Metaphysical rationalism, the doctrine which affirms the Principle of Sufficient Reason (the PSR), is out of favor today. The best argument against it is that it appears to lead to necessitarianism, the claim that all truths are necessarily true. Whatever the intuitive appeal of the PSR, the intuitive appeal of the claim that things could have been otherwise is greater. This problem did not go unnoticed by the great metaphysical rationalists Spinoza and Leibniz. Spinoza’s response was to embrace necessitarianism. Leibniz’s (...) response was to argue that, despite appearances, rationalism does not lead to necessitarianism. This paper examines the debate between these two rationalists and concludes that Leibniz has persuasive grounds for his opinion. This has significant implications both for the plausibility of the PSR and for our understanding of modality. (shrink)

The desire-satisfaction theory of welfare says that what is basically good for a subject is the satisfaction of his desires. One challenge to this view is the existence of quirky desires, such as a desire to count blades of grass. It is hard to see why anyone would desire such things, and thus hard to believe that the satisfaction of such desires could be basically good for anyone. This suggests that only some desires are basically good when satisfied, and that (...) desire satisfactionists owe us an account of which desires these are, and why. In "Quirky Desires and Well-Being," Donald Bruckner proposes such an account: a desire is welfare-relevant (i.e., such that its satisfaction would be basically good for its subject) if and only if and because its subject could describe its object in a way that makes it comprehensible what about the object attracts him or appeals to him. We are inclined to view quirky desires as welfare-irrelevant because we assume that their objects cannot be described in such a way. But if there were a quirky desire whose object could be so described by the subject whose desire it is, then this desire would be relevant to that subject's welfare. I will argue that while Bruckner's view delivers plausible verdicts about the cases to which it is meant to apply, its account of what makes a desire welfare-relevant is unmotivated and implausible. Desire satisfactionists can retain what is plausible about his view while endorsing a better explanation of why welfare-relevant desires have that status if they accept the following account instead: a desire is welfare-relevant if and only if and because something about its object attracts, or appeals to, the subject who has the desire. (shrink)

Cover Date: July 2006.Source Info: 115(3), 317-354. Language: English. Journal Announcement: 41-2. Subject: ACTION; CAUSATION; METAPHYSICS; REPRESENTATION; TELEOLOGY. Subject Person: SPINOZA, BENEDICT DE (BARUCH). Update Code: 20130315.

Biogenic approaches investigate cognition from the standpoint of evolutionary function, asking what cognition does for a living system and then looking for common principles and exhibitions of cognitive strategies in a vast array of living systems—non-neural to neural. One worry which arises for the biogenic approach is that it is overly permissive in terms of what it construes as cognition. In this paper I critically engage with a recent instance of this way of criticising biogenic approaches in order to clarify (...) their theoretical commitments and prospects. In his critique of the biogenic approach, Fred Adams uses the presence of intentional states with conceptual content as a criterion to demarcate cognition-driven behaviour from mere sensory response. In this paper I agree with Adams that intentionality is the mark of the cognitive, but simultaneously reject his overly restrictive conception of intentionality. I argue that understanding intentionality simpliciter as the mark of the mental is compatible with endorsing the biogenic approach. I argue that because cognitive science is not exclusively interested in behaviour driven by intentional states with the kind of content Adams demands, the biogenic approach’s status as an approach to cognition is not called into question. I then go on to propose a novel view of intentionality whereby it is seen to exist along a continuum which increases in the degree of representational complexity: how far into the future representational content can be directed and drive anticipatory behaviour. Understanding intentionality as existing along a continuum allows biogenic approaches and anthropogenic approaches to investigate the same overarching capacity of cognition as expressed in its different forms positioned along the continuum of intentionality. Even if all organisms engage in some behaviour that is driven by weak intentional dynamics, this does not suggest that every behaviour of all organisms is so driven. As such, the worry that the biogenic approach is overly permissive can be avoided. (shrink)

Under the assumption that anticipatory models are required for anticipatory behavior, an important question arises about the different manners in which organisms acquire anticipatory models. This article aims to articulate four different non-exhaustive ways that anticipatory models might possibly be acquired over both phylogenetic and ontogenetic timescales and explore the relationships among them. To articulate these different model-acquisition mechanisms, four schematics will be introduced, each of which represents a particular acquisition structure that can be used for the purposes of comparison, (...) analysis, and hypothesis formulation. By bringing to the fore the differences and similarities between each of the four ways that anticipatory models are acquired, a more complete picture of both anticipatory behavior and its pervasive role in biological self-maintenance can be offered. In doing so, this article helps not only to shed light on how anticipatory behavior might arise in the wide range of organisms that it has been observed in but also to throw into relief the subtle and often still overlooked causal interplay between ontogenetic and phylogenetic plasticity. (shrink)

