TY - JOUR TI - The species membership conception T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439755/ ER - TY - JOUR TI - The social contract conception T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439756/ ER - TY - JOUR TI - The community membership conception T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439757/ ER - TY - JOUR TI - The capacities conception T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439758/ ER - TY - JOUR TI - Introduction: Chimpanzees, rights, and conceptions of personhood T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439754/ ER - TY - JOUR TI - Chimpanzee Rights: The Philosophers' Brief T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439760/ ER - TY - JOUR TI - Chimpanzee Rights THE PHILOSOPHERS' BRIEF Conclusions T2 - Chimpanzee Rights: the philosophers' Brief DA - 2019/// PY - 2019/// UR - https://publons.com/wos-op/publon/53439759/ ER - TY - JOUR TI - African American Philosophers and Philosophy: An Introduction to the History, Concepts and Contemporary Issues AU - McClendon, John H AU - Ferguson, Stephen C DA - 2019/// PY - 2019/// ER - TY - CHAP TI - Using Buddhist Resources in Post-disaster Japan: Taniyama Yōzō’s “Vihāra Priests and Interfaith Chaplains” (2014) AU - McLaughlin, Levi T2 - Buddhism and Medicine A2 - Salguero, Pierce PY - 2019/12/31/ DO - 10.7312/salg18936-021 SP - 164-176 PB - Columbia University Press UR - http://dx.doi.org/10.7312/salg18936-021 ER - TY - ER - TY - BOOK TI - Soka Gakkai’s Human Revolution AU - McLaughlin, Levi DA - 2019/3/6/ PY - 2019/3/6/ DO - 10.1515/9780824877897 OP - PB - University of Hawaii Press SN - 9780824877897 UR - http://dx.doi.org/10.1515/9780824877897 DB - Crossref ER - TY - JOUR TI - Designing and Developing Interactive Narratives for Collaborative Problem-Based Learning AU - Mott, Bradford W. AU - Taylor, Robert G. AU - Lee, Seung Y. AU - Rowe, Jonathan P. AU - Saleh, Asmalina AU - Glazewski, Krista D. AU - Hmelo-Silver, Cindy E. AU - Lester, James C. T2 - INTERACTIVE STORYTELLING, ICIDS 2019 AB - Narrative and collaboration are two core features of rich interactive learning. Narrative-centered learning environments offer significant potential for supporting student learning. By contextualizing learning within interactive narratives, these environments leverage students’ innate facilities for developing understandings through stories. Computer-supported collaborative learning environments offer students rich, collaborative learning experiences in which small groups of students engage in constructing artifacts, addressing disciplinary challenges, and solving problems. Narrative and collaboration have distinct affordances for learning, but combining them poses significant challenges. In this paper, we present initial work on solving this problem by introducing collaborative narrative-centered learning environments. These environments will enable small groups of students to collaboratively solve problems in rich multi-participant storyworlds. We propose a novel framework for designing and developing these environments, which we are using to create a collaborative narrative-centered learning environment for middle school ecosystems education. In the learning environment, students work on problem-solving scenarios centered on how to support optimal fish health in aquatic environments. Results from pilot testing the learning environment with 45 students suggest it supports the creation of engaging and effective collaborative narrative-centered learning experiences. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-33894-7_10 VL - 11869 SP - 86-100 SN - 1611-3349 KW - Narrative-centered learning KW - Collaborative learning ER - TY - JOUR TI - Public Reason and Reasonable Conceptions of Justice AU - Dubljević, V. T2 - Sofia Philosophical Review DA - 2019/// PY - 2019/// VL - 12 IS - 1 SP - 24–46 ER - TY - CHAP TI - Pediatric Neuro-enhancement, Best Interest, and Autonomy: A Case of Normative Reversal AU - Dubljević, Veljko AU - Racine, Eric T2 - Advances in Neuroethics AB - The debate on “cognitive enhancement” has moved from discussions about enhancement in adults to enhancement in children and adolescents. Similar to positions expressed in the adult context, some have argued that pediatric cognitive enhancement is acceptable and even laudable. However, the implications differ between the adult and the pediatric contexts. For example, in the debate over cognitive enhancement in adults, i.e., those who have legal majority, respect for autonomy demands that personal preferences not be overridden in absence of strong arguments because competent adults are in the best position to recognize and protect their own interests. However, the concepts of best interest and autonomy provide a different picture in the case of pediatric enhancement. In the context of decision-making involving minors, it is assumed that the parents are in the best position to promote and protect the interests of their children and this is chiefly why they are granted the authority to make decisions on their behalf. However, we argue in favor of guarding the physical integrity of children from intrusive medical interventions without medical need and with clear and detrimental effects (e.g., suppressing growth). We also support leaving open other legitimate life trajectory and career choices, as this is in the best interest of the child, even if they are less in line with the expectations of parents or success in educational settings. In addition, parental decision-making in favor of cognitive enhancement suffers from a lack of information about cognitive enhancers (e.g., safety and efficacy) and potential biases. Thus, bearing in mind these issues and the development of volitional capacities of children, we argue that pediatric enhancement is not a morally acceptable practice and “inevitability” can be curbed with clear and fair rules that establish duties of state representatives, physicians, and public institutions. We conclude by canvassing evidence-based policy options that could protect the open future of