Aided by Michel Foucault’s concept of panopticon and a discussion on the function of fairy tales and modern fiction, this paper aims to deal with the question: If human beings truly are civilized, then why do we glorify the Other in our literature? History has shown that human beings have been forming and developing societies for thousands of years. This development also constantly shows that societies have been dealing with or acting upon violent impulses in order to produce a certain (...) level of normalcy; and considering how modern societies have relied upon surveillance and discipline to produce normalization, we could say that this process of production of the normal would also produce the unacceptable non-normal, the Other. However, from the fairy tales to the more modern forms of fiction, we keep on finding this paradox: the portrayal of the non-normal Other to the point of acceptability. (shrink)

In this paper, we argue that there are reasons to believe that an implicit bias for normalcy influences what are considered medically necessary treatments in psychiatry. First, we outline two prima facie reasons to suspect that this is the case. A bias for ‘the normal’ is already documented in disability studies; it is reasonable to suspect that it affects psychiatry too, since psychiatric patients, like disabled people, are often perceived as ‘weird’ by others. Secondly, psychiatry's explicitly endorsed values of (...) well-being and function are hard to measure directly, which is why we see simpler box-ticking conceptions of recovery used in large research studies. This need not be problematic, but might lead to researchers and clinicians focusing too much on treatments that promote easy-to-measure proxies for recovery, instead of what actually matters to psychiatric patients themselves. Next, we provide examples of treatments and treatment decisions within two areas – self-injury and psychosis – which are hard to explain unless we assume that an implicit and harmful normalcy bias is at work. We conclude with some suggestions for clinicians and future research. (shrink)

The Eugenic Mind Project is a wide-ranging, philosophical book that explores and critiques both past and present eugenic thinking, drawing on the author’s intimate knowledge of eugenics in North America and his previous work on the cognitive, biological, and social sciences, the fragile sciences. Informed by the perspectives of Canadian eugenics survivors in the province of Alberta, The Eugenic Mind Project recounts the history of eugenics and the thinking that drove it, and critically engages contemporary manifestations of eugenic thought, newgenics. (...) An accessible, original work of scholarship adopting what the author calls a standpoint eugenics, this book focuses on the roots of eugenic thinking past and present. It will provoke and enrich discussions about human nature and human diversity, the social uses of biotechnology, and social policy governing future generations. You can download the preface and acknowledgements here. (shrink)

What is so striking about Breaking Bad is how centrally impairment and disability feature in the lives of the characters of this series. It is unusual for a television series to cast characters with visible or invisible impairments. On the rare occasions that television shows do have characters with impairments, these characters serve no purpose other than to contribute to their ‘Otherness.’ Breaking Bad not only centralizes impairment, but impairment drives and sustains the story lines. I use three interrelated themes (...) from Disability Scholarship to analyze Breaking Bad. The first theme, Bodily Control, is that good bodies are controlled bodies and that uncontrolled, messy bodies are frightening, bad bodies. Indeed, the messiness of impairment and disability is so bad, that impaired and disabled individuals are excluded or shut out or excluded from many areas of public life. The second theme, Normalcy, is that the effect of hiding away impairment, of attempting to conceal disability, is that society becomes defined by, and structured around, the concept of normalcy. Normalcy, being normal, attaining and maintaining normalcy, is the preoccupation of most in society. To fail to be normal, or to fall from what is considered to be normal, is a source of tremendous anxiety for most people. These two themes, Bodily Control and Normalcy are conceptually connected: impairment, disease and dying are so feared because they are socially invisible and, therefore unknown and unknowable. They are the undiscussable taboos. The third theme, Bodily Realism, is that having a realistic view of the body, which would at minimum require accepting the fact that human bodies are fragile things, prone to disease and accident and are ultimately destined to die, makes one more at ease in the world, and able to live better lives and live as a better person. Indeed, so the argument goes, our lives would be richer, more rewarding—emotionally and morally—if we cared less about normalcy because of a dread of abnormalcy, but instead learned to accept if not positively value the physical variability of human existence. (shrink)

Many philosophers accept that, as well as having a right that others not harm us, we also have a right that others not subject us to a risk of harm. And yet, when we attempt to spell out precisely what this ‘right against risk imposition’ involves, we encounter a series of notorious puzzles. Existing attempts to deal with these puzzles have tended to focus on the nature of rights – but I propose an approach that focusses instead on the nature (...) of risk. The key move is to distinguish two different ways in which to conceptualise the risk that a given action presents – one of which is linked to the notion of probability and the other to the notion of normalcy. (shrink)