Low-carbon agriculture is essential for protecting the global climate and sustainable agricultural economics. Since China is a predominantly agricultural country, the adoption of low-carbon agricultural technologies by local farmers is crucial. The past literature on low-carbon technologies has highlighted the influence of demographic, economic, and environmental factors, while the psychological factors have been underexplored. A questionnaire-based approach was used to assess the psychological process underlying the adoption of low-carbon agricultural technologies by 1,114 Chinese rice farmers in this paper, and structural (...) equation modeling (SEM) was empirically employed to test our theoretical model. (shrink)

The notion of a physiological individuals has been developed and applied in the philosophy of biology to understand symbiosis, an understanding of which is key to theorising about the major transition in evolution from multi-organismality to multi-cellularity. The paper begins by asking what such symbiotic individuals can help to reveal about a possible transition in the evolution of cognition. Such a transition marks the movement from cooperating individual biological cognizers to a functionally integrated cognizing unit. Somewhere along the way, did (...) such cognizing units simultaneously have cognizers as parts? Expanding upon the multiscale integration view of the Free Energy Principle, this paper develops an account of reciprocal integration, demonstrating how some coupled biological cognizing systems, when certain constraints are met, can result in a cognizing unit that is in ways greater than the sum of its cognizing parts. Symbiosis between V. Fischeri bacteria and the bobtail squid is used to provide an illustration this account. A novel manner of conceptualizing biological cognizers as gradient is then suggested. Lastly it is argued that the reason why the notion of ontologically nested cognizers may be unintuitive stems from the fact that our folk-psychology notion of what a cognizer is has been deeply influenced by our folk-biological manner of understanding biological individuals as units of reproduction. (shrink)

A scarcity mindset is considered to impact consumer behaviors. Our research aimed to examine the moderating effect of the scarcity mindset on the relationship between mental accounting and hedonic (vs. utilitarian) consumption. We conducted an online experimental design (mental accounting: windfall gains vs. hard-earning gains; consumption: hedonic products vs. utilitarian products) and verified our hypotheses in two distinct samples: a student sample and an adult sample. Our results showed that consumers who received windfall gains tended to use it for hedonic (...) consumption rather than utilitarian consumption. Intriguingly, such an effect was insignificant under a high level of a scarcity mindset but significant under a low level of the scarcity mindset. Moreover, consumers who received hard-earning gains tended to spend the money on utilitarian (vs. hedonic) consumption. However, we did not detect the impact of the scarcity mindset on such effects. Our research suggested an asymmetric effect of the scarcity mindset on hedonic (vs. utilitarian) consumption under two different mental accounts. It highlights the important role of the scarcity mindset in consumer behaviors, which leaves avenues for future research to understand marketing promotion strategies for distinct products. (shrink)

Action-based theories of cognition place primary emphasis upon the role that agent-environment coupling plays in the emergence of psychological states. Prima facie, mental imagery seems to present a problem for some of these theories because it is understood to be stimulus-absent and thus thought to be decoupled from the environment. However, mental imagery is much more multifaceted than this “naïve” view suggests. Focusing on a particular kind of imagery, comparative mental imagery generation, this paper demonstrates that although such imagery is (...) stimulus-absent, it is also stimulus-sensitive. Exhibiting stimulus-sensitivity is sufficient for a process to qualify as coupled to the environment. The notion of variant coupling is explicated as the coupling of a cognizer’s perceptual system to variant environmental information. By demarcating the categories of stimulus-absent and stimulus-sensitive cognition, and variant and invariant coupling, this paper expands the conceptual apparatus of action-based theories, suggesting not only a way to address the problem that comparative mental imagery generation presents, but perhaps a way to account for other forms of imagery too. (shrink)

