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This paper describes a process for guiding students through the writing of a Professional Philosophy of Recreation Paper and a one-page philosophy statement suitable for use in students' professional portfolios. The authors describe how the review of recreation education literature, scholarship on teaching and learning, and assessment of student learning were used over a 12-year period to arrive at the present design for course content, delivery methods, and the Professional Philosophy of Recreation Paper assignment. Over time it was discovered that exposing students to the humanities (e.g., philosophy, literature, film) as a complement to science (e.g., positive psychology, social cognitive theory, evidence-based benefits) was more effective for meeting learning outcomes than merely philosophy and theory alone. The authors also describe how assessment of The Professional Philosophy of Recreation Paper provides evidence that students are meeting standard 7.01 for accreditation under the 2013 COAPRT Learning Outcomes Standards. (Contains 1 table.)

The Artistic and Humanistic studies (liberal studies) and the science and technology disciplines (science) constitute the two dominant cultures in a modern university. Subsumed in these cultures are the professional disciplines of law, architecture, engineering, medicine, accounting, administration and a few others. Essentially, the university idea emerged from the desire to integrate all academic cultures. However, an emerging trend of erecting a dichotomy between these cultures, is beginning to spin controversy, brew academic suspicion and slice off the integrative intentions of the university idea. The responsibility of liberal studies is to develop the academic disposition, to awaken human curiosity, inquisitiveness and creativity, by promoting human values and expressing the spirit of man. Science and technology culture is to leverage on the artistic and humanistic orientation to elevate our standard of practice, our ways of doing, to higher pedestals. This paper argues that neither the liberal orientation alone nor the scientific technological culture exclusively could guarantee the well being of humankind. While it is the responsibility of the humanities to elevate the individual to freedom, it is the obligation of science and technology education to catapult humanity to its proper comfort and happiness. While artistic-humanistic productions should more radically envision a world of mutual interdependence, of shared values, of reciprocal solidarity and a commitment to the aspirations of a common humanity, scientific-technological studies and proposals should demonstrate how outputs-outcomes are adverted to the promotion of human values and virtues, and how they assure the survival of the human race. This paper likens the emerging dichotomy between the two cultures to the dichotomy between mind and body, a dichotomy that developments in cybernetics and parapsychology appear to be grappling with. The two cultures have the obligation to develop the two parts of human nature. To develop one part to the detriment of the other is to demonstrate prejudice in examining the mind-body relationship and, by extension, to seek to abolish a vital part of our humanity.

In recent years scholars across the humanities and social sciences have revitalized the ancient concept of cosmopolitanism. Dale Snauwaert illuminates why this is so in his thoughtful article on what it might mean to educate for a shared humanity. Snauwaert shows why many people find so-called "realism" an unsatisfactory political and moral orientation toward the world. In this article, the author is not convinced that what Snauwaert calls Mohandas Gandhi's "ontological grounding" is in fact "essential" for the project of world justice. He is not persuaded it is the only alternative to the sort of vulgar pragmatism Snauwaert is concerned to avoid, and rightly so since the other side of the reductionist coin of "realism" is the claim that human nature is "a complete social construction." The author imagines culture at three levels: (1) the familiar anthropological plane wherein communities reconfigure practices and ideals; (2) the level of cultures of art (teaching, practicing science, musical traditions the world over, etc.) in which new forms and techniques emerge in often surprising ways; and (3) the level of the individual person endeavoring to cultivate ("culturate") her or his life as meaningfully and seriously as circumstances permit. The recognition of cultural creativity at these levels can generate a deep, robust sense of hope in what humans "can" accomplish if they give themselves over to the task, as many have done across the ages. Moreover, in this task people do not need to "be" cosmopolitan, as if they must take on a new identity. It is more judicious to say they can be "cosmopolitan-minded" and "cosmopolitan-hearted" in various moments amidst the vicissitudes of their highly local, particularized lives. As sympathetic as he is with just about everything Snauwaert has put forward in his article, this author remains concerned that a fixed, "a priori" conception of human nature can inadvertently end up becoming state-like. (Contains 1 endnote.)

