A single mother is a person who is accountable for raising their children alone because they do not have a husband or live-in partner. Single mothers claim to have no co-parenting relationships at all, comparing single parents to those who are married, cohabiting, or without children, single parents experience the worst work-life balance. A single parent may feel overwhelmed by the demands of juggling child care, a career, paying bills, and maintaining household responsibilities. Single-parent households frequently deal with several extra (...) obligations and possible complications that other families would not. The study also emphasizes the difficulties and coping mechanisms faced by contractual single parents as well as their lived experiences. The study's findings, which were based on an Interpretative Phenomenological Analysis, were as follows: (1) Work-life balance can be difficult for single parents. They struggle to keep their jobs while taking care of their family because they are the only ones in charge of the children. (2) Single contractual mothers face particular difficulties due to a lack of resources for basic expenses. (3) Contractual single women lean on their kids, the good people in their lives, and their faith in God to get through problems. (shrink)

Integrative and naturalistic philosophy of mind can both learn from and contribute to the contemporary cognitive sciences of dreaming. Two related phenomena concerning self-representation in dreams demonstrate the need to bring disparate fields together. In most dreams, the protagonist or dream self who experiences and actively participates in dream events is or represents the dreamer: but in an intriguing minority of cases, self-representation in dreams is displaced, disrupted, or even absent. Working from dream reports in established databanks, we examine two (...) key forms of polymorphism of self-representation: dreams in which I take an external visuospatial perspective on myself, and those in which I take someone else's perspective on events. In remembering my past experiences or imagining future or possible experiences when awake, I sometimes see myself from an external or 'observer' perspective. By relating the issue of perspective in dreams to established research traditions in the study of memory and imagery, and noting the flexibility of perspective in dreams, we identify new lines of enquiry. In other dreams, the dreamer does not appear to figure at all, and the first person perspective on dream events is occupied by someone else, some other person or character. We call these puzzling cases 'vicarious dreams' and assess some potential ways to make sense of them. Questions about self-representation and perspectives in dreams are intriguing in their own right and pose empirical and conceptual problems about the nature of self-representation with implications beyond the case of dreaming. (shrink)

This article offers an argument of genocide denial as an injustice perpetrated not only against direct victims and survivors of genocide, but also against future members of the victim group. In particular, I argue that in cases of persistent and systematic denial, i.e. denialism, it perpetrates an epistemic injustice against them: testimonial oppression. First, I offer an account of testimonial oppression and introduce Kristie Dotson’s notion of testimonial smothering as one form of testimonial oppression, a mechanism of coerced silencing particularly (...) pertinent to genocide denialism. Secondly, I turn to the epistemology of genocide denialism and, using the example of Turkey’s denialism of the Armenian genocide, show how it presents what Linda Martín Alcoff calls a substantive practice of ignorance. Thirdly, I apply these considerations to individual practices of genocide denial and analyse the particular characteristics of testimony on genocide, the speaker vulnerabilities involved and the conditions under which hearers will reliably fail to meet the dependencies of a speaker testifying to genocide. Finally, I explore the harms that testimonial oppression perpetrates on members of the victim group, insofar as it systematically deprives them of epistemic recognition. (shrink)

Genocide remembrance is a complex epistemological/ethical achievement, whereby survivors and descendants give meaning to the past in the quest for both personal-historical and social-historical truth. This paper offers an argument of epistemic injustice specifically as it occurs in relation to practices of (individual and collective) genocide remembrance. In particular, I argue that under conditions of genocide denialism, understood as collective genocide misremembrance and memory distortion, genocide survivors and descendants are confronted with hermeneutical oppression. Drawing on Sue Campbell’s relational, reconstructive account (...) of remembering, I argue that genocide denialism involves disrespectful challenges to memory, which systematically misrecognize rememberers. Adopting the case of Turkey’s denialism of the Armenian genocide, I discuss two interrelated mechanisms through which this can happen: i) through the systematic portrayal of survivors and descendants as vicious rememberers, and ii) through distortions of the very concept of ‘genocide’. Based on this, I show how hermeneutical and testimonial injustice are crucially interrelated when it comes to “contested” memories of historical injustice and the biographical testimony it gives rise to. (shrink)