In this paper, I will reread the history of molecular genetics from a psychoanalytical angle, analysing it as a case history. Building on the developmental theories of Freud and his followers, I will distinguish four stages, namely: (1) oedipal childhood, notably the epoch of model building (1943–1953); (2) the latency period, with a focus on the development of basic skills (1953–1989); (3) adolescence, exemplified by the Human Genome Project, with its fierce conflicts, great expectations and grandiose claims (1989–2003) and (4) (...) adulthood (2003–present) during which revolutionary research areas such as molecular biology and genomics have achieved a certain level of normalcy—have evolved into a normal science. I will indicate how a psychoanalytical assessment conducted in this manner may help us to interpret and address some of the key normative issues that have been raised with regard to molecular genetics over the years, such as ‘relevance’, ‘responsible innovation’ and ‘promise management’. (shrink)

Some random processes, like a series of coin flips, can produce outcomes that seem particularly remarkable or striking. This paper explores an epistemic puzzle that arises when thinking about these outcomes and asking what, if anything, we can justifiably believe about them. The puzzle has no obvious solution, and any theory of epistemic justification will need to contend with it sooner or later. The puzzle proves especially useful for bringing out the differences between three prominent theories; the probabilist theory, the (...) normic theory and a theory recently defended by Goodman and Salow. (shrink)

NOTE: This paper is a reworking of some aspects of an earlier paper – ‘What else justification could be’ and also an early draft of chapter 2 of Between Probability and Certainty. I'm leaving it online as it has a couple of citations and there is some material here which didn't make it into the book (and which I may yet try to develop elsewhere). My concern in this paper is with a certain, pervasive picture of epistemic justification. On this (...) picture, acquiring justification for believing something is essentially a matter of minimising one’s risk of error – so one is justified in believing something just in case it is sufficiently likely, given one’s evidence, to be true. This view is motivated by an admittedly natural thought: If we want to be fallibilists about justification then we shouldn’t demand that something be certain – that we completely eliminate error risk – before we can be justified in believing it. But if justification does not require the complete elimination of error risk, then what could it possibly require if not its minimisation? If justification does not require epistemic certainty then what could it possibly require if not epistemic likelihood? When all is said and done, I’m not sure that I can offer satisfactory answers to these questions – but I will attempt to trace out some possible answers here. The alternative picture that I’ll outline makes use of a notion of normalcy that I take to be irreducible to notions of statistical frequency or predominance. (shrink)

There is much to like about the idea that justification should be understood in terms of normality or normic support (Smith 2016, Goodman and Salow 2018). The view does a nice job explaining why we should think that lottery beliefs differ in justificatory status from mundane perceptual or testimonial beliefs. And it seems to do that in a way that is friendly to a broadly internalist approach to justification. In spite of its attractions, we think that the normic support (...) view faces two serious challenges. The first is that it delivers the wrong result in preface cases. These cases suggest that the view is either too sceptical or too externalist. The second is that the view struggles with certain kinds of Moorean absurdities. It turns out that these problems can easily be avoided. If we think of normality as a condition on *knowledge*, we can characterise justification in terms of its connection to knowledge and thereby avoid the difficulties discussed here. The resulting view does an equally good job explaining why we should think that our perceptual and testimonial beliefs are justified when lottery beliefs cannot be. Thus, it seems that little could be lost and much could be gained by revising the proposal and adopting a view on which it is knowledge, not justification, that depends directly upon normality. (shrink)

Martin Smith has recently proposed, in this journal, a novel and intriguing approach to puzzles and paradoxes in evidence law arising from the evidential standard of the Preponderance of the Evidence. According to Smith, the relation of normic support provides us with an elegant solution to those puzzles. In this paper I develop a counterexample to Smith’s approach and argue that normic support can neither account for our reluctance to base affirmative verdicts on bare statistical evidence nor resolve the pertinent (...) paradoxes. Normic support is, as a consequence, not a successful epistemic anti-luck condition. (shrink)

Why are there so many controversies in evolutionary psychology? Using a couple of concepts from philosophy of science, this paper argues that evolutionary psychology has not reached the stage of mature, normal science, since it does not currently have a unifying research program that guides individual scientists working in the discipline. The argument goes against claims made by certain proponents and opponents of evolutionary psychology, and it is supported by discussion of several examples. The paper notes that just because evolutionary (...) psychology has not reached the stage of normal science, the discipline is nevertheless a source of many progressive theoretical developments and interesting empirical discoveries. (shrink)

The idea of disease as an objective malfunctioning cannot be accepted for many different reasons. “Malfunctioning” or “failure” have a meaning only if the perfect working condition or normality is univocally determined. The differences between a person and any other person are not unimportant and cannot be ignored neither in diagnosis nor in treatment. These differences can be ascribable to three different sets of reasons: 1.illnesses leave irreversible marks on the organic structure, for they modify the information an organism (...) has at least as far as the neuroendocrine and immune systems are involved; 2.there are individual differences in the immune system; 3.there are individual differences in the functional organization of the brain that are not due only to biological causes. Furthermore the subjective perception of the illness itself must be included among the elements that determine the features of an illness. Notwithstanding the presence of the same symptoms and the same tests readings, two people may perceive their illness in a different way, with effects on the course of the illness itself and the effectiveness of the treatment. The idea of disease also depends on the cultural context. (shrink)

