Introduction: Online eye-tracking has been used in this study to assess the impacts of different cultural backgrounds on information discernment. An online platform called RealEye allowed participants to engage in the eye-tracking study from their personal computer webcams, allowing for higher ecological validity and a closer replication of social media interaction. -/- Methods: The study consisted of two parts with a total of five visuals of social media posts mimicking news posts on Twitter, Instagram, and Facebook. Participants were asked to (...) view examples of real and fake news taken from a news fact-checking website, Snopes, and their eye movements were recorded during the process. Participants were recruited through Prolific and SONA; the total sample size for study 1.1 was 29 participants, and the total for study 1.2 was 25 participants, after removing poor eye-tracking data. A total of five visual images comprising true and false news were shown to the participant, study 1.1 had three examples and study 1.2 had two examples. There were two main cultural backgrounds in focus: participants born in China or the United Kingdom. -/- Results: Results suggested that participants follow a similar visual pattern of attention to Areas of Interest (AOIs) on the posts, which leads us to believe that due to the global standardisation of popular social media platforms, a bias might have occurred during information discernment. -/- Discussion: It is suggested that regardless of country background, users may have similar eye-tracking results while viewing a social media post because social media platform formats are standardised globally. Further research would recommend looking at language and linguistic traits when seeking differences between country backgrounds during online information discernment. (shrink)

Gerald Dworkin provides an insightful starting point for determining acceptable paternalism through his commitment to protecting our future autonomy and health from lasting damage. Dworkin grounds his argument in an appeal to inherent goods, which this paper argues is best considered as a commitment to human flourishing. However, socialconnectedness is also fundamental to human flourishing and an important consideration when determining the just limits of paternalistic drug controls, a point missing from Dworkin’ essay. For British philosopher Thomas Hill Green, regulation (...) of alcohol sales emerged from the social ideal. Green argued that policy interventions, including restricted opening hours and locations, improved the conditions for humans to flourish. Green offers a compelling political vision but fails to account for the fact pleasure is also an inherent good. He focused excessively on our social nature, excluding our more pleasure-seeking and egoistic characteristics. In contrast, a more realistic and complete vision of human flourishing can be found in an amended version of Gerald’s Dworkin’s arguments. In conclusion, this paper argues drug policy makers should remain committed to the harm principle as applied to criminal law whereby a person should never be criminalized for self-harm. Such a limit on paternalistic interventions is deemed necessary when eudaimonia is the end of government action. In practical terms, this means that the criminalization of drug use, as opposed to drug production, is always unjust. (shrink)

Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does (...) history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments. (shrink)

Art is about the exploration of the strange and disturbing; it is not about classical fine crafting. Artists use artworks to exteriorise their inner landscapes, thereby allowing others to experience their take on life, at least vicariously. It is this exteriorisation which is ‘art’, not the aesthetic features of the individual artworks themselves, which is properly the domain of crafting and design. Aesthetics cannot explain the work of many major modern contemporary artists, because it fails to locate the underlying unifying (...) ideas. Jeff Koons qualifies as an artist not because of his production of standalone objects, but because behind these objects is a distinctive and unusual mentality and mindset which gives meaning to them. This is where the art of Jeff Koons is to be located. His work is contrasted with that of Andy Warhol and Damien Hirst, in order to further illustrate and clarify the conception of art employed in this study. (shrink)

People often talk to others about their personal past. These discussions are inherently selective. Selective retrieval of memories in the course of a conversation may induce forgetting of unmentioned but related memories for both speakers and listeners (Cuc, Koppel, & Hirst, 2007). Cuc et al. (2007) defined the forgetting on the part of the speaker as within-individual retrieval-induced forgetting (WI-RIF) and the forgetting on the part of the listener as socially shared retrieval-induced forgetting (SS-RIF). However, if the forgetting associated (...) with WI-RIF and SS-RIF is to be taken seriously as a mechanism that shapes both individual and shared memories, this mechanism must be demonstrated with meaningful material and in ecologically valid groups. In our first 2 experiments we extended SS-RIF from unemotional, experimenter-contrived material to the emotional and unemotional autobiographical memories of strangers (Experiment 1) and intimate couples (Experiment 2) when merely overhearing the speaker selectively practice memories. We then extended these results to the context of a free-flowing conversation (Experiments 3 and 4). In all 4 experiments we found WI-RIF and SS-RIF regardless of the emotionalvalence or individual ownership of the memories. We discuss our findings in terms of the role of conversational silence in shaping both our personal and shared pasts. (shrink)