Forgiveness is mostly seen as a virtuous human response to wrongful conduct. But what happens when there is no acknowledgement of wrongdoing on the part of the wrongdoer? Does the forgiveness of the unrepentant still count as forgiveness? The Fourteenth Dalai Lama, for instance, is a figure who highly promotes the value of forgiveness. His homeland has been occupied by China since 1950, yet he maintains that he forgives and feels no enmity towards the Chinese government. The Chinese authorities, for (...) their part, have never admitted to wrongful invasion of the ‘roof of the world’, hence there has been no acceptance of the Dalai Lama’s forgiveness. Can the Dalai Lama’s forgiving under these circumstances, however, still be seen as forgiveness? In the present contribution, I shed light on the Buddhist view on forgiveness in the hope of inspiring ideas that might contribute to the pursuit of peace. Firstly, I explore certain matters surrounding the general idea of forgiveness and subsequently introduce Buddhist perspectives. Secondly, I respond to the key question of this paper by highlighting the Dalai Lama’s views as a means to elaborate on the Buddhist stance. I conclude by comparing Buddhist points of view with some contemporary philosophical perspectives and illustrating some distinguishing features of the Buddhist notion of forgiveness. From the above, I endeavour to establish that the Buddhist take on forgiveness is ultimately unconditional. (shrink)

Intelligence in current AI research is measured according to designer-assigned tasks that lack any relevance for an agent itself. As such, tasks and their evaluation reveal a lot more about our intelligence than the possible intelligence of agents that we design and evaluate. As a possible first step in remedying this, this article introduces the notion of “self-concern,” a property of a complex system that describes its tendency to bring about states that are compatible with its continued self-maintenance. Self-concern, as (...) argued, is the foundation of the kind of basic intelligence found across all biological systems, because it reflects any such system's existential task of continued viability. This article aims to cautiously progress a few steps closer to a better understanding of some necessary organisational conditions that are central to self-concern in biological systems. By emulating these conditions in embodied AI, perhaps something like genuine self-concern can be implemented in machines, bringing AI one step closer to its original goal of emulating human-like intelligence. (shrink)

A medical intervention is a medical procedure or application intended to relieve or prevent illness or injury. Examples of medical interventions include vaccination and drug administration. After a medical intervention, adverse events (AEs) may occur which lie outside the intended consequences of the intervention. The representation and analysis of AEs are critical to the improvement of public health. Description: The Ontology of Adverse Events (OAE), previously named Adverse Event Ontology (AEO), is a community-driven ontology developed to standardize and integrate data (...) relating to AEs arising subsequent to medical interventions, as well as to support computer-assisted reasoning. OAE has over 3,000 terms with unique identifiers, including terms imported from existing ontologies and more than 1,800 OAE-specific terms. In OAE, the term ‘adverse event’ denotes a pathological bodily process in a patient that occurs after a medical intervention. Causal adverse events are defined by OAE as those events that are causal consequences of a medical intervention. OAE represents various adverse events based on patient anatomic regions and clinical outcomes, including symptoms, signs, and abnormal processes. OAE has been used in the analysis of several different sorts of vaccine and drug adverse event data. (shrink)

Basal cognition investigates cognition working upward from nonneuronal organisms. Because basal cognition is committed to empirically testable hypotheses, a methodological challenge arises: how can experiments avoid using zoocentric assumptions that ignore the ecological contexts that might elicit cognitively driven behavior in nonneuronal organisms? To meet this challenge, I articulate the principle of dynamic holism (PDH), a methodological principle for guiding research on nonneuronal cognition. I describe PDH’s relation to holistic research programs in human-focused cognitive science and psychology then present an (...) argument from analogy based on holistic developmental biology. Last, I examine two experiments exemplifying the need for PDH. (shrink)

With the naturalist worldview having become widely accepted, the trend of naturalistic Buddhism has likewise become popular in both academic and religious circles. In this article, I preliminarily reflect on this naturalized approach to Buddhism in two main sections. In section 1, I point out that the Buddha rejects theistic beliefs that claim absolute power over our destiny, opting instead to encourage us to inquire intellectually and behave morally. The distinguishing characteristics of naturalism such as a humanistic approach, rational enquiry, (...) empirical observation, as well as a pragmatic and realistic outlook can all be seen in the Buddha’s teachings. In section 2, however, I advance arguments to show that while the Buddha is opposed to theistic doctrines, his views are not entirely in accordance with the presuppositions of naturalism. Firstly, the Buddha’s foremost concern is not purely intellectual in nature—the purpose of his teachings is to realize a soteriological goal through spiritual practice. Secondly, naturalism tends to subscribe to ‘self-being,’ while the Buddha holds all things to exist conditionally and impermanently. Because of the dependent nature of all things, it is not possible to discover their essence through reduction. Thirdly, naturalized philosophy would be a kind of belief-habit that follows from certain preconditioned assumptions. But the Buddha encourages us to re-examine our conceptual proliferation leading to biased views, as that ultimately leads to suffering. I conclude by proposing a broader naturalist outlook that would allow for a more inclusive conception of the natural world that would take the axiological dimension of human transcendence into account and increase an overall understanding of human potentiality. (shrink)