I propose a narrative fabrication thesis of dream reports, according to which dream reports are often not accurate representations of experiences that occur during sleep. I begin with an overview of anti-experience theses of Norman Malcolm and Daniel Dennett who reject the received view of dreams, that dreams are experiences we have during sleep which are reported upon waking. Although rejection of the first claim of the received view, that dreams are experiences that occur during sleep, is implausible, I evaluate (...) in more detail the second assumption of the received view, that dream reports are generally accurate. I then propose a “narrative fabrication” view of dreams as an alternative to the received view. Dream reports are often confabulated or fabricated because of poor memory, bizarre dream content, and cognitive deficits. It is well documented that narratives can be altered between initial rapid eye movement sleep awakenings and subsequent reports. I argue that we have reason to suspect that initial reports are prone to inaccuracy. Experiments demonstrate that subjects rationalize strange elements in narratives, leaving out supernatural or bizarre components when reporting waking memories of stories. Inaccuracies in dream reports are exacerbated by rapid memory loss and bizarre dream content. Waking memory is a process of reconstruction and blending of elements, but unlike waking memory, we cannot reality-test for dream memories. Dream experiences involve imaginative elements, and dream content cannot be verified with external evidence. Some dreams may involve wake-like higher cognitive functions, such as lucid dreams. Such dreams are more likely to elicit accurate reports than cognitively deficient dreams. However, dream reports are generally less accurate than waking reports. I then propose methods which could verify the narrative fabrication view, and argue that although the theory cannot be tested with current methods, new techniques and technologies may be able to do so in the future. -/- . (shrink)

The intuitive view that memories are characterized by a feeling of pastness, perceptions by a feeling of presence, while imagination lacks either faces challenges from two sides. Some researchers complain that the “feeling of pastness” is either unclear, irrelevant or isn’t a real feature. Others point out that there are cases of memory without the feeling of pastness, perception without presence, and other cross-cutting cases. Here we argue that the feeling of pastness is indeed a real, useful feature, and although (...) this feeling does not define memory ontologically, it is a characteristic marker which helps us easily categorise a mental state first-personally. We outline several cognitive features that underlie this experience, including the feeling of past accessibility, ergonomic significance, immersion, objectivity and mental strength. Our account is distinctly phenomenal, rather than doxastic, although our web of beliefs may contribute to this experience. (shrink)

When we dream, we feel emotions in response to objects and events that exist only in the dream. One key question is whether these emotions can be said to be “essentially unfitting”, that is, always inappropriate to the evoking scenario. However, how we evaluate dream emotions for fittingness may depend on the model of dreams we adopt: the imagination or the hallucination model. If fittingness requires a match between emotion and evaluative properties of objects or events, it is prima facie (...) plausible that dream emotions could fail to fit under the imagination model because it is unfitting to have an emotion toward an object we do not believe to be real. Under the hallucination model, dream emotions could be unfitting because their objects do not exist but we believe them to be real. More nuance, however, is required. By comparing dream emotions with the emotions we experience while imagining, engaging with fiction, and hallucinating, we conclude that although there are compelling arguments in support of the claim that dream emotions are essentially unfitting, these arguments are not entirely convincing, and it is more plausible that particular dream emotions can be assessed for fittingness under either model of dreaming. (shrink)

To what extent do I have a sense of agency over my thoughts while I dream? The sense of agency in dreams can alter in a variety of interesting ways distinct from normal, waking experience. In fact, dreams show many similarities to the experiences of individuals with schizophrenia. In this paper I analyze these alterations with a focus on distinguishing between reduced sense of agency and other cognitive features such as metacognition, confabulation and attention. I argue that some dream reports (...) demonstrate two interesting commonalities with schizophrenia: thought insertion (TI) and auditory hallucination (AH). This line of research has the potential to further our understanding of TI and AH in schizophrenia through the analysis of similar experience in a different conscious state. Through the analysis of dream reports, I found that although TI and AH both occur in dreams, TI is very rare. This is an interesting result since TI is common in patients with schizophrenia. I propose two speculative lines of explanation for the rarity of TI in dreams: first, the cognitive differences between the symptoms of schizophrenia and dreams, and second, the problem of dream reporting conditions. Dream reporting conditions are particularly important, as without controls, reports can be vague. Analysis of dream reports reveals that it is often unclear whether 'hearing voices' indicates sound phenomenology or thought phenomenology. I propose that dream reports could be disambiguated given the right experimental conditions and I suggest how this could be achieved in future experimental research. (shrink)

In this introduction to the special issue ‘Epistemic Injustice and Collective Wrongdoing,’ we show how the eight contributions examine the collective dimensions of epistemic injustice. First, we contextualize the articles within theories of epistemic injustice. Second, we provide an overview of the eight articles by highlighting three central topics addressed by them: i) the effects of epistemic injustice and collective wrongdoing, ii) the underlying epistemic structures in collective wrongdoing, unjust relations and unjust societies, and iii) the remedies and strategies of (...) resistance to epistemic injustice. We close by pointing to connections and issues that may motivate further research. (shrink)

This is the introduction to the special issue "Themes from Testimonial Injustice and Trust" for the International Journal of Philosophical Studies.