Background: In order to determine the pathophysiology of tinnitus and deciding on treatment, the function of peripheral hearing organs is very important. -/- Objective: To evaluate the cochlear functions in tinnitus patients with or without hearing-loss(HL). -/- Methods: Participants with tinnitus were divided into two groups; 16 participants with accompanying HL were included in the first study group (SG-I), and 15 participants without HL were included in the second group (SG-II). 21 normal-hearing subjects without tinnitus included as control group(CG). Tinnitus (...) discomfort levels was determined with Tinnitus Handicap Inventory(THI). Besides pure-tone audiometry, Otoacoustic Emissions, to evaluate cochlear functions and to decide dead regions (DR), Threshold Equalizing Noise-(TEN) was used. -/- Results: The threshold-shift was observed with TEN in subjects in SG-I and these levels were statistically different from SG-II and CG. There were both threshold-shift and DR in SG-II according to TEN. TEOAEs did not differ between SG-II and CG. The DPOAE results for SG-II showed significant decreases in emission amplitudes at 6 & 8 kHz. -/- Conclusion: While Tinnitus patients with HL can be evaluated with conventional tests, evaluating patients with normal hearing tinnitus with additional tests such as OAE and TEN allows us to get more precise results on the functions of peripheral hearing organs. (shrink)

Existing research suggests that people's judgments of actual causation can be influenced by the degree to which they regard certain events as normal. We develop an explanation for this phenomenon that draws on standard tools from the literature on graphical causal models and, in particular, on the idea of probabilistic sampling. Using these tools, we propose a new measure of actual causal strength. This measure accurately captures three effects of normality on causal judgment that have been observed in existing (...) studies. More importantly, the measure predicts a new effect ("abnormal deflation"). Two studies show that people's judgments do, in fact, show this new effect. Taken together, the patterns of people's causal judgments thereby provide support for the proposed explanation. (shrink)

Our understanding of subjunctive conditionals has been greatly enhanced through the use of possible world semantics and, more precisely, by the idea that they involve variably strict quantification over possible worlds. I propose to extend this treatment to ceteris paribus conditionals – that is, conditionals that incorporate a ceteris paribus or ‘other things being equal’ clause. Although such conditionals are commonly invoked in scientific theorising, they traditionally arouse suspicion and apprehensiveness amongst philosophers. By treating ceteris paribus conditionals as a species (...) of variably strict conditional I hope to shed new light upon their content and their logic. (shrink)

Can psychiatry be read from an anthropological point of view? What is normal? What is pathological? Social order and pathos in question on this essay.

Cancer biology features the ascription of normal functions to parts of cancers. At least some ascriptions of function in cancer biology track local normality of parts within the global abnormality of the aberration to which those parts belong. That is, cancer biologists identify as functions activities that, in some sense, parts of cancers are supposed to perform, despite cancers themselves having no purpose. The present paper provides a theory to accommodate these normal function ascriptions—I call it the Modeling Account (...) of Normal Function (MA). MA comprises two claims. First, normal functions are activities whose performance by the function-bearing part contributes to the self-maintenance of the whole system and, thereby, results in the continued presence of that part. Second, MA holds that models of system-level activities that are (partly) constitutive of self-maintenance are improved by including a representation of the relevant function-bearing part and by making reference to the activity/activities that part performs which contribute(s) to those system-level activities. I contrast MA with two other accounts that seek to explicate the ascription of normal functions in biology, namely, the organizational account and the selected effects account. Both struggle to extend to cancer biology. However, I offer ecumenical readings which allow them to recover some ascriptions of normal function to parts of cancers. So, though I contend that MA excels in this respect, the purpose of this paper is served if it provides materials for bridging the gap between cancer biology, philosophy of cancer, and the literature on function. (shrink)

Indigenous people (IP) have faced multiple difficulties in education. Indigenous students often do worse academically than non-indigenous student peers. These stated the low enrollment rates showed a dropout rate, absenteeism, repetition rates, literacy rate, and thus the educational outcomes, with retention and completion being two significant issues. Further, this study explores the lived experiences and challenges faced by indigenous high school students amidst the new normal education. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) The reason (...) why IP learners were not satisfied with their performance is that they cannot understand some of the lessons due to the language barrier. (2) IP learners are committed to finishing their studies, however, some of the students lack resources for studying, like gadgets for researching, and they do not have cell phones. And the other students may have gadgets or cellphones, but their internet connection is low or not accessible in some places at their location. (shrink)