Humans have long wondered whether they can survive the death of their physical bodies. Some people now look to technology as a means by which this might occur, using terms such 'whole brain emulation', 'mind uploading', and 'substrate independent minds' to describe a set of hypothetical procedures for transferring or emulating the functioning of a human mind on a synthetic substrate. There has been much debate about the philosophical implications of such procedures for personal survival. Most participants to that debate (...) assume that the continuation of identity is an objective fact that can be revealed by scientific enquiry or rational debate. We bring into this debate a perspective that has so far been neglected: that personal identities are in large part social constructs. Consequently, to enable a particular identity to survive the transference process, it is not sufficient to settle age-old philosophical questions about the nature of identity. It is also necessary to maintain certain networks of interaction between the synthetic person and its social environment, and sustain a collective belief in the persistence of identity. We defend this position by using the example of the Dalai Lama in Tibetan Buddhist tradition and identify technological procedures that could increase the credibility of personal continuity between biological and artificial substrates. (shrink)

So-called “traditional epistemology” and “Bayesian epistemology” share a word, but it may often seem that the enterprises hardly share a subject matter. They differ in their central concepts. They differ in their main concerns. They differ in their main theoretical moves. And they often differ in their methodology. However, in the last decade or so, there have been a number of attempts to build bridges between the two epistemologies. Indeed, many would say that there is just one branch of philosophy (...) here—epistemology. There is a common subject matter after all. In this paper, we begin by playing the role of a “bad cop,” emphasizing many apparent points of disconnection, and even conflict, between the approaches to epistemology. We then switch role, playing a “good cop” who insists that the approaches are engaged in common projects after all. We look at various ways in which the gaps between them have been bridged, and we consider the prospects for bridging them further. We conclude that this is an exciting time for epistemology, as the two traditions can learn, and have started learning, from each other. (shrink)

Gilbert Ryle’s The Concept of Mind (1949/2002. Chicago, IL: University of Chicago Press) is generally considered a landmark in the quest to refute Cartesian dualism. The work contains many inspirational ideas and mainly posits behavioral disposition as the referent of mind in order to refute mind–body dualism. In this article, I show that the Buddhist theory of ‘non-self’ is also at odds with the belief that a substantial soul exists distinct from the physical body and further point out similarities between (...) the Buddhist outlook and Ryle’s ideas in three parts. First, I illustrate that Ryle’s ‘category mistake’ has certain points in common with the Buddhist refutation of ‘self’. Within the Buddhist framework, referents such as ‘mind’ and ‘self’ are merely imputed terms. The presumed existence of an independent substance such as a ‘soul’, when considered in isolation from the expedient usage of the term ‘mind’, can therefore also be viewed as a ‘category mistake’. Second, attempting to solve the questions of ‘what mind is’ and ‘how mind operates’ are two entirely different approaches to the study of mind. I argue that it is necessary to focus on ‘knowing-how’ rather than ‘knowing-that’, if we are to gain a more comprehensive understanding of mind and avoid any kind of category mistake such as those that follow from isolating the physical properties of brain or drawing inferences from a mystical soul. Third, I aim to show why investigating mind from the perspective of ‘dispositions’ of behavior is a valid approach. The Buddhist concept of karma-vāsanā elucidates the habitual tendency to act or not act in various situations. Based on this theory, I argue that the workings of the human mind bears strong links to the formation of karma and as such have important axiological implications that cannot be ignored. I conclude by pointing out that Ryle’s insightful ideas could in certain ways be complemented by the Buddhist theory of mind. In my view, his philosophy is not only a mediator between Analytic Philosophy and Phenomenology, but could perhaps also be seen as a mediator between traditional Eastern systems of thought and contemporary philosophies of mind. (shrink)

Pausing to reflect feels like stagnant inactivity, but it’s crucial for our youths as increasingly more students come to higher education without having truly engaged in self-reflection.