It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an editorial in the "Wall Street Journal" by Denis Dutton, one of the chief architects of the contest. Quoting Butler's award-winning sentence, Dutton claimed that Butler's "inept," "jargon-laden" prose was typical of the obscurantist writing being admired and emulated in the most elite circles of today's academic humanities. In 1999, the same year Dutton took Butler to task in the "Wall Street Journal," the feminist moral philosopher Martha Nussbaum published a harsh, widely cited critique of Butler in the "New Republic," claiming that Butler's "ponderous and obscure" writing, like that of other postmodern feminists, breaks with the normal communicative practices that characterize "both the continental and Anglo-American philosophical traditions." Surprisingly, then, many who defend Butler's writing and the type of theoretical discourse it represents agree with Butler's critics that her writing is inaccessible when judged by normative standards of accessibility. While Dutton, Nussbaum, and others condemn Butler's alleged inaccessibility to mainstream readers, Butler and many of her allies praise that alleged inaccessibility on the grounds that it has the subversive potential to liberate those very same readers. But is Butler's writing really that inaccessible and unintelligible? Does her writing really depart from common standards and conventions of clarity? The author's own view is that, far from breaking from recognized standards of intelligibility, Butler's writing conforms to those standards in ways that are missed by both her detractors and most of her defenders, Butler included. Though Butler's writing certainly does have unclear moments, it would not have had the wide impact it has had were it not for its ability to consistently make recognizable arguments that readers can identify, summarize, and debate. Butler's writing has succeeded in circulating as widely as it has in academic circles and beyond not because it breaks with the traditional pattern of "trad[ing] arguments and counter-arguments," as Nussbaum insists, but precisely because it makes systematic use of this classic argumentative pattern, and does so in ways that all writers (and readers) can learn from. (Contains 3 notes.)

High school teacher Sheldon S. Kohn probes the conflicting dynamics that occur for educators who try to provide students with appropriate tools for thinking and living in a postmodernist, intellectual world, yet who must teach in antiquated school systems that support modernist philosophies and hierarchical practices. Kohn imagines students and secondary English moving away from traditional scholarly approaches toward applied humanities made possible by emerging technologies. (Contains 3 notes.)

The use of "development" is ubiquitous in everyday language, and theories regarding it can be found in the social sciences and humanities. Although much work has been done to examine the meaning of development and its history, little attention has been paid to Hegel's role as the philosophical anchor for the modern life of "development". By revisiting Hegel's "Philosophy of History" and analyzing some of the most influential thinkers in modern theories of human development--spanning economic, social, cognitive and moral--the author argues that these theories are far from escaping the Hegelian logic of "Development". Furthermore, he warns of the potential violence necessarily assumed in such theories, and that revolutionizing the philosophical framework upon which developmental theories rest would be a worthwhile endeavor. (Contains 4 notes.)

Over 2,000 years ago, Aristotle wrote a treatise on ethics in which he proposed that there were both intellectual and moral virtues to be developed in the human being. Virtue ("aristeia") was roughly equivalent to the English word "excellence" and the unifying virtue that was both a moral and an intellectual virtue was prudence. Excellence lay not in some intellectual ideal as his teacher, Plato, had suggested or simply in the knowledge of the good or true as Socrates had suggested, but in the "ability of a person to act excellently." Aristotle believed that in most instances right action lay in the intermediary point between two extremes of excess and lack, the golden mean. Education in these times has been plagued by often stultifying battles between extremes, each position containing important insights that are critical for promoting excellence in human development but are also distortions born of extremes. Educational battles in the last century have raged between intellectual and moral education, the sciences and the humanities, traditional and progressive education, behaviorism and constructivism, and between masculine and feminine. With the advent of new legislation, battles in education have centered on differing definitions and positions regarding social justice and accountability. A review of the extreme positions on social justice and accountability suggests that excellence in either social justice or academic achievement for students can only be met by meeting both goals simultaneously. There simply is no social justice without accountability for excellence in achievement and no accountability without social justice. This article discusses social justice and academic excellence, and reviews the extreme positions that place roadblocks to achieving both excellence and equity. The best social justice program a nation can offer its youth is an excellent education. This education begins in the home and includes the classroom and larger community. There is a need to continue to clarify the national vision, beyond the extremist ideological positions standing in opposition to one another, which serve to block progress to closing the achievement gap. Then it is necessary to develop a system where teachers can encourage student uniqueness while helping all learners achieve excellence.