In this paper, we approach the problem of classical recapture for LP and K3 by using normality operators. These generalize the consistency and determinedness operators from Logics of Formal Inconsistency and Underterminedness, by expressing, in any many-valued logic, that a given formula has a classical truth value (0 or 1). In particular, in the rst part of the paper we introduce the logics LPe and Ke3 , which extends LP and K3 with normality operators, and we establish a (...) classical recapture result based on the two logics. In the second part of the paper, we compare the approach in terms of normality operators with an established approach to classical recapture, namely minimal inconsistency. Finally, we discuss technical issues connecting LPe and Ke3 to the tradition of Logics of Formal Inconsistency and Underterminedness. (shrink)

World semantics for relevant logics include so-called non-normal or impossible worlds providing model-theoretic counterexamples to such irrelevant entailments as (A ∧ ¬A) → B, A → (B∨¬B), or A → (B → B). Some well-known views interpret non-normal worlds as information states. If so, they can plausibly model our ability of conceiving or representing logical impossibilities. The phenomenon is explored by combining a formal setting with philosophical discussion. I take Priest’s basic relevant logic N4 and extend it, on the syntactic (...) side, with a representation operator, (R), and on the semantic side, with particularly anarchic non-normal worlds. This combination easily invalidates unwelcome “logical omniscience” in- ferences of standard epistemic logic, such as belief-consistency and closure under entailment. Some open questions are then raised on the best strategies to regiment (R) in order to express more vertebrate kinds of conceivability. (shrink)

This qualitative study explores the experiences and challenges SPED teachers face amidst the new normal of education. Employing Heidegerian Phenomenology and Interpretative Phenomenology analysis, findings suggest that the SPED teachers can’t enjoy their life outside work because of a lack of support from the government, physically and financially; thus, they experience burnout. Also, the salary they earn is not even enough to raise a family, and the fact that they almost shoulder the learning resources in the class makes it worse. (...) Moreover, the participants need practical training to adapt to the needs of their students amidst the challenges of the new learning modality. (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of the study are (...) the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

In this paper, we extend the expressive power of the logics K3, LP and FDE with anormality operator, which is able to express whether a for-mula is assigned a classical truth value or not. We then establish classical recapture theorems for the resulting logics. Finally, we compare the approach via normality operator with the classical collapse approach devisedby Jc Beall.

Teachers encountered numerous challenges posed by the COVID-19 outbreak. Herewith, this study aimed to determine the challenges encountered by Filipino teachers in the new normal and their coping mechanisms. This study employed a qualitative inquiry to determine the challenges encountered and coping mechanisms employed by teachers amid modular instruction, involving 10 teachers from five secondary schools in the Philippines who participated voluntarily. Data were gathered through a written narrative from each participant and were analyzed thematically. Themed findings showed that these (...) teachers are greatly challenged in terms of learning quality transfer, module distribution and retrieval, students’ difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic. Nevertheless, these teachers dealt with these difficulties by employing their own coping techniques. Teaching can be challenging and frustrating, especially in these difficult times, but as these teachers demonstrated, everything is possible. Hence, educators must be ready for any situation that may arise. This situation is unlikely to get better anytime soon; instead, teachers will need to adjust to and accept this reality. (shrink)

Response to commentary. We are grateful to Crockett and Craigie for their interesting remarks on our paper. We accept Crockett’s claim that there is a need for caution in drawing inferences about patient groups from work on healthy volunteers in the laboratory. However, we believe that the evidence we cited established a strong presumption that many of the patients who are routinely taking a medication, including many people properly prescribed the medication for a medical condition, have morally significant aspects of (...) their cognition and behavior modified in a way that is unintended and may sometimes be unwelcome. Crockett notes that in some cases the effects of long-term drug use may differ, sometimes markedly, from the effects of short-term use. However, if acute use of a drug affects a neural system involved in mediating moral cognition or behavior, this nevertheless provides some evidence that chronic use of the drug may affect that same system and thus have morally significant effects. It is also plausible, in some cases, that an acute moral effect would give rise to a chronic moral effect via cognitive mechanisms. ... (shrink)