minors and define the parameters of parental decision-making analogous to the cases of nicotine and alcohol. PY - 2019/// DO - 10.1007/978-3-030-10677-5_13 SP - 199-212 OP - PB - Springer International Publishing SN - 9783030106768 9783030106775 UR - http://dx.doi.org/10.1007/978-3-030-10677-5_13 DB - Crossref ER - TY - JOUR TI - Responses to Jessica Johnson's Biblical Porn AU - Zwissler, Laurel AU - Schaefer, Donovan AU - Modern, John AU - Gandhi, Shreena AU - Johnson, Jessica AU - Bivins, Jason C. T2 - RELIGIOUS STUDIES REVIEW AB - Religious Studies ReviewVolume 45, Issue 3 p. 283-306 Review Essay BIBLICAL PORN: AFFECT, LABOR, and PASTOR MARK DRISCOLL'S EVANGELICAL EMPIRE. By Johnson, Jessica. Durham, NC: Duke University Press, 2018. Pp. 248. Paper, $25.95. Laurel Zwissler, Laurel Zwissler Central Michigan UniversitySearch for more papers by this authorDonovan Schaefer, Donovan Schaefer University of PennsylvaniaSearch for more papers by this authorJohn Modern, John Modern Franklin & MarshallSearch for more papers by this authorShreena Gandhi, Shreena Gandhi Michigan State UniversitySearch for more papers by this authorJessica Johnson, Jessica Johnson William & MarySearch for more papers by this authorJason C. Bivins, Jason C. Bivins North Carolina State UniversitySearch for more papers by this author Laurel Zwissler, Laurel Zwissler Central Michigan UniversitySearch for more papers by this authorDonovan Schaefer, Donovan Schaefer University of PennsylvaniaSearch for more papers by this authorJohn Modern, John Modern Franklin & MarshallSearch for more papers by this authorShreena Gandhi, Shreena Gandhi Michigan State UniversitySearch for more papers by this authorJessica Johnson, Jessica Johnson William & MarySearch for more papers by this authorJason C. Bivins, Jason C. Bivins North Carolina State UniversitySearch for more papers by this author First published: 19 September 2019 https://doi.org/10.1111/rsr.14097Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume45, Issue3Special Issue: Jessica Johnson's Biblical Porn September 2019Pages 283-306 RelatedInformation DA - 2019/9// PY - 2019/9// DO - 10.1111/rsr.14097 VL - 45 IS - 3 SP - 283-306 SN - 1748-0922 ER - TY - JOUR TI - Monads, Composition, and Force. Ariadnean Threads Through Leibniz's Labyrinth AU - Puryear, Stephen T2 - JOURNAL OF THE HISTORY OF PHILOSOPHY AB - Reviewed by: Monads, Composition, and Force. Ariadnean Threads Through Leibniz's Labyrinth by Richard T. W. Arthur Stephen Puryear Richard T. W. Arthur. Monads, Composition, and Force. Ariadnean Threads Through Leibniz's Labyrinth. Oxford: Oxford University Press, 2018. Pp. xv + 239. Cloth, $80,00. Leibniz describes the problem of the composition of the continuum as one of the two famous labyrinths of the human mind. (The other concerns freedom.) The problem, in brief, is that matter and motion appear to be continuous and thus would seem to be composed of an infinity of spatial or temporal points, which is absurd. Leibniz's strategy for escaping from this labyrinth involves distinguishing the realm of the real or actual from that of the ideal. In the former, there is composition from parts but no continuity: everything is discrete, even though divided to infinity. In the latter, there is genuine continuity but no composition, the whole being prior to the parts. Since the two realms are disjoint, there is never any continuum composed of points. Leibniz maintains that this solution requires us to think very differently about the nature of space, time, bodies, and substances, and, in particular, to posit an infinity of simple substances or monads. The main aim of this historically rich and interpretively provocative book is to explain why Leibniz says such things by examining his purported solution and how he arrived at it. Each of the book's seven chapters focuses on a different "Ariadnean thread" that supposedly helped Leibniz find his way out of the labyrinth. They concern the themes of "composition, aggregation, atoms, forms, motion, substance, and continuation in existence" (6). A central theme of the book is that Leibniz should be viewed as a realist about bodies, rather than an idealist. On Arthur's reading, bodies are (in themselves) phenomena in both a synchronic (or Democritean) sense, according to which they lack true unity at any given moment, and a diachronic (or Platonic) sense, according to which no body remains precisely the same being for more than a moment. But they are not phenomena in the sense of having their being in perceptions: to the contrary, they have a real, extramental existence. Every body either is an organic body or is composed of organic bodies. Each organic body in turn has a substantial form or dominant monad, which makes it actual, though without unifying its parts into a substantial whole at any one time. The composites of these two—organic body and dominant monad—are identified as corporeal substances and, on Arthur's view, Leibniz steadfastly affirms their existence throughout his mature period. As to why Leibniz's solution to the problem of the composition of the continuum requires positing monads, Arthur offers two reasons. As I understand them, both hinge on the claim that matter and motion, being real, must be actually divided into parts, this being what makes them discrete rather than continuous. Leibniz holds that the actual divisions in matter must result from different motions within it. These motions, in turn, presuppose motive forces and ultimately what he calls primitive active force, which can be found only in simple substances. So the actual divisions in matter presuppose monads. Furthermore, it is because of the discrete or actually divided nature of matter and motion that bodies do not strictly speaking persist for more than a moment, and thus that accounting for the enduring nature of corporeal substance requires positing some indivisible (i.e. simple) principle of diachronic unity, some principle that "constitutes a [corporeal] substance as the same substance through time despite the fact that its body is not precisely the