This study investigated the effectiveness of utilizing induced magnetism on the seed germination of radish (Raphanussativus) in terms of growth rate, growth speed, shoot growth, and overall development. This study utilized two groups that consisted of an experimental group where induced magnetism was present one control group where there was an absence of induced magnetism in the seed germination of Radish (Raphanus sativus). Moreover, this study aimed to determine the significant difference between the two in terms growth rate, growth speed, (...) shoot growth, and overall development. Both groups had the same amount of radish (Raphanus sativus) seeds planted in a rectangular wooden container with the same amount of measurement and soil content. This study used an experimental research design by utilizing the functions of an Electromagnetic Induction Device (EID) comprised of a 12v motor battery, light bulb, coiled wire, and switch. The EID was turned on for 10 minutes every day where the electric volts generated by the 12v motor battery were transported through the coiled wire and distributed to the metallic iron screen surrounding the area of the experimental group. The data gathered during the 12-day observation of the growth of radish (Raphanus sativus) were tabulated, analyzed, and evaluated using mean tests, standard deviation, and T-test. Based on the result and analyses of the gathered data, it was found that the experimental group, the one with the presence of induced magnetism, surpassed the control group in terms of growth speed, shoot growth, and overall seed development. However, it was also revealed that in terms of growth rate, there is no significant difference between the control group and experimental group. Therefore, the utilization of Induced Magnetism on the seed germination of radish (Raphanus sativus) is effective in terms of growth speed, shoot growth, and overall development. (shrink)

Hvad der sker i vores sovende hjerner, kan være et mareridt at tyde for en drømmeforsker. Og vi er desværre elendige til at huske det, når vi vågner. Heldigvis kan teknologien hjælpe med at løfte sløret for, hvad der foregår, mens vi ligger og trækker torsk i land. Nogle drømme er dybt bizarre. Andre fører til Nobelpriser. Og så er der dem, som bare er pinlige. De sidste vil vi nødig sende i en hjernescanner. Ifølge Melanie Gillespie Rosen, lysvågen (...) filosof ved Aarhus Universitet, handler de fleste drømme om noget så søvndyssende som arbejde. (shrink)

The Pomodoro technique is a timed-based strategy used in fighting procrastination and found to increase academic performance. However, its effect on academic learning in a synchronous remote learning modality has yet to be investigated. The study used a mixed triangulation semiexperimental design using a whole sample (N=46), following all ethical equivalence procedures. The genetics concept mastery of the students was tested using a researcher-made test. ANCOVA results revealed that students taught using Pomodoro yielded significantly better concept mastery in genetics than (...) the lecture method. This study contributes to the evaluation of one science teaching strategy compatible with remote learning modality. (shrink)

This is a three-part exchange on the relationship between belief and credence. It begins with an opening essay by Roger Clarke that argues for the claim that the notion of credence generalizes the notion of belief. Julia Staffel argues in her reply that we need to distinguish between mental states and models representing them, and that this helps us explain what it could mean that belief is a special case of credence. Roger Clarke's final essay reflects on the compatibility of (...) the previously discussed views with dualist and monist interpretations of our mental states and our ways of modeling them. (shrink)

Episodic memory (memories of the personal past) and prospecting the future (anticipating events) are often described as mental time travel (MTT). While most use this description metaphorically, we argue that episodic memory may allow for MTT in at least some robust sense. While episodic memory experiences may not allow us to literally travel through time, they do afford genuine awareness of past-perceived events. This is in contrast to an alternative view on which episodic memory experiences present past-perceived events as mere (...) intentional contents. Hence, episodic memory is a way of coming into experiential contact with, or being again aware of, what happened in the past. We argue that episodic memory experiences depend on a causal-informational link with the past events being remembered, and that, assuming direct realism about episodic memory experiences, this link suffices for genuine awareness. Since there is no such link in future prospection, a similar argument cannot be used to show that it also affords genuine awareness of future events. Constructivist views of memory might challenge the idea of memory as genuine awareness of remembered events. We explain how our view is consistent with both constructivist and anti-causalist conceptions of memory. There is still room for an interpretation of episodic memory as enabling genuine awareness of past events, even if it involves reconstruction. (shrink)

The difficulty of the students in Statistics and Probability subject, and the pedagogical approaches used by the teachers, were the challenges encountered by both students and teachers due to the restrictions during the CoViD-19 pandemic. Hence, this study aimed to determine the pedagogical approaches used in teaching statistics and probability during the pandemic. The study used a qualitative approach, particularly document analysis. The main source of the data was the module in statistics and probability specifically the learning activity sheets in (...) the third quarter because this is the most convenient approach that can be used by the teachers during the pandemic. The pedagogical approaches were identified and validated by three inter-raters. Based on the findings, communication, and study skills, technology-aided instruction, problem-based learning, manipulatives, modules, models and multiple representations, and direct instruction were the identified pedagogical approaches used in the statistics and probability module. However, the effectiveness of the delivery of these approaches cannot be measured because the modality was limited to a modular approach. The teachers were able to use different pedagogical approaches, however, cooperative learning was not used because the CoViD-19pandemic restricted interactions between the teacher and students or students with their classmates. (shrink)

critical analyses of the arguments and attitudes favoring the various popular datings of the inception of a human being's life.