Education is a developmental process that may be improved by using a range of strategies to develop engaging classes. It stands for the educators' personal philosophy and utmost aspiration. This study aimed to assess and identify the strategies, methods, and trends of teaching-learning on students’ perspectives and their effectiveness in the new normal of education. The study employed the descriptive approach with a quantitative research design in analyzing the strategies, methods, and trends of teaching-learning. The participants of the study are (...) the professional teachers in the selected 2 public schools in the Agusan del Sur division under the San Luis District, particularly at San Luis National High School and San Mariano Elementary School. Based on the findings, it was gleaned from the findings, it was definitely concluded that the overall weighted mean value was 4.08 with a descriptive level of observation and interpretation of very satisfied based on the results. Additionally, it was revealed that the z-computed value in the result obtained with 105.329 is greater than the z-critical value of 1.87, which definitely resulted in the rejection of the hypothesis of the study. Thus, there is a statistically significant difference in the strategies, methods, and trends of teaching in the new normal learning perspective as observed by the participants of the study. Therefore, the strategies, methods, and trends in teaching shows to lay the foundation of why and how to conduct the class and helps set expectations by the students at school, also creating a shared class culture where students take more responsibility and understanding for their class participation. (shrink)

School from home in the middle of the new normal because of the pandemic makes some students worried and anxious about the condition. Not many of them realize that selfadjustment plays an important role in determining the attitudes and behaviors they take. This study aims to look at the application of individual counseling in improving student selfadjustment.Quantitative research design is done by testing a sample of 8 respondents. The results showed that the proposed hypothesis in which individual counseling had a (...) significant influence on students self-adjustment. This research becomes an important basis that individual counseling is proven to improve student self-adjustment. (shrink)

Within contemporary science, it is common practice to compare data points to the average, i.e., to the statistical mean. Because this practice is so familiar, it might at first appear not to be the sort of thing that requires explanation. But recent research in cognitive science and in the history of science gives us reason to adopt the opposite perspective. Cognitive science research on the ways people ordinarily make sense of the world suggests that, instead of using a purely statistical (...) notion of the average, people tend to use a value-laden notion of the normal. Similarly, historical research on the scientific practices used in other time periods indicates that, prior to the nineteenth century, scientists tended to make use of a notion of the normal that was overtly value-laden. These findings give us reason to rethink certain familiar facts about scientific practice. In particular, they suggest that the fact that scientists so often make use of the statistical average should be seen as a highly surprising fact, the sort of thing that calls out for explanation. (shrink)

Formal models of appearance and reality have proved fruitful for investigating structural properties of perceptual knowledge. This paper applies the same approach to epistemic justification. Our central goal is to give a simple account of The Preface, in which justified belief fails to agglomerate. Following recent work by a number of authors, we understand knowledge in terms of normality. An agent knows p iff p is true throughout all relevant normal worlds. To model The Preface, we appeal to the (...) normality of error. Sometimes, it is more normal for reality and appearance to diverge than to match. We show that this simple idea has dramatic consequences for the theory of knowledge and justification. Among other things, we argue that a proper treatment of The Preface requires a departure from the internalist idea that epistemic justification supervenes on the appearances and the widespread idea that one knows most when free from error. (shrink)

Management in the new normal is an inventiveness to adopt new drift in the education system. Thus, this research study purposely to examine the Management and Challenges of Criminology Deans in this progression of new normal living condition. A qualitative research approach particularly a Case Study design was utilized. The population of this study were focused on the Seven (7) Deans of Criminal Justice Education of various Universities and Colleges and a Semi Structured Interview employing the open ended questions was (...) utilized in order to extract more discussion on the Management and Challenges of the different deans, guided by the ethical principles on research. The results found out two challenges in the new normal; the Flexible and Remote Learning and Blended Learning Modalities. Intervention approach was also identified like the Work Home Status, Asynchronous and Synchronous Study Learning and Social Media plat forms. Indeed, the management of Deans is immediately needed in this challenging time like; lack of new computer skills, Academic freedom of teachers regarding poor performances of students, the duties and responsibilities of the personnel towards clienteles. (shrink)

Cancer biologists ascribe normal functions to parts of cancer. Normal functions are activities that parts of systems are in some minimal sense supposed to perform. Cancer biologists’ finding normality within the abnormality of cancer pose difficulties for two main approaches to normal function. One approach claims that normal functions are activities that parts are selected for. However, some parts of cancers that have normal functions aren’t selected to perform them. The other approach claims that normal functions are part-activities typical (...) for the system and that contribute to survival/reproduction. However, cancers are too heterogeneous to establish what’s typical across a type. (shrink)

In this paper we argue that knowledge is characteristically safe true belief. We argue that an adequate approach to epistemic luck must not be indexed to methods of belief formation, but rather to explanations for belief. This shift is problematic for several prominent approaches to the theory of knowledge, including virtue reliabilism and proper functionalism (as normally conceived). The view that knowledge is characteristically safe true belief is better able to accommodate the shift in question.

This paper looks at the nature of normal-proper functions and the role they play in theories of representational content. More specifically: I lay down two desiderata for a theory which tries to capture what's distinctive of normal-proper functions and discuss two prominent theories which claim to satisfy them. I discuss the advantages of having normal-proper functions ground a theory of representational content. And, I look at both orthodox and heterodox versions of such theories.