same body from one moment to another" (69). Arthur criticizes the idealist reading for being unable to explain why Leibniz's solution to the continuum problem requires monads. One might wonder, however, why a suitably nuanced version of the idealist view could not readily accommodate something like Arthur's own explanation. Even if bodies have their being only within perceivers, they could still be actually divided into parts by different motions within them. These motions could still be caused by motive forces that likewise have their being in perceivers. And these phenomenal forces... DA - 2019/10// PY - 2019/10// DO - 10.1353/hph.2019.0087 VL - 57 IS - 4 SP - 761-762 SN - 1538-4586 ER - TY - BOOK TI - Hegel’s Philosophy of Spirit. A Critical Guide DA - 2019/7/6/ PY - 2019/7/6/ ER - TY - JOUR TI - Sergey S. Horujy and the Russian Religious Philosophical Tradition AU - Bykova, Marina F. T2 - Russian Studies in Philosophy AB - "Sergey S. Horujy and the Russian Religious Philosophical Tradition." Russian Studies in Philosophy, 57(1), pp. 1–2 DA - 2019/1/2/ PY - 2019/1/2/ DO - 10.1080/10611967.2019.1583491 VL - 57 IS - 1 SP - 1-2 J2 - Russian Studies in Philosophy LA - en OP - SN - 1061-1967 1558-0431 UR - http://dx.doi.org/10.1080/10611967.2019.1583491 DB - Crossref ER - TY - JOUR TI - Note from the Editor in Chief AU - Bykova, M.F. T2 - Studies in East European Thought DA - 2019/// PY - 2019/// DO - 10.1007/s11212-019-09324-7 VL - 71 IS - 1 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85064558496&partnerID=MN8TOARS ER - TY - BOOK TI - Philosophical Thought in Russia in the Second Half of the Twentieth Century DA - 2019/// PY - 2019/// ER - TY - JOUR TI - AI Assistants and the Paradox of Internal Automaticity AU - Bauer, William A. AU - Dubljević, Veljko T2 - Neuroethics DA - 2019/11/1/ PY - 2019/11/1/ DO - 10.1007/s12152-019-09423-6 VL - 13 IS - 3 SP - 303-310 J2 - Neuroethics LA - en OP - SN - 1874-5490 1874-5504 UR - http://dx.doi.org/10.1007/s12152-019-09423-6 DB - Crossref KW - AI assistants KW - AI ethics KW - Autonomy KW - Internal automaticity KW - External automaticity KW - Cognition ER - TY - JOUR TI - Neuroconsumerism and Comprehensive Neuroethics AU - Scheper, Abigail AU - Dubljević, Veljko T2 - AJOB Neuroscience AB - In her article “Dimensions of Ethical Direct-to-Consumer Neurotechnologies,” Kreitmair (2019) presents a strong case for the seven ethical dimensions she outlines pertaining to direct-to-consumer (... DA - 2019/10/2/ PY - 2019/10/2/ DO - 10.1080/21507740.2019.1665125 VL - 10 IS - 4 SP - 185-187 UR - https://doi.org/10.1080/21507740.2019.1665125 ER - TY - JOUR TI - Merab Mamardashvili and his philosophical calling AU - Bykova, Marina F. T2 - STUDIES IN EAST EUROPEAN THOUGHT DA - 2019/10// PY - 2019/10// DO - 10.1007/s11212-019-09341-6 VL - 71 IS - 3 SP - 169-172 SN - 1573-0948 ER - TY - JOUR TI - Powers and the Pantheistic Problem of Unity AU - Bauer, William A. T2 - SOPHIA DA - 2019/12// PY - 2019/12// DO - 10.1007/s11841-018-0654-9 VL - 58 IS - 4 SP - 563-580 SN - 1873-930X KW - Dispositions KW - Holism KW - Intentionality KW - Panpsychism KW - Pantheism KW - Powers KW - Unity ER - TY - JOUR TI - Construction and Validation of an Anticipatory Thinking Assessment AU - Geden, Michael AU - Smith, Andy AU - Campbell, James AU - Spain, Randall AU - Amos-Binks, Adam AU - Mott, Bradford W. AU - Feng, Jing AU - Lester, James T2 - FRONTIERS IN PSYCHOLOGY AB - Anticipatory thinking is a critical cognitive skill for successfully navigating complex, ambiguous systems in which individuals must analyze system states, anticipate outcomes, and forecast future events. For example, in military planning, intelligence analysis, business, medicine, and social services, individuals must use information to identify warnings, anticipate a spectrum of possible outcomes, and forecast likely futures in order to avoid tactical and strategic surprise. Existing methods for examining anticipatory thinking skill have relied upon task-specific behavioral measures or are resource-intensive, both of which are challenging to scale. Given the increasing importance of anticipatory thinking in many domains, developing a generic assessment of this skill and identifying the underlying cognitive mechanisms supporting it are paramount. The work reported here focuses on the development and validation of the ANticipatory Thinking Assessment (ANTA) for measuring the divergent generative process of anticipatory thinking. Two-hundred and ten participants completed the ANTA, which required them to anticipate possible risks, opportunities, trends or other uncertainties associated with a focal topic. Responses to the anticipatory thinking and divergent thinking tasks were rated by trained raters on a 5-point scale according to the uniqueness, specificity, and remoteness of responses. Results supported the ANTA’s construct validity, convergent validity, and discriminant validity. We also explored the relationship between the ANTA scores and certain psychological traits and cognitive measures (need for cognition, need for closure, and mindfulness). Our findings suggest that the ANTA is a psychometrically valid instrument that may help researchers investigate anticipatory thinking in new contexts. DA - 2019/12/11/ PY - 2019/12/11/ DO - 10.3389/fpsyg.2019.02749 VL - 10 SP - SN - 1664-1078 KW - anticipatory thinking KW - prospective cognition KW - divergent thinking KW - assessment development KW - validation ER - TY - JOUR TI - Collaborative inquiry play A design case to frame integration of collaborative problem solving with story-centric games AU - Saleh, Asmalina AU - Hmelo-Silver, Cindy E. AU - Glazewski, Krista D. AU - Mott, Bradford AU - Chen, Yuxin AU - Rowe, Jonathan P. AU - Lester, James C. T2 - INFORMATION AND LEARNING SCIENCES AB - Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys , an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open. DA - 2019/10/14/ PY - 2019/10/14/ DO - 10.1108/ILS-03-2019-0024 VL - 120 IS - 9/10 SP - 547-566 SN - 1758-6909 KW - Play KW - Socially shared regulated learning KW - Problem-based learning KW - Collaborative inquiry KW - Game-based learning KW - Complex systems ER - TY - JOUR TI - Cognitive Enhancement and the Problem of the Pressure to Enhance: Rational Choice Modeling and Normative Justification AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - The problem of regulating cognitive neuroenhancement for healthy adults has generated considerable interest. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_2 VL - 19 SP - 13-25 SN - 1875-0036 ER - TY - BOOK TI - Neuroethics, Justice and Autonomy: Public Reason in the Cognitive Enhancement Debate AU - Dubljevic, V AB - This book explicitly addresses the policy options in a democratic society regarding cognitive enhancement drugs and devices. The book offers an in-depth case by case analysis of existing and emerging cognitive neuroenhancement technologies and canvasses a distinct approach DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7 VL - 19 SE - 1-138 SN - 978-3-030-13642-0 ER - TY - JOUR TI - Neuropharmacology, Addiction and Autonomy: A Proposal for Public Policy on Adderall and Ritalin as Pharmacological Enhancements AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - The use of medical drugs such as Adderall (mixed amphetamine salts) and Ritalin (methylphenidate) by healthy adults for enhancement of cognitive function is a social trend that has gained in momentum (see, e.g., DeSantis et al. in J Am Coll Health 57(3):315–324, 2008; Maher in Nature 452(7188):674–675, 2008; Ragan et al. in Neuropharmacology 64:588–595, 2012), and accordingly has generated a lot of attention in academia (for an overview see Racine in Pragmatic neuroethics: improving treatment and understanding of the mind-brain. MIT Press, Cambridge, 2010, Chap. 6). DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_4 VL - 19 SP - 45-63 SN - 1875-0036 ER - TY - JOUR TI - The Application of Rawlsian Principles of Justice on Cognition-Enhancement Drugs: A Policy Proposal AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - StimulantStimulants medication, which has been dubbed “smart drugs”, offers the potential for enhancement of cognitionCognition , which by itself is seen as a “promise” or a “threat” due to the drastic changes of the lives of all citizens in society. The current lack of adequate regulation could potentially lead to widespread violation of rights and justice, especially since directEthics debate coercion, direct and indirectEthics debate coercion, indirect coercionCoercion may be brought to bear on many individuals, as a result from utility calculations of employers and other corporate actors. The pressure to enhance is likely to become very high in the military and education contexts, but the most far-reaching influence would come from the sphere of business. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_1 VL - 19 SP - 3-12 SN - 1875-0036 ER - TY - JOUR TI - Is the Proposal of the Political Notion of Autonomy Problematic? AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - My prior work on autonomyAutonomy (see Dubljević in Am J Bioeth Neurosci 4(4):44–51, 2013 and Chap. 3 ) took up the challenge posed by FelsenFelsen, Gidon and ReinerReiner, Peter B (Am J Bioeth Neurosci 2(3):3–14, 2011) to substantially address how autonomy should be viewed in light of new evidence fromNeuroscience (cognitive) neuroscience. I argued that it is premature to propose that the empirical data renders autonomy ‘Quixotic’, posited that the moral–political notion of autonomy was mistakenly associated with the metaphysical concept of “free will”, and offered ideal-typical degrees of coercionCoercion and compulsion which qualify instances in which autonomy might be diminished or entirely lacking. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_6 VL - 19 SP - 87-108 SN - 1875-0036 ER - TY - JOUR TI - Are There Problems with the Economic Disincentives Model of Regulation? AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - In the chapter on empirical constraints of psychopharmacological cognitiveCognitive enhancement pharmacological enhancersPsychopharmaceutical enhancers (Chap. 4 ), I analyzed available information and policy options for the two of the most commonly used cognitiveRegulation, regulations enhancement enhancementRegulation, regulations cognitive enhancement (CE) drugs: Adderall and Ritalin. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_7 VL - 19 SP - 109-122 SN - 1875-0036 ER - TY - JOUR TI - Legitimate Public Policies on Electro-magnetic Cognitive Enhancements AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - Drugs are not the only means of brain modulation. Indeed, medical devices have long since known to be able to modulate, and perhaps even improve, cognitionCognition . However, there has been a considerable amount of speculationCognitive enhancement speculation about regarding what kinds of medical devices might offer cognitiveRegulation, regulations enhancement enhancementRegulation, regulations cognitive enhancement (CE) and what would be the accompanying ethical and regulatory challenges. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_5 VL - 19 SP - 65-83 SN - 1875-0036 ER - TY - JOUR TI - A Proposal for a Reconstruction of the Concept of Autonomy AU - Dubljevic, Veljko AU - Dubljevic, V T2 - NEUROETHICS, JUSTICE AND AUTONOMY: PUBLIC REASON IN THE COGNITIVE ENHANCEMENT DEBATE AB - In many spheres of scholarship, including bioethics andPolitical (approach) to neuroethics neuroethicsNeuroethics , there seems to be a significant misunderstanding involving the conflation of the metaphysical concept of free will with the moral–political concept of autonomyAutonomy . Ever since Benjamin LibetLibet, Benjamin published the results of his experiments measuring the timing of a decisionEthics debate free decision-making to move by using electro-encephalography (Libet 1985), neuroscientific findings have been given a new impetus for metaphysical debates, which have mistakenly spilled over in practical philosophyPhilosophy . DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-13643-7_3 