to meet them. This is important to recognize since we are creatures of finite love. We do not have the capacity to love everyone who is both worthy and unworthy of love. Given our finite capacities, I argue that making wise and discerning judgments about whom to love should be kept in mind when philosophizing about love. (shrink)

Social egalitarianism holds that justice requires that people relate to one another as equals. To explain the content of this requirement, social egalitarians often appeal to the moral equality of persons. This leads to two very different interpretations of social egalitarianism. The first involves the specification of a conception of the moral equality of persons that is distinctive of the social egalitarian view. Social (or relational) egalitarianism can then claim that for people to relate as equals is for the relations (...) between them to conform to this conception of their moral equality. I will argue against this type of view. Instead, I will argue that social egalitarianism should propose a distinctive conception of social equality as a purely sociological phenomenon. I will show how this conception allows us to formulate the types of normative claims social egalitarianism should make. On this picture, social egalitarianism, instead of identifying social hierarchy as a distinctive kind of wrong, makes standard normative claims about a distinctive kind of social phenomenon. (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.

William Whewell’s philosophy of science is often overlooked as a relic of 19th century Whiggism. I argue however that his view – suitably modified – can contribute to contemporary philosophy of science, particularly to debates around scientific progress. The reason Whewell’s view needs modification is that he makes the following problematic claim: as science progresses, it reveals necessarily truths and thereby grants a glimpse of the mind of God. Modifying Whewell’s view will involve reinventing his notion of necessary truth as (...) the pragmatist notion of superassertibility. And, if scientific progress does not uncover necessary truths, then it does not reveal the mind of God. The result is an outline of an account of scientific progress that is piecemeal and fallibilist in nature, yet at the same time maintains key Whewellian themes of consilience and the unity of science. (shrink)

This article explains how social norms can help to distinguish and understand a range of different kinds of social inequality and social hierarchy. My aim is to show how the literature on social norms can provide crucial resources to relational egalitarianism, which has made social equality and inequality into a central topic of contemporary normative political theorizing. The hope is that a more discriminating and detailed picture of different kinds of social inequality will help relational egalitarians move beyond a discussion (...) of the justice or injustice of social equality as a single general category. (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)

De Cruz and Levy, in their commentaries on Religion as make‐believe, present distinct questions that can be addressed by clarifying one core idea. De Cruz asks whether one can rationally assess the mental state of religious credence that I theorize. Levy asks why we should not explain the data on religious “belief” merely by positing factual beliefs with religious contents, which happen to be rationally acquired through testimony. To both, I say that having religious credences is p‐irrational: a purposeful departure (...) from rational thought and behavior, where the purpose in question is maintaining a group identity. (shrink)

Across numerous languages, the attitude verb "think" is learned later than other attitude verbs like "want." But why? This essays advances a new hypothesis: children initially treat think as a veridical yet non-factive verb akin to a class of verbs I call "confirmatives." This hypothesis is argued to better explain existing data that troubles other hypotheses, and to find support from the ease with which children represent knowledge but not belief.

This paper challenges the two aims of Michael Cholbi’s Rational Will View (RWV) which are to (1) offer an account of why paternalism is presumptively or pro tanto wrong and (2) relate the relative wrongness of paternalistic interventions to the rational powers that such interventions target (Sections 1 and 2). Some of a paternalizee’s choices harm their future selves in ways that would be wrong if they were done to others. I claim this challenges Cholbi’s second aim (2) because the (...) cases his account deems particularly wrong turn out to be not to be as wrongful as expected (Section 3). When this second aim is challenged, it has knock-on effects on the capacity of the RWV to discern which cases of paternalism are generally more wrongful than others, which undermines Cholbi’s first aim (1). I consider responses on behalf of Cholbi’s view but conclude that the account is insufficient on its own to vindicate its two aims (Section 4). Finally, I draw on recent work that adopts ideas from the practical reasoning literature to help determine paternalism’s wrongness (Section 5). I argue this helps Cholbi’s view withstand my objections, but we must remain skeptical of why interceding with rational powers is particularly wrong. (shrink)

The small improvement argument has been said to establish that the standard weak preference or value relation can be incomplete. We first show that the argument is one of three possible ‘small amendment arguments’, each of which would yield the same conclusion. Generalizing the analysis thus, we subsequently present a strong and a weak version of small amendment arguments and derive the exact rationality conditions under which they reveal incompleteness. The results show that the arguments (in any of their variants) (...) need not reveal a problem for the possibility of rational choice. In fact, it can be argued that they only reveal such a problem if the underlying relation is complete rather than incomplete. (shrink)