Focuses on the philosophical leanings and humanist and spiritual qualities of five Black-American scientists--Banneker, Carver, Just, Latimer, and Julian--for whom there seemed no conflict between science and the humanities. Their writings are commended to contemporary readers for this reason. (DM)

Presents a comment from the author on the work of Mark Ashton, commenting the former's article "Education for Capability: A Critique." Views on conceptual analysis; Concept of a person's capability to fulfill his tasks and responsibilities; Discovery of a hidden message in the author's work in what Ashton cites as a highly satirical passage.

This paper attempts to answer whether the property of "efficacy" can be attributed to constitutive rules. In particular, according to Di Lucia, I will point out some problems that the "semantic conception of efficacy" has concerning constitutive and regulative rules. Then, the main goal of the paper will be to reflect on the possibility of the efficacy of constitutive rules by means of a complex case that the semantic conception seems to disregard: The case of the cheater. Does the action of the cheater show the inefficacy of constitutive rules? Does she play the game while breaking the rule? Can the semantic conception of efficacy explain this situation, or do we need a more flexible concept of efficacy that takes nomotropism into account? These are some of the questions I will try to answer. [ABSTRACT FROM AUTHOR]

This research aims to conceptualize cognitive liberty and the psychedelic humanities by examining their constitutive elements. The importance of this study lies in the fact that it is widespread to talk about psychedelic science nowadays, but there is a significant gap in the research. For instance, the role and importance of the humanities need to be acknowledged. Regarding cognitive liberty, this research considers that people have the right to use or refrain from using emerging neurotechnologies and psychedelics. People’s freedom of choice vis-à-vis these technologies must be protected, in particular with regard to coercive and non-consensual uses. Firstly, an analysis will be carried out of the constitutive elements of cognitive liberty, especially within the context of a philosophical approach. Secondly, this research will address some arguments for the philosophical uses of psychedelics. Finally, this paper will discuss the scope and significance of psychedelic humanities as a vein of research. Cognitive liberty is a crucial concept for the psychedelic humanities, likely to broaden our understanding of consciousness studies and reflect on ethical and social issues related to scientific research. Cognitive liberty is an update of freedom of thought according to the challenges of the 21st century. In addition, this paper will highlight the possible philosophical uses of psychedelic substances to broaden the research scope since, at present, the ritual and therapeutic uses of psychedelics have the most significant legitimacy. Recognition of philosophical uses demonstrates that learning from non-clinical uses of psychedelics is possible. The psychedelic humanities represent an underexplored avenue of research that can contribute to a better understanding of the interplay between science and culture. [ABSTRACT FROM AUTHOR]

A list of new, anthology books on the study of philosophical issues are presented. Such list includes "Deflationary Truth", edited by Bradley Garb and J.C. Beall, "Oxford Studies in Early Modern Philosophy: Volume II," edited by Daniel Garber and Steven Nadler and "Virtue Ethics" edited by Stephen Gardiner.

Presents a list of books on philosophy received by the Department of Philosophy at the State University of New York.

This paper is the first in a series that explores the historical events surrounding the Wilk v American Medical Association (AMA) lawsuit in which the plaintiffs argued that the AMA, the American Hospital Association, and other medical specialty societies violated antitrust law by restraining chiropractors' business practices. The purpose of this paper is to provide a brief review of the history of the AMA and the origins of chiropractic and to explore how the AMA began its monopoly of health care in the United States, possible reasons that organized medicine acted against chiropractic, and how these events influenced the chiropractic profession. This historical research study used a phenomenological approach to qualitative inquiry into the conflict between regular medicine and chiropractic and the events before, during, and after a legal dispute at the time of modernization of the chiropractic profession. We used primary and secondary data sources. The final narrative recount was developed into 8 papers that follow a successive time line. This paper is the first of the series and explores the origins of the aversion of organized American medicine to other health professions and the origins of the chiropractic profession. The AMA began in the mid-1800s to unify like-minded "regular" medical physicians who developed a code of ethics and promoted higher educational standards. Their efforts to unify had excluded other types of health care providers, which they called "irregular" practitioners. However, Americans were seeking more natural alternatives to the harsh methods that regular medical physicians offered at that time. Nearly 50 years after the AMA began, the chiropractic profession attempted to emerge during a time when many patients valued vitalism and their freedom to choose what health care provider they would access. During the years that chiropractic developed as a healing profession, organized medicine was already well established and developing a monopoly in American health care. These events created the foundation on which the tensions between these professions were built and ultimately resulted in the Wilk v AMA lawsuit. [ABSTRACT FROM AUTHOR]

The article presents four papers included in a symposium on women philosophers. The role of cognitive distortion in the problem of women in philosophy is central to all four papers. Each of them brings out a different way in which cognitive distortion short circuits women philosophers professional recognition. In today's professional vocabulary of denigration and dismissal, feminist philosophy, critical race theory, queer theory, and other contemporary critical discourses are merely applied philosophy, that is, second-rate. Philosophical competence, therefore, does not require familiarity with them.