VL - 19 SP - 27-41 SN - 1875-0036 ER - TY - JOUR TI - 4D Affect Detection: Improving Frustration Detection in Game-Based Learning with Posture-Based Temporal Data Fusion AU - Henderson, Nathan L. AU - Rowe, Jonathan P. AU - Mott, Bradford W. AU - Brawner, Keith AU - Baker, Ryan AU - Lester, James C. T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2019), PT I AB - Recent years have seen growing interest in utilizing sensors to detect learner affect. Modeling frustration has particular significance because of its central role in learning. However, sensor-based affect detection poses important challenges. Motion-tracking cameras produce vast streams of spatial and temporal data, but relatively few systems have harnessed this data successfully to produce accurate run-time detectors of learner frustration outside of the laboratory. In this paper, we introduce a data-driven framework that leverages spatial and temporal posture data to detect learner frustration using deep neural network-based data fusion techniques. To train and validate the detectors, we utilize posture data collected with Microsoft Kinect sensors from students interacting with a game-based learning environment for emergency medical training. Ground-truth labels of learner frustration were obtained using the BROMP quantitative observation protocol. Results show that deep neural network-based late fusion techniques that combine spatial and temporal data yield significant improvements to frustration detection relative to baseline models. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-23204-7_13 VL - 11625 SP - 144-156 SN - 1611-3349 KW - Affect detection KW - Data fusion KW - Posture KW - Frustration KW - Deep learning ER - TY - JOUR TI - Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs AU - Min, Wookhee AU - Park, Kyungjin AU - Wiggins, Joseph AU - Mott, Bradford AU - Wiebe, Eric AU - Boyer, Kristy Elizabeth AU - Lester, James T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II AB - Recent years have seen a growing interest in conversational pedagogical agents. However, creating robust dialogue managers for conversational pedagogical agents poses significant challenges. Agents’ misunderstandings and inappropriate responses may cause breakdowns in conversational flow, lead to breaches of trust in agent-student relationships, and negatively impact student learning. Dialogue breakdown detection (DBD) is the task of predicting whether an agent’s utterance will cause a breakdown in an ongoing conversation. A robust DBD framework can support enhanced user experiences by choosing more appropriate responses, while also offering a method to conduct error analyses and improve dialogue managers. This paper presents a multimodal deep learning-based DBD framework to predict breakdowns in student-agent conversations. We investigate this framework with dialogues between middle school students and a conversational pedagogical agent in a game-based learning environment. Results from a study with 92 middle school students demonstrate that multimodal long short-term memory network (LSTM)-based dialogue breakdown detectors incorporating eye gaze features achieve high predictive accuracies and recall rates, suggesting that multimodal detectors can play an important role in designing conversational pedagogical agents that effectively engage students in dialogue. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-23207-8_37 VL - 11626 SP - 195-200 SN - 1611-3349 KW - Conversational pedagogical agent KW - Multimodal KW - Dialogue breakdown detection KW - Natural language processing KW - Gaze ER - TY - JOUR TI - The Role of Achievement Goal Orientation on Metacognitive Process Use in Game-Based Learning AU - Cloude, Elizabeth B. AU - Taub, Michelle AU - Lester, James AU - Azevedo, Roger T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II AB - To examine relations between achievement goal orientation—a construct of motivation, metacognition and learning, multiple data channels were collected from 58 students while problem solving in a game-based learning environment. Results suggest students with different goal orientations use metacognitive processes differently but found no differences in learning. Findings have implications for measuring motivation using multiple data channels to design adaptive game-based learning environments. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-23207-8_7 VL - 11626 SP - 36-40 SN - 1611-3349 KW - Motivation KW - Metacognition KW - Game-based learning environments ER - TY - JOUR TI - Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments AU - Wiggins, Joseph B. AU - Kulkarni, Mayank AU - Min, Wookhee AU - Boyer, Kristy Elizabeth AU - Mott, Bradford AU - Wiebe, Eric AU - Lester, James T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II AB - Pedagogical agents have been shown to be highly effective for supporting learning in a broad range of contexts, including game-based learning. However, there are key open questions around how to design dialogue policies for pedagogical agents that support students in game-based learning environments. This paper reports on a study to investigate two different agent dialogue policies with regard to conversational initiative, a core consideration in dialogue system design. In the User Initiative policy, only the student could initiate conversations with the agent, while in the Mixed Initiative policy, both the agent and the student could initiate conversations. In a study with 67 college students, results showed that the Mixed Initiative policy not only promoted more conversation, but also better supported the goals of the game-based learning environment by fostering exploration, yielding better performance on in-game assessments, and creating higher student engagement. DA - 2019/// PY - 2019/// DO - 10.1007/978-3-030-23207-8_58 VL - 11626 SP - 314-318 SN - 1611-3349 KW - Pedagogical agents KW - Game-based learning KW - Initiative ER - TY - JOUR TI - Psychiatric Neuroethics-Studies in Research and Practice AU - Dubljevic, Veljko T2 - BIOETHICS AB - BioethicsVolume 33, Issue 8 p. 974-975 BOOK REVIEW Psychiatric Neuroethics—Studies in Research and Practice Walter Glannon Oxford University Press, 2019. 