People’s beliefs about normality play an important role in many aspects of cognition and life (e.g., causal cognition, linguistic semantics, cooperative behavior). But how do people determine what sorts of things are normal in the first place? Past research has studied both people’s representations of statistical norms (e.g., the average) and their representations of prescriptive norms (e.g., the ideal). Four studies suggest that people’s notion of normality incorporates both of these types of norms. In particular, people’s representations of (...) what is normal were found to be influenced both by what they believed to be descriptively average and by what they believed to be prescriptively ideal. This is shown across three domains: people’s use of the word ‘‘normal” (Study 1), their use of gradable adjectives (Study 2), and their judgments of concept prototypicality (Study 3). A final study investigated the learning of normality for a novel category, showing that people actively combine statistical and prescriptive information they have learned into an undifferentiated notion of what is normal (Study 4). Taken together, these findings may help to explain how moral norms impact the acquisition of normality and, conversely, how normality impacts the acquisition of moral norms. (shrink)

The study focused on exploring and understanding the challenges junior high school teachers in the Division of Rizal faced during the full implementation of in-person classes and identifying the coping mechanisms they employed to adapt to this new educational landscape. Forty participants were purposefully selected from various public secondary school clusters in the division of Rizal. A qualitative phenomenological design was employed, and the information collected through Google Forms was imported into Microsoft Excel and Microsoft Word. After importing the data, (...) it was coded through and looked for patterns in the meaning of the data to find themes. It was analyzed using QDA Miner Lite to make a user-friendly, accessible, and simple-to-use software for qualitative data analysis. QDA Miner Lite allowed for a quicker and more accurate breakdown of documents, enabling organization, coding, annotation, retrieval, and analysis of document and image collections. The study revealed these categories and themes: Experiences in Teaching in In-Person Classes. Teachers' experiences during the full implementation of in-person classes were categorized into five themes: Comparison to distance learning modalities, Student- centered Focus, Positive emotional experiences, Challenging Emotional experiences, and Adaptations. Comparison of Teaching Experiences. The comparison and contrast of teaching experiences between distance learning and in-person learning revealed six themes: Assessment and Progress Monitoring, Stress and Fulfillment, Effectiveness and Limitations, Technology and Connectivity, preparation and Communication, and Learning Environment and Engagement. Identified Challenges in In- Person Classes. The study identified nine challenges faced by teachers and schools during the full implementation of in-person classes. These challenges encompassed issues related to Classroom Infrastructure and Facilities, Learning Gaps and Academic Challenges, Behavioral Issues and Student Discipline, Safety, and Security, Teacher Workload and Teaching Loads, Student Engagement and Parent Involvement, Gender-Responsive Policy and Early Pregnancy, Professional Development, and Learning Materials. Coping Mechanisms for Challenges. The coping mechanisms employed by teachers in response to the identified challenges included Collaborative Support and Professional Development, Resilience, and Positivity, Student-Centered Strategies Interventions, Adaptability, and Flexibility, Emphasizing Physical and Mental Health, Effective Communication Involvement of Stakeholders, Innovative Teaching Approaches, and Reminding Purpose and Passion. The study provides valuable insights into teachers' experiences and challenges in fully implementing in-person classes. The identified coping mechanisms offer potential strategies to support educators in navigating the complexities of teaching in this environment. Educational institutions and policymakers can use these insights to develop supportive and enriching learning environments for teachers and students. By implementing targeted interventions and policies, stakeholders can optimize the teaching and learning experiences in the in-person learning setting and foster a positive and conducive educational environment. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health symptoms and academic performance. (...) In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (shrink)

The main aim of this study was to evaluate the effects of school heads’ new normal leadership on collaborative school culture. To achieve this aim, the researcher conducted a survey to a number of school principals and teachers inFukuoka and Hiroshima Prefectures during the school year 2020-2021. The data were collected and processed using the Statistical Packages for Social Sciences. Results indicated that the three (3) variables of new normal leadership of school heads affect the collaborative school culture in varying (...) extent as shown by the obtained B Coefficients 1.170 (adaptability), 1.132 (decision-making), 0.430 (planning and implementation). This means that for every unit improvement in the new normal leadership mentioned could generate a 1.170, 1.132, 0.430 increase on collaborative school culture. A closer look at the obtained Beta Coefficients, one could infer that of the 3 variables of school new normal leadership, it was the ‘adaptability’ that exert a greatest influence (Beta=1.170) on the collaborative school culture. The R able to denote multiple correlation coefficient between the different variables as a predictor of the dependent variable. It could be noted that the R is .895 which indicated a level of prediction while R2 figure is a statistical measure on closeness of the data in regression line as the coefficient of determination or simply the coefficient of multiple determination for multiple regression. It can be indicated that the explanatory powers of the dependent variable of 0.698 implies that 69.8% or 70% of the variation in new normal leadership is accounted by changes in the collaborative school culture. Furthermore, results of analysis of variance revealed an F ratio equal to 1.642 with an associated probability equal to .000.Since the p-value is lower than the significance level set at 0.05, the null hypothesis is rejected. It may be safely concluded that the new normal leadership of school heads produce significant combined effects on collaborative school culture. (shrink)