How often have you heard someone refer to complaining as a “national pastime” in Singapore? Why do we complain and what do we get out of it? While the Oxford Dictionary defines "complain" as an expression of dissatisfaction or annoyance about something, the philosopher, Julian Baggini, defines the term in his book Complaint as “a refusal or inability to accept that things are not as they ought to be”. This suggests that complaining is not intrinsically harmful - its impact really (...) depends on how we use it. So, is Singapore’s complaint culture helping us or hurting us? (shrink)

The recent news of a 13-year-old Singaporean prodigy graduating from an Australian university has sparked discussion about Singapore’s approach to nurturing exceptional young talents, especially after it was revealed that the boy had been previously rejected by a local university because of his young age. Some have called for an increased flexibility to allow such young people to skip levels in Singapore - parents of intellectually advanced children often cite concerns that their children are disengaged and bored at school. The (...) fear is real - keeping these students at the same level as their peers could potentially squander their potential and impede their growth. Yet, on the flip side, accelerating their academic journey could potentially jeopardise their social and emotional development, which could negatively impact their ability to connect and work well with their peers in their adulthood. Nonetheless, this debate brings to light the need for more effective strategies to meaningfully engage students with diverse abilities and learning paces. (shrink)

As educators, we often ask if our students are ready for the future, but how often do we ask ourselves if we educators are ready for the future?

The drive for human connection and to discover one’s identity is not limited to the online world: It is a universal human need that we all share. It is crucial to understand that problems we typically attribute to gaming platforms (like self-radicalisation) are not special tech problems or gaming problems. They can and do happen offline as well. What we are dealing with is essentially a human problem that so happens to occur on technological platforms.

This paper studies the connection between social media addiction and mental disorder from the existing investigation among undergraduate students. A comprehensive document search was conducted by using six electronic databases, including PubMed, Scopus, ScienceDirect, Web of Science, JSTOR, ProQuest Education to identify articles published before November 21st, 2019. All collected papers focused on studying social media addiction and psychosis. Two reviewers individualistically evaluated the quality of the study by using the Joanna Briggs Institute’s approach. Five articles were filtered out through (...) the screening process and included in the review. The high prevalence of social addiction among college students (9.7% ~ 41%) has been clarified. The association between social media addiction and mental disorders is positive for student health. This article contributes to raising awareness and finding solutions to these risk problems. The study also confirms the connection between online shopping addiction and eating disorders among social addicts. We also discuss the causes and harms of social media addiction. (shrink)

We may all be living on the same planet, but the personalised experience of online platforms creates numerous parallel worlds that fragments our communicative cultures - this problem quietly escapes our attention, and it is dividing us to such extent that it is becoming increasingly difficult for us to respectfully converse and collaborate with others. Seeing how these personalised bubbles are making our youths struggle to understand and work with others, my worry is that this problem will worsen with children (...) raised by AI. If we are not careful, we risk raising a generation of children with severely skewed perceptions of the world due to the personalised bubble AI creates around them. To have such skewed perceptions at such a critical stage of development, we may not be able to break them out of their bubbles when they are older. (shrink)

Predictive processing theories are increasingly popular in philosophy of mind; such process theories often gain support from the Free Energy Principle (FEP)—a nor- mative principle for adaptive self-organized systems. Yet there is a current and much discussed debate about conflicting philosophical interpretations of FEP, e.g., repre- sentational versus non-representational. Here we argue that these different interpre- tations depend on implicit assumptions about what qualifies (or fails to qualify) as representational. We deploy the Free Energy Principle (FEP) instrumentally to dis- tinguish (...) four main notions of representation, which focus on organizational, struc- tural, content-related and functional aspects, respectively. The various ways that these different aspects matter in arriving at representational or non-representational interpretations of the Free Energy Principle are discussed. We also discuss how the Free Energy Principle may be seen as a unified view where terms that tradition- ally belong to different ontologies—e.g., notions of model and expectation versus notions of autopoiesis and synchronization—can be harmonized. However, rather than attempting to settle the representationalist versus non-representationalist debate and reveal something about what representations are simpliciter, this paper demon- strates how the Free Energy Principle may be used to reveal something about those partaking in the debate; namely, what our hidden assumptions about what represen- tations are—assumptions that act as sometimes antithetical starting points in this persistent philosophical debate. (shrink)

Locke is often thought to have introduced the topic of personal identity into philosophy when, in the second edition of theEssay,he distinguished the person from both the human being and the soul. Each of these entities differs from the others with respect to their identity conditions, and so they must be ontologically distinct. In particular, Locke claimed, a person cannot survive total memory loss, although a human being or a soul can.