408 pp. ISBN 978-0-19-875885-3, $44.95. Veljko Dubljevic, Corresponding Author Veljko Dubljevic veljko.dubljevic@yahoo.com orcid.org/0000-0003-3606-587X Department of Philosophy and Religious studies, North Carolina State University, Raleigh, North Carolina, USASearch for more papers by this author Veljko Dubljevic, Corresponding Author Veljko Dubljevic veljko.dubljevic@yahoo.com orcid.org/0000-0003-3606-587X Department of Philosophy and Religious studies, North Carolina State University, Raleigh, North Carolina, USASearch for more papers by this author First published: 06 August 2019 https://doi.org/10.1111/bioe.12643Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume33, Issue8Special Issue: Bioethics and ActivismOctober 2019Pages 974-975 RelatedInformation DA - 2019/10// PY - 2019/10// DO - 10.1111/bioe.12643 VL - 33 IS - 8 SP - 974-975 SN - 1467-8519 UR - https://doi.org/10.1111/bioe.12643 ER - TY - JOUR TI - Two Ethical Ideals in Spinoza's Ethics: The Free Man and The Wise Man AU - Soyarslan, Sanem T2 - JOURNAL OF THE AMERICAN PHILOSOPHICAL ASSOCIATION AB - Abstract According to Steven Nadler's novel interpretation of Spinoza's much discussed ‘free man’, the free man is not an unattainable ideal. On this reading, the free man represents an ideal condition not because he is passionless, as has often been claimed, but because even though he experiences passions, he ‘never lets those passions determine his actions’. In this paper, I argue that Nadler's interpretation is incorrect in taking the model of the free man to be an attainable ideal within our reach. Furthermore, I show that Spinoza's moral philosophy has room for another ideal yet attainable condition, which is represented by the wise man. On my reading, becoming a wise man consists not in surmounting human bondage, but in understanding ourselves as finite expressions of God's power and, thereby, coming to terms with the ineliminability of bondage for us due to our very human or modal condition in the Spinozistic universe. DA - 2019/// PY - 2019/// DO - 10.1017/apa.2019.19 VL - 5 IS - 3 SP - 357-370 SN - 2053-4485 KW - early modern philosophy KW - Spinoza KW - ethical ideals KW - free man KW - wise man ER - TY - JOUR TI - Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth AU - Staples, Ami Flowers AU - Larson, Lincoln R. AU - Worsley, Ti'Era AU - Green, Gary T. AU - Carroll, John P. T2 - JOURNAL OF ENVIRONMENTAL EDUCATION AB - This study used a combination of surveys and drawing-based metrics to evaluate whether integration of art-based activities into EE camp programing could enhance environmental orientations of diverse youth ages 6–12 (n = 285) in Athens, GA, USA. Compared to a control group, art-based EE had a positive effect on children’s eco-awareness and environmental knowledge. However, effects of the art-based EE were comparable to those observed for a conventional EE summer camp. Interactions between the treatment and demographic variables (e.g., gender, age, race/ethnicity) were minimal, suggesting that both types of EE programing worked well for different groups of youth. Results highlight the potential value of art in EE research and practice. DA - 2019/// PY - 2019/// DO - 10.1080/00958964.2019.1629382 VL - 50 IS - 3 SP - 208-222 SN - 1940-1892 KW - age KW - art KW - environmental orientations KW - gender KW - non-formal EE KW - race KW - youth ER - TY - JOUR TI - 'Rise, Kill, and Eat': Animals as Nations in Early Jewish Visionary Literature and Acts 10 AU - Staples, Jason A. T2 - JOURNAL FOR THE STUDY OF THE NEW TESTAMENT AB - Peter’s vision in Acts 10 ostensibly concerns dietary laws but is interpreted within the narrative as a revelation of God’s mercy towards the Gentiles, culminating in the baptism of Cornelius’ household. How this vision pertains to the immediately following events has remained a problem in scholarship on Acts. This article argues that the vision depends on earlier apocalyptic Jewish depictions of various nations as animals (and empires as hybrid beasts) and allegorical explanations of the food laws familiar in the Second Temple period in which the forbidden animals are understood as representing those peoples with whom Israel must not mix. What seems on the surface to refer to food is therefore naturally understood within this genre as a reference to nations and peoples. Acts 10 thus makes use of standard Jewish apocalyptic tropes familiar to its audience but less familiar to modern readers. DA - 2019/9// PY - 2019/9// DO - 10.1177/0142064X19855564 VL - 42 IS - 1 SP - 3-17 SN - 1745-5294 UR - http://dx.doi.org/10.1177/0142064x19855564 KW - Apocalyptic visions KW - food laws KW - Gentiles KW - ritual purity KW - table fellowship ER - TY - JOUR TI - A Multimodal Assessment Framework for Integrating Student Writing and Drawing in Elementary Science Learning AU - Smith, Andy AU - Leeman-Munk, Samuel AU - Shelton, Angi AU - Mott, Bradford AU - Wiebe, Eric AU - Lester, James T2 - IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES AB - Science learning is inherently multimodal, with students utilizing both drawings and writings to explain observations of physical phenomena. As such assessments in science should accommodate the many ways students express their understanding, especially given evidence that understanding is distributed across both drawing and writing. In recent years advanced automated assessment techniques that evaluate expressive student artifacts have emerged. However, these techniques have largely operated individually, each considering only a single mode. We propose a framework for the multimodal automated assessment of students' writing and drawing to leverage the synergies inherent across modalities and create a more complete and accurate picture of a student's knowledge. We introduce a multimodal assessment framework as well as two computational techniques for automatically analyzing student writings and drawings: a convolutional neural network-based model for assessing student writing, and a topology-based model for assessing student drawing. Evaluations with elementary students' writings and drawings collected with a tablet-based digital science notebook demonstrate that 1) each of the framework's two modalities provide an independent and complementary measure of student science learning, and 2) the computational methods are capable of accurately assessing student work from both modalities and offer the potential for integration in technology-rich learning environments for real-time formative assessment. DA - 2019/// PY - 2019/// DO - 10.1109/TLT.2018.2799871 VL - 12 IS - 1 SP - 3-15 SN - 1939-1382 KW - Intelligent tutoring systems KW - formative assessment KW - multimodal assessment KW - student writing analysis KW - student drawing analysis ER - TY - JOUR TI - Kant's "I Think" and Fichte's principle of self-positing AU - Bykova, Marina T2 - ANUARIO FILOSOFICO AB - This paper discusses the relation between Kant’s doctrine of pure apperception (the doctrine of the “I think”) and Fichte’s theory of self-positing. It shows that Kant’s conception of the transcendental unity of apperception is closer to Fichte’s principle of self-positing than is usually thought, and that Kant’s “I think,” and not Reinhold’s “principle of consciousness”, may have been a source of inspiration for Fichte in his attempt to justify transcendental idealism. As in Kant, in Fichte’s Wissenschaftslehre, the activity of “self-positing” is the fundamental feature of the I-hood. Similar to Kant, in Fichte, too, the fi rst principle expresses a peculiar kind of unity, which he calls the original unity of self-consciousness (Tathandlung). DA - 2019/// PY - 2019/// DO - 10.15581/009.52.1.145-165 VL - 52 IS - 1 SP - 145-165 SN - 0066-5215 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85065468215&partnerID=MN8TOARS KW - Kant KW - Fichte KW - unity of apperception KW - the self-positing I KW - intellectual intuition KW - "I think" KW - transcendental idealism ER - TY - JOUR TI - Consent by Residence: A Defense AU - Puryear, S. T2 - European Journal of Political Theory AB - The traditional view according to which we adults tacitly consent to a state’s lawful actions just by living within its borders—the residence theory—is now widely rejected by political philosophers. According to the critics, this theory fails because consent must be (i) intentional, (ii) informed, and (iii) voluntary, whereas one’s continued residence within a state is typically none of these things. Few people intend to remain within the state in which they find themselves, and few realize that by remaining they are consenting to the state’s lawful actions. Moreover, the various obstacles standing in the way of us leaving the state render our remaining involuntary. Thus, the critics conclude, few if any people can be considered to have consented through their residence. I argue that these objections fail and that the residence theory remains a viable option, at least for those who are not committed incompatibilists. DA - 2019/// PY - 2019/// DO - 10.1177/1474885119833009 UR - http://www.lib.ncsu.edu/resolver/1840.20/36313 N1 - annote: Puryear, S. (2019). Consent by Residence: A Defense. European Journal of Political Theory. RN - annote: Puryear, S. (2019). Consent by Residence: A Defense. European Journal of Political Theory. KW - Consent KW - political authority KW - political obligation KW - social contract KW - tacit consent ER - TY - JOUR TI - IS TAXATION FORCED LABOUR? AU - Hinton, Timothy T2 - THINK-PHILOSOPHY FOR EVERYONE AB - Libertarians frequently complain that when a government taxes some of its citizens in order to help others, it is forcing them to behave altruistically. And obviously, we are meant to think, that use of force is morally objectionable. But what exactly makes taxation objectionable? One answer that many libertarians supply is that forcing some people to benefit others is wrong because it involves forced labour . The underlying thought seems to be that there is something morally troubling about making some people work for others. In this article I scrutinize this thought. After describing two different kinds of taxation, I show how the libertarian argument about taxes depends on a distinction between posing a threat to other people and failing to help them. This brings us to the moral bedrock of the argument that taxation is forced labour, namely the idea that no one has a right to force you to do something unless you pose a threat to other people. The bulk of my article is devoted to showing (1) that this idea cannot deliver the conclusion that libertarians want because it conflicts with other things that libertarians believe; and (2) once you give up on that idea, it turns out that taxation to benefit others is not necessarily wrong by libertarian standards. DA - 2019/// PY - 2019/// DO - 10.1017/S1477175618000313 VL - 18 IS - 51 SP - 11-23 SN - 1755-1196 ER - TY - JOUR TI - HEALTH QUEST: PROMOTING ADOLESCENTS' HEALTH SCIENCE CAREER INTERESTS THROUGH TECHNOLOGY-RICH LEARNING EXPERIENCES AU - Ozer, Elizabeth M. AU - Penilla, Carlos AU - Spain, Randall D. AU - Mott, Bradford W. AU - Woodson, Donald AU - Lester, James C. T2 - JOURNAL OF ADOLESCENT HEALTH AB - The purpose of the Health Quest project is to create an intelligent game-based learning environment and associated resources to increase adolescents' knowledge of, interest in and self-efficacy to pursue health science careers. Science, technology, engineering and mathematics (STEM) fields are among the fastest growing career opportunities, yet women and ethnic minorities remain underrepresented in these fields. As adolescence offers a key window to promote interest in and increase self-efficacy to pursue health research careers and the health professions, Health Quest focuses on an adolescent student population. Health Quest will be pilot tested and used in classrooms across North Carolina and California, and will also be featured in informal learning settings including the North