This qualitative study utilized the narrative approach to determine the advantages and disadvantages of printed modular distance learning in terms of lesson preparation and assessment of students’ outputs based on the experiences of six teachers in a public elementary school in Negros Occidental in the School Year 2021-2022, the strategies they employed in lesson preparation and assessment of students’ outputs, and the insights they gained into their strategies when they engaged in printed modular distance learning modality. The findings reveal the (...) following: (a) Modules are readily available for the only advantage of the printed modular distance learning in terms of lesson preparation; (b) Students’ outputs are well-thought-out for the only advantage of the printed modular distance learning in terms of assessment of students’ outputs; (c) Lessons are inappropriate and lesson preparation is delayed for the disadvantages of printed modular distance learning in terms of lesson preparation; (d) The authenticity of students’ outputs is dubitable for the only disadvantage of printed modular distance learning; (e) Be creative and flexible for the strategies employed by teachers in lesson preparation; (f) Verify the authenticity for the only strategy employed by teachers in the assessment of students’ outputs; (g) Flexibility and creativity may make lesson preparation easy for the insights gained by teachers into their strategies in terms of lesson preparation; and (h) Time management and appropriate assessment tools may facilitate assessment of students’ outputs for the insights gained by teachers into their strategies in terms of assessment of students’ outputs. The teachers were able to prepare their lessons and assess their students’ outputs despite the drawbacks of printed modular distance learning with effective strategies. (shrink)

The epistemic modal auxiliaries must and might are vehicles for expressing the force with which a proposition follows from some body of evidence or information. Standard approaches model these operators using quantificational modal logic, but probabilistic approaches are becoming increasingly influential. According to a traditional view, must is a maximally strong epistemic operator and might is a bare possibility one. A competing account—popular amongst proponents of a probabilisitic turn—says that, given a body of evidence, must \ entails that \\) is (...) high but non-maximal and might \ that \\) is significantly greater than 0. Drawing on several observations concerning the behavior of must, might and similar epistemic operators in evidential contexts, deductive inferences, downplaying and retractions scenarios, and expressions of epistemic tension, I argue that those two influential accounts have systematic descriptive shortcomings. To better make sense of their complex behavior, I propose instead a broadly Kratzerian account according to which must \ entails that \ = 1\) and might \ that \ > 0\), given a body of evidence and a set of normality assumptions about the world. From this perspective, must and might are vehicles for expressing a common mode of reasoning whereby we draw inferences from specific bits of evidence against a rich set of background assumptions—some of which we represent as defeasible—which capture our general expectations about the world. I will show that the predictions of this Kratzerian account can be substantially refined once it is combined with a specific yet independently motivated ‘grammatical’ approach to the computation of scalar implicatures. Finally, I discuss some implications of these results for more general discussions concerning the empirical and theoretical motivation to adopt a probabilisitic semantic framework. (shrink)

The COVID-19 pandemic has caused major changes in all areas of life, including the life of the church. It has caused the church to live in a new normal, challenging the church’s ability and perspective on how to carry out its mission. This article explores the mission of the church in the new normal. It provides consideration of health protocols, the use of technology, spirituality, and the church’s attitudes and actions toward the issues that are part of the new normal.

Norm theory (Kahneman & Miller, 1986) described a tendency for people to associate stronger regret with a negative outcome when it is a result of an exception (abnormal behavior) compared to when it is a result of routine (normal behavior). In two pre-registered studies, we conducted a replication and extension of three classic experiments on past behavior exception/routine contrasts (N = 684). We successfully replicated Kahneman and Miller’s (1986) experiments with the classic hitchhiker-scenario (Part 1) and car accident-scenario (Part 2). (...) In both cases, participants examined negative outcomes and tended to indicate a protagonist who deviated from own past behavior as more regretful than another who followed routine. Pre-registered extensions also showed effects for ratings of social norms, negative affect, and perceived luck. We did not find support for the Miller and McFarland (1986) experiment robbery scenario (Part 3) using a compensation measure, in that compensation to a victim of a robbery was not significantly different comparing exceptional and routine circumstances. However, a pre-registered extension showed that robbery under exceptional circumstances was regretted more than robbery under routine circumstances. We discuss implications for current and future research. (shrink)