We are pleased to feature a video interview with Jonathan Sim, where he shares his ongoing journey of integrating artificial intelligence (AI) in his teaching, the challenges encountered along the way, and what educators can do to get their students to meaningfully engage with AI tools like ChatGPT to enhance their learning.

My own philosophical interests led me to investigate the letter which Smith submitted to The Times, along with eighteen other signatures from renowned philosophers, each objecting to the honorary degree which Cambridge was about to award Jacques Derrida. While Smith's letter has been esteemed for sober defense of philosophy, it has also been viewed as rather notorious by Derrida and postmodern sympathizers. After having contacted Smith at the State University of New York at Buffalo, we agreed to meet and discuss (...) the matter in more detail. What follows are my inquiries, and his account, of his letter to The Times letters page, 9 May, 1992. (shrink)

Humanities and social science majors are frequently misunderstood, in Singapore as in many other parts of the world. The value of their education is regularly questioned, and many employers are unaware of the value such majors can bring to the table. They prefer to hire graduates with more explicitly “practical” degrees for jobs that humanities and social sciences students could excel in. As a result, humanities and social sciences students are not typically considered for many organisations and roles, despite offering (...) relevant and useful skills. In this article, I describe how I engaged with local employers to open internship opportunities to humanities and social sciences students who would not previously have been considered. (shrink)

In my discussion with students, I found that many of them have high levels of anxiety when it comes to learning something outside their intended major. In this article, I explain how I supported my class remotely using the Telegram messaging app to keep a regular flow of communication and reassure students they were not alone in having queries.

Jonathan takes us through his experiences of being a mentor for UTOP (University Teaching Opportunities Programme), particularly how it enabled him to collaborate with his UTOP student mentees to design a learning activity in which students could think critically about AI-generated output.

Assignment feedback is key to helping students improve and correct their understanding so they can build upon solid foundations of knowledge as their course progresses. Yet, I found that about 30% of students review their feedback. It is not because students are lazy but because they struggle to find the time and often have little immediate incentive to review feedback for something that has already been graded when they have other assignments to work on. Feedback is most effective when it (...) is shared with students while they are still working on the assignment. In this article, I share how regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding. (shrink)

Can the idea of a minimal proposition be successfully held? I will first formulate what the minimal proposition is in the minimalist’s mind, taking Emma Borg as the representative. What a minimalist seeks for a minimal proposition is the abstract and skeletal core meaning of a sentence, and this faith is founded on the notion of minimal word meaning—an atomic, code-like, conceptual thing. I show that the problem of this notion of minimal proposition lies in the three features, intuitive read-off, (...) invariantness, and truth-evaluability, that Borg ascribes to it. I shall argue, first, that positing a conceptual-like thing as the invariant minimal content of word cannot support the invariantness of the minimal proposition of a sentence, and second, that the skeletal content, as the minimal proposition of a sentence, is a grammatically analyzed product and thus is hardly truth evaluable. According to the analyses, the idea of a minimal proposition with these three features identified by minimalists cannot be maintained. (shrink)

Trust is the foundation for learning, and we must not allow ignorance of this new technologies, like Generative AI, to disrupt the relationship between students and educators. As a first step, we need to actively engage with AI tools to better understand how they can help us in our work.

In ‘Equity and Marxist Buddhism,’ Tzu-wei Hung engages with the Marxist Buddhism developed by Taiwanese philosopher Lin Qiu-wu in the 1920s, brings this underexplored theory to the table and discusses a few merits and insights of the theory. Building on Hung’s analysis, this paper paper elaborates on the lessons and insights that Taiwanese Marxist Buddhism provides for modern times. The first three lessons are distinctive points that Taiwanese Marxist Buddhism brings to the discussion on combining Marxism and Buddhism: the connections (...) between the ethical and political, the responsibility for pursuing social justice and the nonviolence means towards social justice. The last lesson comes at the meta-philosophical level, focusing on how Hung’s engagement with Taiwanese Marxist Buddhism sheds light on the issue of diversifying the discipline philosophy. Overall, I argue that Taiwanese Marxist Buddhism not only makes contributions to theoretical frameworks while providing a practical means for pursuing equity and social justice, but it also manifests the epistemic and moral values for engaging with under-represented philosophical traditions. (shrink)