Beim eingeschränkten Fokus auf Wahrheit und dem Hervorbringen von „Beweisen“ im Kontext der türkischen Leugnung des Genozids an den ArmenierInnen wurde einem wesentlichen ethischen Problem bisher keine sonderliche Beachtung geschenkt: Dass innerhalb dieser sozial situierten, kooperativen Praxis der Etablierung von Wissen über die historischen Tatsachen – also darüber, was passiert ist und wie diese Geschehnisse zu interpretieren sind – Ungerechtigkeiten im Hinblick darauf entstehen können, wen man als glaubwürdige epistemische Akteure anerkennt. Gemäss dieser Überlegung soll dieser Beitrag zeigen, inwiefern Nachfahren (...) von Genozidopfern durch institutionalisierte Genozidleugnung einer erneuten Dehumanisierung zum Opfer fallen, nämlich der epistemischen Ungerechtigkeit. Diese besagt, dass den Nachfahren der Opfergruppe die Glaubwürdigkeit und damit epistemische Autorität auf der Grundlage ihrer sozialen Zugehörigkeit abgesprochen wird. In diesem Sinne kann die Genozidleugnung als eine fortgesetzte Unterdrückung und Delegitimierung der Opfergruppe, respektive Herabwürdigung ihrer Mitglieder verstanden werden, diesmal im Gewand einer Aberkennung ihrer essentiellen menschlichen Fähigkeit, Wissen zu generieren und weiterzugeben, sowie ihre Unrechtserfahrungen sich und andern intelligibel zu machen. (shrink)

Explaining the behaviour of ecosystems is one of the key challenges for the biological sciences. Since 2000, new-mechanicism has been the main model to account for the nature of scientific explanation in biology. The universality of the new-mechanist view in biology has been however put into question due to the existence of explanations that account for some biological phenomena in terms of their mathematical properties (mathematical explanations). Supporters of mathematical explanation have argued that the explanation of the behaviour of ecosystems (...) is usually provided in terms of their mathematical properties, and not in mechanistic terms. They have intensively studied the explanation of the properties of ecosystems that behave following the rules of a non-random network. However, no attention has been devoted to the study of the nature of the explanation in those that form a random network. In this paper, we cover that gap by analysing the explanation of the stability behaviour of the microbiome recently elaborated by Coyte and colleagues, to determine whether it fits with the model of explanation suggested by the new-mechanist or by the defenders of mathematical explanation. Our analysis of this case study supports three theses: (1) that the explanation is not given solely in terms of mechanisms, as the new-mechanists understand the concept; (2) that the mathematical properties that describe the system play an essential explanatory role, but they do not exhaust the explanation; (3) that a non-previously identified appeal to the type of interactions that the entities in the network can exhibit, as well as their abundance, is also necessary for Coyte and colleagues’ account to be fully explanatory. From the combination of these three theses we argue for the necessity of an integrative pluralist view of the nature of behaviour explanation when this is given by appealing to the existence of a random network. (shrink)

Effective Altruism is a social movement which encourages people to do as much good as they can when helping others, given limited money, time, effort, and other resources. This paper first identifies a minimal philosophical view that underpins this movement, and then argues that there is an analogous minimal philosophical view which might underpin Effective Justice, a possible social movement that would encourage promoting justice most effectively, given limited resources. The latter minimal view reflects an insight about justice, and our (...) non-diminishing moral reason to promote more of it, that surprisingly has gone largely unnoticed and undiscussed. The Effective Altruism movement has led many to reconsider how best to help others, but relatively little attention has been paid to the differences in degrees of cost-effectiveness of activities designed to decrease injustice. This paper therefore not only furthers philosophical understanding of justice, but has potentially major practical implications. (shrink)

The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, elaboration, and organization. The metacognitive strategies are critical (...) thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers. (shrink)

Dieser inter- und multidisziplinäre Band bietet einen Querschnitt durch die wissenschaftliche Auseinandersetzung mit dem über hundert Jahre zurückliegenden Armenier-Genozid, der bis heute von den türkischen Nachfolgeregierungen offiziell geleugnet wird. Beiträge aus unterschiedlichen Disziplinen weisen auf spezifische Probleme hin, die mit der Aufarbeitung dieses Genozids zusammenhängen: Beginnend mit einem (rechts-)historischen Teil über das Verbrechen sowie dessen zeitgenössische Bewertung, hin zu den direkten und indirekten psychologischen Folgen des Verbrechens bis heute, sowie moralphilosophische und rechtliche Fragestellungen in Bezug auf die Leugnung des Genozids.