For a classical theory T, ℋ(T) denotes the intuitionistic theory of T-normal (i.e. locally T) Kripke structures. S. Buss has asked for a characterization of the theories in the range of ℋ and raised the particular question of whether HA is an ℋ-theory. We show that Ti∈ range(ℋ) iff Ti = ℋ(T). As a corollary, no fragment of HA extending iΠ1 belongs to the range of ℋ. A. Visser has already proved that HA is not in the range of H (...) by different methods. We provide more examples of theories not in the range of ℋ. We show PA-normality of once-branching Kripke models of HA + MP, where it is not known whether the same holds if MP is dropped. (shrink)

Studies on mental health and academic performance have been conducted throughout the world. Thus, this study aims to assess the students' mental health amidst the new normal of education employing 21-item Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings showed that almost more than half of the respondents suffered from moderate to extremely severe levels of depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health symptoms and academic performance. (...) In conclusion, students that encounter extreme levels of adverse mental health can still maintain high academic achievement. However, the students' mental health should always be managed and helped to cope with their life problems, especially during this pandemic crisis. (shrink)

This article presents modal versions of resource-conscious logics. We concentrate on extensions of variants of linear logic with one minimal non-normal modality. In earlier work, where we investigated agency in multi-agent systems, we have shown that the results scale up to logics with multiple non-minimal modalities. Here, we start with the language of propositional intuitionistic linear logic without the additive disjunction, to which we add a modality. We provide an interpretation of this language on a class of Kripke resource models (...) extended with a neighbourhood function: modal Kripke resource models. We propose a Hilbert-style axiomatisation and a Gentzen-style sequent calculus. We show that the proof theories are sound and complete with respect to the class of modal Kripke resource models. We show that the sequent calculus admits cut elimination and that proof-search is in PSPACE. We then show how to extend the results when non-commutative connectives are added to the language. Finally, we put the l.. (shrink)

Charles Perrow used the term normal accidents to characterize a type of catastrophic failure that resulted when complex, tightly coupled production systems encountered a certain kind of anomalous event. These were events in which systems failures interacted with one another in a way that could not be anticipated, and could not be easily understood and corrected. Systems of the production of expert knowledge are increasingly becoming tightly coupled. Unlike classical science, which operated with a long time horizon, many current forms (...) of expert knowledge are directed at immediate solutions to complex problems. These are prone to breakdowns like the kind discussed by Perrow. The example of the Homestake mine experiment shows that even in modern physics complex systems can produce knowledge failures that last for decades. The concept of knowledge risk is introduced, and used to characterize the risk of failure in such systems of knowledge production. (shrink)

Causal selection is the task of picking out, from a field of known causally relevant factors, some factors as elements of an explanation. The Causal Parity Thesis in the philosophy of biology challenges the usual ways of making such selections among different causes operating in a developing organism. The main target of this thesis is usually gene centrism, the doctrine that genes play some special role in ontogeny, which is often described in terms of information-bearing or programming. This paper is (...) concerned with the attempt of confronting the challenge coming from the Causal Parity Thesis by offering principles of causal selection that are spelled out in terms of an explicit philosophical account of causation, namely an interventionist account. I show that two such accounts that have been developed, although they contain important insights about causation in biology, nonetheless fail to provide an adequate reply to the Causal Parity challenge: Ken Waters's account of actual-difference making and Jim Woodward's account of causal specificity. A combination of the two also doesn't do the trick, nor does Laura Franklin-Hall's account of explanation (in this volume). We need additional conceptual resources. I argue that the resources we need consist in a special class of counterfactual conditionals, namely counterfactuals the antecedents of which describe biologically normal interventions. (shrink)

Causal selection is the task of picking out, from a field of known causally relevant factors, some factors as elements of an explanation. The Causal Parity Thesis in the philosophy of biology challenges the usual ways of making such selections among different causes operating in a developing organism. The main target of this thesis is usually gene centrism, the doctrine that genes play some special role in ontogeny, which is often described in terms of information-bearing or programming. This paper is (...) concerned with the attempt of confronting the challenge coming from the Causal Parity Thesis by offering principles of causal selection that are spelled out in terms of an explicit philosophical account of causation, namely an interventionist account. I show that two such accounts that have been developed, although they contain important insights about causation in biology, nonetheless fail to provide an adequate reply to the Causal Parity challenge: Ken Waters's account of actual-difference making and Jim Woodward's account of causal specificity. A combination of the two also doesn't do the trick, nor does Laura Franklin-Hall's account of explanation (in this volume). We need additional conceptual resources. I argue that the resources we need consist in a special class of counterfactual conditionals, namely counterfactuals the antecedents of which describe biologically normal interventions. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - CALABARZON, which (...) is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)