In this paper I discuss in what sense physics, chemistry, and the life sciences constitute a systematic unity according to Kant. I start by discussing Christian Wolff’s views on the hierarchy of sciences. I then argue that in one specific sense physics, chemistry and several life sciences constitute a unity: physics and chemistry provide statements that can be used to provide proofs in the life sciences. However, the unity of physics, chemistry, and the life sciences is limited in scope, since (...) Kant claims that the purposeful unity of organisms is mechanically inexplicable. I finally discuss whether there are laws within the life sciences according to Kant. I argue that the fact that Kant acknowledged that physics and chemistry ground the life sciences does not imply that there are laws of life. The reason is that life sciences of Kant’s time were concerned with explaining the purposeful unity of organisms, which is mechanically inexplicable according to Kant, and the regularities discussed by life scientists in Kant’s time lack a priori grounding. (shrink)

This paper investigates conceptions of explanation, teleology, and analogy in the works of Immanuel Kant (1724-1804) and Georges Cuvier (1769-1832). Richards (2000, 2002) and Zammito (2006, 2012, 2018) have argued that Kant’s philosophy provided an obstacle for the project of establishing biology as a proper science around 1800. By contrast, Russell (1916), Outram (1986), and Huneman (2006, 2008) have argued, similar to suggestions from Lenoir (1989), that Kant’s philosophy influenced the influential naturalist Georges Cuvier. In this article, I wish to (...) expand on and further the work of Russell, Outram, and Huneman by adopting a novel perspective on Cuvier and considering (a) the similar conceptions of proper science and explanation of Kant and Cuvier, and (b) the similar conceptions of the role of teleology and analogy in the works of Kant and Cuvier. The similarities between Kant and Cuvier show, contrary to the interpretation of Richards and Zammito, that some of Kant’s philosophical ideas, whether they derived from him or not, were fruitfully applied by some life scientists who wished to transform life sciences into proper sciences around 1800. However, I also show that Cuvier, in contrast to Kant, had a workable strategy for transforming the life sciences into proper sciences, and that he departed from Kant’s philosophy of science in crucial respects. (shrink)

This essay discusses Peter Langland-Hassan's approach to "explaining imagination" as it plays out in his recent book of that title. Langland-Hassan offers a theory of “attitude imagining” that avoids positing what he calls a “sui generis cognitive attitude.” This theory attempts to explain things like pretend play, hypothetical reasoning, and cognition of fiction; to explain them using only (what he calls) more “basic” mental states like beliefs and desires; and thus to explain them without positing a distinct cognitive attitude of (...) imagining, as many theorists do (including me). In other words, “attitude imagining,” for Langland-Hassan, is whatever explains those things (except for a distinct cognitive attitude of imagining itself). Despite the theoretical interest of this approach, I argue it is ontologically pennywise and pound foolish: for a slight savings in ontological complexity it dramatically reduces explanatory power. (shrink)

How to account for the power that art holds over us? Why do artworks touch us deeply, consoling, transforming or invigorating us in the process? In this paper, we argue that an answer to this question might emerge from a fecund framework in cognitive science known as predictive processing (a.k.a. active inference). We unpack how this approach connects sense-making and aesthetic experiences through the idea of an ‘epistemic arc’, consisting of three parts (curiosity, epistemic action and aha experiences), which we (...) cast as aspects of active inference. We then show how epistemic arcs are built and sustained by artworks to provide us with those satisfying experiences that we tend to call ‘aesthetic’. Next, we defuse two key objections to this approach; namely, that it places undue emphasis on the cognitive component of our aesthetic encounters—at the expense of affective aspects—and on closure and uncertainty minimization (order)—at the expense of openness and lingering uncertainty (change). We show that the approach offers crucial resources to account for the open-ended, free and playful behaviour inherent in aesthetic experiences. The upshot is a promising but deflationary approach, both philosophically informed and psychologically sound, that opens new empirical avenues for understanding our aesthetic encounters. -/- This article is part of the theme issue ‘Art, aesthetics and predictive processing: theoretical and empirical perspectives’. (shrink)