This introduction to the edited volume on "Testimonial Injustice and Trust" provides (a) a brief overview of the philosophical debate on the notion of ‘testimonial injustice’ and (b) a summary of the 18 chapters constituting this volume. The contributions are divided into four thematic sections. These are (I) Rethinking Testimonial Injustice, (II) Testimonial Injustice and the Question of Trust, (III) The Public Spheres of Testimonial Injustice, and (IV) Testimonial Injustice and Public Health. The contributions criticize, complement, or expand on Fricker’s (...) central case of testimonial injustice and the proposed virtue of testimonial justice, thereby contributing to its better understanding and extending its scope. Moreover, through the application of theories of epistemic injustice, and testimonial injustice in particular, to new real-world cases and contexts, they seek to render our theories and concepts more robust and valuable. (shrink)

Our culture is conflicted about morally judging and condemning. We can't avoid it altogether, yet many layfolk today are loathe to do it for reasons neither they nor philosophers well understand. Their resistance is often confused (by themselves and by theorists) with some species of antiobjectivism. But unlike a nonobjectivist, most people think that (a) for us to judge and condemn is generally (objectively) morally wrong , yet (b) for God to do so is (objectively) proper, and (c) so too (...) for certain persons in certain relations (e.g., self-condemnation, parental child rearing.) Certainly, religious (e.g., Christian) critics of judging and condemning without doubting the objective truth of their tradition's core moral teachings. Most puzzling is that (a) merely judging and condemning in one's heart may be improper, and (b) someone else with no more evidence or expertise might properly judge and condemn the same action. The answer is in condemning's complex structure of presuppostions. Condemning and judging are acts, and attitudes initiated by the act. Condemnation is motivated by two judgments presumed to justify it, a criticism of a target, and a judgment that the criticism justifies some negative response toward the target. Unlike nonpunitive penalties, punishments are motivated and explained by condemnation. Condemnation is an act of a hostile will, wishing some evil for its target, not (just) as a means to some good. Its root is in damning, an act akin to cursing. It declares a degraded status. The hostility makes it harder to justify condemnation than criticism, and punishment than nonpunitive penalties. Condemning claims objectivity and authority. It involves reflexive evaluation, regarding itself justified, approving its hostile feelings toward the target. Condemners presume themselves entitled to sit in judgment, pass judgment, and cast the condemned down. Those presumptions inhere in sitting in judgment, assuming jurisdiction. Unlike mathematical or scientific judgments, passing moral judgment seems to be a political act subject to extraepistemic constraints. "Who are you to judge?" may properly challenge your right to pass judgment. (shrink)

This study primarily assessed students' achievement in mathematics using a mobile educational application to help them learn and adapt to changes in education. The study involved selected Grade 9 students at a public high school in Nueva Vizcaya, Philippines. This study used a quasi-experimental method, particularly a post-test control group design. Descriptive statistics such as frequencies, percent, mean, and standard deviation were used to describe the achievement of the students in mathematics. A t-test for independent samples was also computed to (...) determine if there is a significant difference between the students’ achievement in mathematics after using the mobile educational application by the control and experimental groups. Results revealed that students' achievement in mathematics was very proficient after using the application. Moreover, the usage of educational mobile applications has a better impact on students' achievement in mathematics than the traditional approach to teaching. Teachers are encouraged to place priority on solving problems. Overall, the use of the mobile educational application can enhance learning in mathematics, thus the continued use of the said application is advised. (shrink)

In her book Michel de Montaigne: Accidental Philosopher, Ann Hartle argues that Montaigne’s thought is dialectical in the Hegelian sense. Unlike Hegel’s progressive dialectic, however, Montaigne’s thought is, according to Hartle, circular in that the reconciliation of opposed terms comes not in the form of a newly emergent term, but in a return to the first term, where the meaning of the first is transformed as a result of its dialectical interaction with the second. This analysis motivates Hartle’s claim that (...) Montaigne is not a skeptic at all, let alone a Pyrrhonian skeptic. In this paper, I argue that Hartle’s circular-dialectical interpretation of Montaigne is not only compatible with Pyrrhonism, but is in fact an ideal model for understanding Sextus Empiricus’s skeptical therapy. (shrink)