The study of remembering is both compelling and challenging, in part, because of the multiplicity and the complexity of influences on memory. Whatever their interests, memory researchers are always aware of the many different factors that can drive the processes they care about. A search for the phrase ‘influences on memory’ confirms this daunting and exhilarating array of influences, of many different kinds, operating at many different timescales, and presumably often interacting in ways that we can’t yet imagine, let alone (...) model. There are hormonal and neuromodulatory, genetic and pharmacological, developmental and age-related influences; there are influences of arousal, stress, gender, mood, emotion, sleep and personality; there are unconscious, schematic or semantic influences, and there are influences of context, situation, task and environment. There are many aspects of ‘media influence on memory’ (Loftus and Banaji, 1989; Strange and Garry, 2007), and, of course, there are both ‘social influences on memory’ (Echterhoff and Hirst, 2009) and ‘cultural influences on memory’ (Gutchess and Indeck, 2009). Notoriously, there are numerous ‘suggestive influences’ on memory (Loftus, 2003): influences of misinformation (Seifert, 2002; Wright and Loftus, 1998), or of ‘memory conformity’ (Gabbert et al., 2006) and ‘memory contagion’ (Roediger et al., 2002). People who know each other well, such as intimate couples, ‘may be well practised in yielding to each other’s influence and incorporating their partner’s information into their own memories of the past’ (French et al., 2008: 264). (shrink)

In Art Incorporated, you seek to debunk the myth of the artworld as autonomous of the market forces of global capitalism. Instead, you argue, works of art have become yet another commodity. However, one could say that works of art have always been commodities as well as objects of aesthetic appreciation. What makes the problem pertinent now, in the age of artists like Takashi Murakami, Jeff Koons and Damien Hirst?

Modern contemporary art remains a mystery because most people – including art critics and even artists themselves – are unable to see beyond the imprisoning confines of classical fine art. Everything is judged in terms of beauty and technical skill, when it should be viewed from a quite different perspective, namely that of the imaginative world that the modern artwork is a part of. Successful and authentic modern art is about creating worlds of the imagination - like a film, or (...) a novel - only this time using different media. Modern artworks are like lobby cards and film stills to imaginative worlds, and they should not be seen as aesthetic ends-in-themselves. And for an artwork to be authentically artistic, as opposed to merely crafted, it must invoke a ‘strange and disturbing’ imaginative world, not a variant of the world we currently inhabit, as that world is the world of crafted and aesthetic objects. (shrink)

The New Labour we got was different from the New Labour that might have been, had the reform agenda associated with stakeholding and pluralism in the early-1990s been fully realised. We investigate the road not taken and what it means for ‘one nation’ Labour.

This thesis contends that the possession of a sense of humour would contribute considerably to the quality of human life. It is an exploration and discussion of some of the difficulties involved in justifying the development of humour in terms of a philosophy of education. In light of developments in the digital age with consequent changes in science, technology and society, the educated person of the future will have to be less concerned with the accumulated knowledge of the past than (...) with the development and interplay of social and natural environments. Such a person will need to have, more than ever, a sense of what is truly real and what is truly valuable in human life. If the primary purpose of education is the preparation of students for their future lives, educators are now faced with some challenging problems. Apart from the high social value of laughter, there is a recognized relationship between humour and intelligence. Knowing that the two are related proves to be a key factor in understanding the learning process and assuring that the development of a sense of humour in education is worthy of consideration. (shrink)