Background: While several articles on MD-PhD trainees in the basic sciences have been published in the past several years, very little research exists on physician-investigators in the social sciences and humanities. However, the numbers of MD-PhDs training in these fields and the number of programs offering training in these fields are increasing, particularly within the US. In addition, accountability for the public funding for MD-PhD programs requires knowledge about this growing population of trainees and their career trajectories. The aim of this paper is to describe the first cohorts of MD-PhDs in the social sciences and humanities, to characterize their training and career paths, and to better understand their experiences of training and subsequent research and practice. Methods: This paper utilizes a multi-pronged recruitment method and novel survey instrument to examine an understudied population of MD-PhD trainees in the social sciences and humanities, many of whom completed both degrees without formal programmatic support. The survey instrument was designed to collect demographic, training and career trajectory data, as well as experiences of and perspectives on training and career. It describes their routes to professional development, characterizes obstacles to and predictors of success, and explores career trends. Results: The average length of time to complete both degrees was 9 years. The vast majority (90%) completed a clinical residency, almost all (98%) were engaged in research, the vast majority (88%) were employed in academic institutions, and several others (9%) held leadership positions in national and international health organizations. Very few (4%) went into private practice. The survey responses supply recommendations for supporting current trainees as well as areas for future research. Conclusions: In general, MD-PhDs in the social sciences and humanities have careers that fit the goals of agencies providing public funding for training physician-investigators: they are involved in mutually-informative medical research, clinical practice, and teaching - working to improve our responses to the social, cultural, and political determinants of health and health care. These findings provide strong evidence for continued and improved funding and programmatic support for MD-PhD trainees in the social sciences and humanities. [ABSTRACT FROM AUTHOR]

This research aims to conceptualize cognitive liberty and the psychedelic humanities by examining their constitutive elements. The importance of this study lies in the fact that it is widespread to talk about psychedelic science nowadays, but there is a significant gap in the research. For instance, the role and importance of the humanities need to be acknowledged. Regarding cognitive liberty, this research considers that people have the right to use or refrain from using emerging neurotechnologies and psychedelics. People’s freedom of choice vis-à-vis these technologies must be protected, in particular with regard to coercive and non-consensual uses. Firstly, an analysis will be carried out of the constitutive elements of cognitive liberty, especially within the context of a philosophical approach. Secondly, this research will address some arguments for the philosophical uses of psychedelics. Finally, this paper will discuss the scope and significance of psychedelic humanities as a vein of research. Cognitive liberty is a crucial concept for the psychedelic humanities, likely to broaden our understanding of consciousness studies and reflect on ethical and social issues related to scientific research. Cognitive liberty is an update of freedom of thought according to the challenges of the 21st century. In addition, this paper will highlight the possible philosophical uses of psychedelic substances to broaden the research scope since, at present, the ritual and therapeutic uses of psychedelics have the most significant legitimacy. Recognition of philosophical uses demonstrates that learning from non-clinical uses of psychedelics is possible. The psychedelic humanities represent an underexplored avenue of research that can contribute to a better understanding of the interplay between science and culture.

The article lists new books of philosophy which includes "A History of Natural Philosophy: From the Ancient World to the Nineteenth Century," by Edward Grant, "Thinking in Time: An Introduction to Henri Bergson," by Suzanne Guerlac and "Forgiveness: A Philosophical Exploration," by Charles L. Griswold.

This article focuses on the instructions for the authors of the November 1, 2003 issue of the journal "Erkenntnis." Erkenntnis is a philosophical journal publishing papers which are committed in one way or another to the philosophical attitude which is signified by the label analytic philosophy. It concentrates on those philosophical fields which are particularly inspired by this attitude, though other topics are welcome as well. Contributions should not be purely historical, but attempt to advance current systematic issues.