Background: Transgender health care is a subject of much debate among clinicians, political commentators, and policy-makers. While the World Professional Association of Transgender Health (WPATH) Standards of Care (SOC) establish clinical standards, these standards contain implied ethics but lack explicit focused discussion of ethical considerations in providing care. An ethics chapter in the SOC would enhance clinical guidelines. Aims: We aim to provide a valuable guide for healthcare professionals, and anyone interested in the ethical aspects of clinical support for gender (...) diverse and transgender people of all ages. Recognizing that the WPATH is a global association, we address broad challenges. We offer a reflection on general ethical principles, providing conceptual tools for healthcare providers, patients, and families to navigate the specific challenges they might encounter in transgender health care, in line with WPATH’s worldwide mission and scope. Method: This article employs a descriptive analysis, and our framework of reference is the four principles of biomedical ethics: respect for autonomy, beneficence, nonmaleficence, and justice. Results: The article presents a discussion on the four ethical principles as applied to transgender health care. We address issues such as respect for patient autonomy in decision-making, the role of beneficence and nonmaleficence in clinical interventions, and the importance of justice in equitable treatment and access to care. Some of the ethical concerns we address in this article pertain to the current sociopolitical climate, where there has been increasing legal interference, internationally, for transgender and nonbinary people, particularly youth, seeking medical care. Discussion: We highlight the interplay between ethical principles and clinical practice, underscoring the need for ethical guidance in addressing the diverse challenges faced by healthcare providers and patients in transgender health care. We advocate for continuous refinement of ethical thinking to ensure that transgender health care is not only medically effective but also ethically sound. (shrink)

Teaching interdisciplinary modules online can be an uphill battle but it offers important lessons in the art of motivating students to learn.

The flipped-classroom format is a type of blended learning where students are required to do preparatory work – such as watching lecture videos or completing assignments – before coming to a face-to-face class to work on more challenging problems with the facilitation of an instructor. However, one challenge of teaching flipped-classroom modules is that a big proportion of students often come to class unprepared. Either they do not watch the lecture videos or they skim through them before the tutorials. Thus, (...) they lack a proper understanding of the content and many are unable to participate in class activities. The tutorial ends up becoming a lecture where we go over the basic content instead of challenging the students to take their learning further. In this article, I explain explains how I designed learning activities to ensure students complete the preparation work necessary to get the most out of the flipped-classroom model. (shrink)

When I ask students how they feel about group projects, the response is often negative. This is usually a result of bad experiences with problematic group members, such as free riders who do not contribute or members who bulldoze their ideas through while disregarding their peers. After many semesters mediating disputes within such groups, I have found that issues often stem from concerns about “saving face”. This leads to a lack of much-needed communication. In this article, I offer three methods (...) to facilitate effective group work by improving participation and communication between student peers. (shrink)

A problematic trend I notice when conversing with students is how many of them struggle to remember what they did in modules from previous semesters. These discussions got me thinking about how to design learning activities that are unforgettable. Albert Einstein, among other figures credited with the quote, famously said that “education is what remains after one has forgotten what one has learned in school”. I want to ensure my students remember what they have learned from me, especially after all (...) the hard work they put into the course. In this article, I share teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories. (shrink)

Jonathan discusses the learning issues he observed which prompted him to adopt this platform in his teaching, the implementation process, and his observations of his students’ response to this approach.

As a teacher in Singapore, I regularly encounter a classroom full of quiet students, reluctant to participate in class, to engage with the teacher when questioned, or even to volunteer for any project or initiative. Many teachers here are quick to conclude that Singapore students are passive or conformists. This observation is, in fact, not unique to students in Singapore, but also to the broader Asian region. Scholars like Cortazzi and Jin (1996) attributed such behaviour to the specific cultural values, (...) such as the importance of deference to the authority of a teacher, as reasons for such passivity and reticence. Liu and Littlewood (1997), on the other hand, argue that people from certain cultures prefer not to speak up so as to avoid entering into situations of uncertainty. I have found that as a teacher busily pre-occupied with preparing for classes, it is easy to forget how students perceive their learning experience, and I have been quite inclined to agree with the observations above. Fortunately, I have had the opportunity to be both a post-graduate student and a teacher. And this privileged position allows me to question some of my own assumptions as a teacher, thereby gaining deeper insights into the underlying reasons for the lack of participation here in Singapore. There is a lot more going on in the minds of Singapore students. Here, I would like to offer a new perspective on this matter. (shrink)