This study aimed to construct structural equation model of students’ competence in mathematics through selected students profile variables. The structural model revealed interesting influence of the profile variables to the competency in mathematics. It can be conveyed that better mother’s work status, higher educational level expected to complete, more confident and did not repeat kinder, have better competency in mathematics. The four variables that directly influenced the competence variables were also influenced with other profile variables such as family background. The (...) family background and confidence level consistently had the highest total effect and indirect effect to the competence in mathematics. Hence, this model can serve as a guide in making programs in the classroom or curriculum in mathematics. (shrink)

This paper argues for a treatment of belief as essentially sensitive to certain features of context. The first part gives an argument that we must take belief to be context-sensitive in the same way that assertion is, if we are to preserve appealing principles tying belief to sincere assertion. In particular, whether an agent counts as believing that p in a context depends on the space of alternative possibilities the agent is considering in that context. One and the same doxastic (...) state may amount to belief that p in one context but not another. The second part of the paper gives a formal treatment of doxastic states, according to which belief is context-sensitive along just these lines. The model is applied to characterize (but not to refute) skeptical arguments. (shrink)

Is God a person, like you and me eventually, but only much better and without our human deficiencies? When you read some of the philosophers of religion, including Richard Swinburne, Alvin Plantinga, or Open Theists, God appears as such a person, in a sense closer to Superman than to the Creator of Heaven and Earth. It is also a theory that a Christian pastoral theology today tends to impose, insisting that God is close to us and attentive to all of (...) us. But this modern account of God could be a deep and even tragic mistake. One God in three persons, the formula of the Trinity, does not mean that God is a person. On this matters we need an effort in the epistemology of theology to examine more precisely what we can pretend to know about God, and especially how we could pretend to know that God is person. (shrink)

One notable component to look at in the teaching-learning process is the way the subject is taught because one way or another, students are greatly affected by it. Viewing students’ perspectives on the use of the different teaching methods, this study determined the frequency of use of these teaching methods and their level of satisfaction. Through a systematic investigation, the findings from a critical questionnaire administered to first-year BS Hospitality Management college students at Ifugao State University were analyzed and summarized. (...) The frequency of use of the indicated instructional strategies was shown to have a significant relationship with student satisfaction in this study. Furthermore, the data reveal a substantial difference in student satisfaction with instructional approaches utilized before and during the pandemic. Students, on the other hand, prefer the teaching techniques employed before the outbreak to those utilized during the pandemic. (shrink)

Thompson Clarke’s seminal paper “The Legacy of Skepticism” (1972) is notoriously difficult in both substance and presentation. Despite the paper’s importance to skepticism studies in the nearly half-century since its publication, no attempt has been made in the secondary literature to provide an account, based on a close reading of the text, of just what Clarke’s argument is. Furthermore, much of the existing literature betrays (or so it seems to me) fundamental misunderstandings of Clarke’s thought. In this essay, I attempt (...) to explain—concisely but comprehensively—Clarke’s overall argument in “The Legacy of Skepticism.”. (shrink)

The preface paradox does not show that it can be rational to have inconsistent beliefs, because preface writers do not have inconsistent beliefs. I argue, first, that a fully satisfactory solution to the preface paradox would have it that the preface writer's beliefs are consistent. The case here is on basic intuitive grounds, not the consequence of a theory of rationality or of belief. Second, I point out that there is an independently motivated theory of belief – sensitivism – which (...) allows such a solution. I sketch a sensitivist account of the preface writer's doxastic state. (shrink)

Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial (...) data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving. (shrink)

Critique of prevailing textbook conception of sufficient conditions and necessary conditions as a truth functional relation of material implication (p->q)/(~q->~p). Explanation of common sense conception of condition as correlative of consequence, involving dependence. Utility of this conception exhibited in resolving puzzles regarding ontology, truth, and fatalism.

Contra Michael Walzer and Jeff McMahan, neither classical just war theory nor the contemporary rules of war require or support any notion of combatant moral equality. Nations rightly accept prohibitions against punishing enemy combatants without recognizing any legal or moral right of aggressors to kill. The notion of combatant moral equality has real import only in our interpersonal -- and intrapersonal -- attitudes, since the notion effectively preempts any ground for conscientious objection. Walzer is criticized for over-emphasizing our collective responses (...) to war conduct and slighting our personal, extra-political responses. (shrink)

Trigonometry serves as an important precursor to calculus as well as college level courses. However, a possible factor that affects students from learning is teachers’ strategies in teaching. Several studies reveal that cooperative learning such as study group can increase achievement of students in mathematics. This study focused on the effects of study groups on the grade 9 students’ achievement in trigonometric problems. It sought to identify the achievement of the students in problem solving before and after the interventions and (...) to compare the interventions, the group taught with study groups and taught with the existing method. The study used true experimental design particularly pretest-posttest control group design. The study was analyzed through frequency count and percentage of scores, Wilcoxon rank test, and t-test for independents samples. The subjects of the study were the Grade 9 students in a public high school in Nueva Vizcaya, Philippines. The results revealed that majority of the students’ achievements increased. Moreover, the intervention with a study group and the existing method can improve the students’ performance in solving trigonometric problems. Furthermore, the result suggests that study group method was more effective than the existing method. (shrink)