Carolina Museum of Natural Sciences and in after-school programs in San Francisco. To support the project’s first aim of designing and developing a series of Health Quest Career Adventure Game episodes and interactive video interviews to promote students’ interest in health science careers, the project team conducted an extensive review of recent NIH Science Education Partnership Award (SEPA) projects awarded over the past three years. The purpose of the review was to identify existing programs and online resources that have been developed to promote students’ interest in health science careers and to identify any unique resources or game-based learning environments that aim to promote self-efficacy or mastery experiences towards building competency and interest in health science career fields. We conducted a review of existing SEPA projects awarded from 2015 to 2018 to identify online resources and game-based learning experiences that have been designed to promote students' interest in health science careers. Projects were reviewed according to content focus, instructional approach and resources provided (e.g., websites, podcasts, videos and online-games). Forty five of the 48 SEPA projects reviewed had websites. Projects focused primarily on the life sciences, such as genomics. A majority of projects involved engaging students in the classroom, including providing opportunities in the lab, and used an experiential and mentor-based approach to provide students with unique hands-on learning opportunities to promote students’ knowledge and interest in STEM fields. Other projects involved teacher development. Game-based learning technologies offer significant potential for increasing students’ interest in health science careers. The results of our review showed that while SEPA programs focus on promoting interests and STEM opportunities by engaging students in hands-on classroom and laboratory-based activities, there is a lack of technology-based resources that can be used to extend outreach to students who would not otherwise have access to these programs. We hypothesize that by leveraging the intrinsic motivation of game-play, participant agency, and personalized learning, we can create engaging learning experiences that enable students to explore and gain confidence in pursuing health science careers. DA - 2019/2// PY - 2019/2// DO - 10.1016/j.jadohealth.2018.10.279 VL - 64 IS - 2 SP - S134-S134 SN - 1879-1972 ER - TY - JOUR TI - ENGAGING ADOLESCENTS IN A SELF-ADAPTIVE PERSONALIZED BEHAVIOR CHANGE SYSTEM FOR ADOLESCENT PREVENTIVE HEALTHCARE AU - Ozer, Elizabeth M. AU - Rowe, Jonathan P. AU - Tebb, Kathleen P. AU - Berna, Mark S. AU - Jasik, Carolyn Bradner AU - Penilla, Carlos AU - Giovanelli, Alison S. AU - Ozer-Staton, Max AU - Kellenberger, Averie Lee AU - Lester, James C. T2 - JOURNAL OF ADOLESCENT HEALTH AB - Although adolescent health risk behaviors are amenable to behavioral intervention, few health information technology interventions have been integrated into adolescent care. The objective of this research was to design, implement, and investigate INSPIRE, a self-adaptive personalized behavior change system for adolescent preventive health with a focus on alcohol use. INSPIRE was developed by a transdisciplinary team of psychologists, health services researchers, and computer scientists. With linkages through primary care, adolescents will interact with INSPIRE outside the clinic to extend the reach of the clinician and promote behavior change. Using the social cognitive theory of behavior change, INSPIRE has been developed in an iterative process with input from adolescents on characters’ personae and avatars, virtual environments, and narratives. In INSPIRE, adolescents adopt the role of a teenage protagonist who “relives” the events and decisions of a high-school social gathering involving alcohol use. Adolescents interact with a cast of virtual characters who model a broad range of health behaviors. The user is an active participant in a dynamically unfolding narrative that addresses issues of peer pressure, social norms, and alternative consequences of alcohol use, with outcomes and storyline actively shaped by the user’s decisions. The virtual environment was designed to enhance adolescents’ knowledge, personal efficacy, and self-regulatory processes. Over a 5-year period, the INSPIRE team has conducted 20 focus groups and pilot tests with a diverse group of approximately 200 adolescents to obtain feedback and refine INSPIRE’s virtual environment. During March 2018, 20 adolescents aged 14 to 18 (10 female 8 male and 1 trans male) participated in two San Francisco based pilot tests of INSPIRE's most updated first episode. Both adolescent survey and computerized log data were collected in order to measure user engagement. Pilot test participants found the virtual environment to be relatable, germane, and engaging. All teens completed the narrative episode, spending an average of 23 minutes engrossed in gameplay. Nearly 80% found the protagonist to be either very much or somewhat like them and 80% indicated that the narrative included characters that they could relate to. A majority of adolescents (65%) reported playing as themselves, in terms of the problem-solving decisions they made in the virtual environment. Moreover, 82% of adolescents found game play interesting, over half found it to be rewarding, and they were highly interested in wanting to know how future episodes ended. We have utilized an iterative development process involving regular engagement with youth to create a prototype narrative-centered behavior change environment for adolescent preventive health with a focus on risky behavior and alcohol use. Initial pilot-tests have indicated that adolescents find the narrative-centered behavior change environment to be engaging, believable, and relevant to their lives, while providing practice opportunities that can be translated to situations adolescents encounter in their own lives. DA - 2019/// PY - 2019/// DO - 10.1016/j.jadohealth.2018.10.132 VL - 64 IS - 2 SP - S60-61 ER -