This paper reports and briefly discusses the results of two science mapping experiments we conducted in two humanities fields: analytic philosophy and human geography. In the first section, we provide a non-technical introduction to science mapping techniques, presenting the steps required to produce distance-based science maps. The two following sections present the datasets of our experiments and the maps we produced. Lastly, we discuss the main limitations of science mapping when it is applied to areas in the humanities. [ABSTRACT FROM AUTHOR]

Research into intuitive interaction often builds on the development of a definition and clear-cut criteria. The present paper suggests an alternative, more phenomenological approach. In line with the User Experience perspective,we focus on the experiential phenomenon and subjective feelings related to intuitive interaction. Our analysis makes use of insights from psychological research on intuitive decision-making and user research in Human--Computer Interaction. As a result, we suggest four components of intuitive interaction (Gut Feeling,Verbalizability, Effortlessness, Magical Experience) and a research framework of relevant influencing factors. Given that intuitive interaction relies on the transfer of previously acquired knowledge, one suggested influencing factor is the domain transfer distance, i.e. the distance between the application domain and the source domain of transferred prior knowledge. Our theoretical model assumes a differential effect of the domain transfer distance on the four components of intuitive interaction. An empirical study (n = 152) substantiates the suggested components and theoretical considerations on the special effect of the domain transfer distance. As assumed, Gut Feeling, Verbalizability, Effortlessness and Magical Experience were all relevant for participants' subjective understanding of intuitive interaction. In line with our model of domain transfer distance, usage scenarios with higher transfer distance were perceived as better representatives of intuitive interaction and characterized by Gut Feeling/Magical Experience, whereas lower transfer distance scenarios were characterized by Verbalizability/Effortlessness. The present paper offers a number of contributions for research and design. Besides providing a better understanding of the phenomenon of intuitive interaction and underlying mechanisms, we discuss how design can profit from these insights (e.g. specification of the desired experience, design for innovation). Limitations of the present study and implications for future research are discussed. [ABSTRACT FROM AUTHOR]

As software developers design artificial agents (AAs), they often have to wrestle with complex issues, issues that have philosophical and ethical importance. This paper addresses two key questions at the intersection of philosophy and technology: What is deception? And when is it permissible for the developer of a computer artifact to be deceptive in the artifact's development? While exploring these questions from the perspective of a software developer, we examine the relationship of deception and trust. Are developers using deception to gain our trust? Is trust generated through technological 'enchantment' warranted? Next, we investigate more complex questions of how deception that involves AAs differs from deception that only involves humans. Finally, we analyze the role and responsibility of developers in trust situations that involve both humans and AAs. [ABSTRACT FROM AUTHOR]

The article presents a list of new books in the field of philosophy including "Common Sense: A New Look at an Old Philosophical Tradition," by Nicholas Rescher, "The Era of Choice: The Ability to Choose and Its Transformation of Contemporary Life," by Edward Rosenthal, and "Two Models of Jewish Philosophy: Justifying One's Practices," by Daniel Rynhold.

The article provides a summary of all of the papers within the issue. The author ties together a common theme among the articles: ideas about "the other." Practical as well as theoretical aspects of "the other" are presented. The author mentions the philosophies of several philosophers including Edmund Husserl, Maurice Merleau-Ponty, Alfred Schutz, Emile Durkheim, Emmanuel Levinas, Erving Goffman, and Harold Garfinkel. Also mentioned is the development of ideas of the self in respect images of "the other."

Introduction. Open access, the notion that research output, such as journal articles, should be freely accessible to readers on the Web, is arguably in the best interest of science. In this article, we (1) describe in-depth how a society-owned philosophy journal, Nordic Wittgenstein Review, evaluated various publishing models and made an informed decision on how best to adopt open access publishing for the journal, and (2) develop and implement measures to evaluate the chosen model. Method. This case study uses reports from editorial board members (mainly the editor-in-chief), Web access metrics as well as a Web survey to the journal community as well as the wider philosophy research community. Analysis. After two years as a delayed open access journal with commercial publishers, the journal made a decision to become an independent scholar-run journal without fees to readers or authors, and which would rely mainly on volunteer effort with university faculty support. This decision was made after evaluating various publishing scenarios and negotiating with potential publishers. This study breaks down what is involved in terms of input and effort compared to having handed over the publishing of the journal to an external publisher. Conclusions. For an open access journal choosing between publishing models, elements of ideology and feasibility need to be balanced. This article provides an overview of relevant elements and some means to judge feasibility in journal publishing endeavours. [ABSTRACT FROM AUTHOR]