The appeal to mechanisms in scientific explanation is commonplace in contemporary philosophy of science. In short, mechanists argue that an explanation of a phenomenon consists of citing the mechanism that brings the phenomenon about. In this paper, we present an argument that challenges the universality of mechanistic explanation: in explanations of the contemporary features of the eukaryotic cell, biologists appeal to its symbiogenetic origin and therefore the notion of symbiogenesis plays the main explanatory role. We defend the notion that symbiogenesis (...) is non-mechanistic in nature and that any attempt to explain some of the contemporary features of the eukaryotic cell mechanistically turns out to be at least insufficient and sometimes fails to address the question that is asked. Finally, we suggest that symbiogenesis is better understood as a pragmatic scientific law and present an alternative non-mechanistic model of scientific explanation. In the model we present, the use of scientific laws is supposed to be a minimal requirement of all scientific explanations, since the purpose of a scientific explanation is to make phenomena expectable. Therefore, this model would help to understand biologists’ appeal to the notion of symbiosis and thus is shown to be better, for the case under examination, than the mechanistic alternative. (shrink)

Students do not necessarily use the definitions presented to them when determining examples or non-examples of given mathematical ideas. Instead, they utilize the concept image they carry with them as a result of experiences with such examples and nonexamples. Hence, teachers should try exploring students‟ images of various mathematical concepts in order to improve communication between students and teachers. This suggestion can be addressed through error analysis. This study therefore is a descriptive-qualitative type that looked into the errors committed by (...) senior high school students in dealing with mathematical functions, explored the underlying reasons for such errors, and provided recommendations on how students could learn to manage their errors and how teachers could realize how to manage students‟ errors. Initial findings showed that the students generally demonstrated mathematical, logical and strategic errors. Mathematical error was generally exhibited in their inability to use properties and operations properly. Logical error was exhibited in their false arguments, rearranging concepts, improper classifications, arguing cyclically, and using equivalent transforms. Strategic error was manifested in their not being able to distinguish patterns, lack of integral concept, and not being able to transform a word problem into symbols. Errors prevailed despite the students‟ positive view and confidence in mathematics not only because of poor image concepts but because of lack of exposure to certain important mathematical tasks. Further investigation on the other sources of these errors is therefore necessary. (shrink)

Today’s societies place challenging demands on individuals, who are confronted with complexity in many aspects of their lives. Individuals need to acquire a wide range of competencies in order to overcome the complex challenges of today’s world. Using real-world problems is important not only to hone students’ mathematical thinking and competency but also to prepare them in making well-grounded decisions that involve logical and mathematical reasoning. Thus, this study explored the competence of the students in applying mathematics in real world (...) problems and determined the predictors using the selected profile variables. Regression analysis was used to identify if there are predictors that determine the results of the assessment. The main tool of the study was the Programme for International Student Assessment (PISA) test in mathematics. Findings revealed that the predictors include confidence level, repeated kinder, mother work status and highest level of education to complete. This study could be a guide for determining the strengths and weaknesses of students in applying mathematics in the real world as framework in helping them handle the rigors of connecting math with their lives. (shrink)

critical analysis of moral status of human beings. Argues that humans have special moral status simply by being members of our species.

As part of a review symposium on DARWIN'S ARGUMENT BY ANALOGY: FROM ARTIFICIAL TO NATURAL SELECTION (2021), the journal METASCIENCE invited Roger White, Jon Hodge and me to submit a response to the thoughtful commentaries on our book by Andrea Sullivan-Clarke, David Depew and Andrew Inkpen.

The need to understand statistics in conducting research is very important, especially when working on quantitative data. The significance level is a very important concept that needs to be fully understood, particularly in hypothesis testing. Collado (2015) found out that graduate students have a fair level of understanding of the concepts of significance level; thus she constructed an e-module on the said topic designed for use by graduate students. The e-module was used in conducting true experimental design particularly a randomized (...) pretest-posttest control group design with two classes of graduate Statistics to compare instructions with e-module and without e-module. The class with e-module was only given a brief discussion on the interventions, while the group with e-module was taught with pure lecture method. The students taught with e-module obtained relatively higher scores than the students taught without the e-module only in one cluster of the lesson. After controlling the initial differences in scores, there was no significant difference in the mean scores of graduate students who differ in sex and intervention revealing further that e-module can be a substitute for the lecture method. This implies that e -module could reinforce graduate students’ independent learning and could help them cope with the lessons missed in class. E-module can also be taught in combination with traditional methods to better improve the understanding of the level of significance. (shrink)

L'empiètement pragmatique ("pragmatic encroachment" en anglais) est une théorie épistémologique récente, allant à contre-courant des thèses traditionnelles selon lesquelles savoir est une affaire purement épistémique : comprenez par-là que les notions épistémiques telles que la connaissance, la justification ou la rationalité des croyances dépendent uniquement de leur relation à la vérité. Dans un chapitre intitulé "Pragmatic Encroachment and Epistemic Value" (2009) Pascal Engel discute des rapports qu'il existe entre l'empiètement pragmatique et la question de la valeur de la connaissance. Dans (...) la présentation qu'il fait de l'empiètement pragmatique comme thèse et phénomène, il explique : "[l'empiètement pragmatique] ressemble à une forme de pragmatisme, bien qu'il ne soit pas clair en quel sens cette thèse ressemble aux formes plus traditionnelles de pragmatisme" . Dans la note de bas de page qui suit cette phrase, il ajoute : "je n'examinerais pas comment la thèse de "l'empiètement pragmatique" est liée à ces formes plus traditionnelles de pragmatisme". Ces deux mentions des rapports entre l'empiètement pragmatique et le pragmatisme suggèrent que Engel soupçonne l'empiètement pragmatique d'être une forme de pragmatisme. Dans cet article, j'examinerais plus précisément cette idée et argumenterais en faveur du fait que, contrairement à ce que l'on pourrait croire, l'empiètement pragmatique n'est pas forcément une thèse pragmatiste au sens où l'entend Engel. (shrink)

The society could be understood through data around us. Hence, each individual must be equipped with knowledge and skills in managing data. This study aimed to describe data management skills of the college students. It made use of a mixed method of the qualitative and quantitative type of research, particularly descriptive approach. The study was conducted in the undergraduate schools of Saint Mary’s University at Bayombong, Nueva Vizcaya, Philippines. The data management skills assessment is a researcher-made questionnaire that intended to (...) measure the ability of senior students to properly handle data for easy access like sorting or arranging and coding. Findings revealed that most of the senior students were moderately skillful in managing data. It suggests that the data management skills of the students are not yet fully achieved. Hence, data management skills should be taught as much as writing or computational skills are taught because of the importance it plays in the society. (shrink)

Philosophers of religion of the Cracow Circle (1934-1944) are the principal precursors of what is now called the analytic philosophy of religion. The widespread claim that the analytic philosophy of religion was from the beginning an Anglo-American affair is an ill-informed one. It is demonstrable that the enterprise, although not the label "analytic philosophy of religion," appeared in Poland in the 1930’s. Józef Bochenski’s postwar work is a development of the Cracow Circle’s prewar work in the analytic philosophy of religion, (...) or at least of important elements of that earlier work. Bochenski’s approach in his ’Logic of Religion’ is quite original and might still be profitably studied and discussed by philosophers of religion of the analytic persuasion. (shrink)

The dearth in research in Philippine higher education institutions (HEIs) had driven the Commission on Higher Education (CHED) to provide policies and mandates that are largely geared towards the improvement of research productivity. Saint Mary’s University responded through Faculty Research Development Program, a scheme borne of the plans of the University Research Center (IDP Year 2013-2014) that aims to strengthen and enhance the research skills of faculty members. This study aimed to assess the efficacy of the research faculty development program (...) workshop in writing full-blown research proposals. It involved the quantitative type of research using the posttest-only control group experimental design since the subjects were evaluated after the intervention. Evaluative in nature, it was conducted at Saint Mary’s University, located at Bayombong, Nueva Vizcaya in Cagayan Valley. There were 25 subjects of the study who were all participants in the seminar-workshop. Researcher-made questionnaires and evaluated research proposals were the primary sources of the data in the study. Findings revealed that the research faculty development program workshop on writing research proposals was efficient. Hence, faculty members are highly recommended to continue participating in research capability training to become part of the tri-fold function of the university - the instruction, community extension, and research. (shrink)

This study aimed to develop a test to determine the level of cellular addiction among college students. The items included in this instrument were obtained from the internet source and were verified by the students. The data were analyzed through reliability analysis and factor analyses. The process in developing the test for cellular phone addiction questionnaire was described, and the final version of the instrument was presented. Findings revealed three factors namely: habitually/routinely activity, preoccupation, and negative consequences. It also proposed (...) method on how to interpret the level of cellular addiction of the students based on the computed mean scores that correspond to their responses using the questionnaire. The three factors were also identified as correlated factors. This instrument can be used for further studies and baseline studies to develop interventions to solve problems on cellular phone addiction. (shrink)