Stem cells and aging from a quasi‐immortal point of view.Anna‐Marei Boehm,PhilipRosenstiel &Thomas Cg Bosch -2013 -Bioessays 35 (11):994-1003.detailsUnderstanding aging and how it affects an organism's lifespan is a fundamental problem in biology. A hallmark of aging is stem cell senescence, the decline of functionality, and number of somatic stem cells, resulting in an impaired regenerative capacity and reduced tissue function. In addition, aging is characterized by profound remodeling of the immune system and a quantitative decline of adequate immune responses, a phenomenon referred to as immune‐senescence. Yet, what is causing stem cell and immune‐senescence? This review discusses experimental (...) studies of potentially immortal Hydra which have made contributions to answering this question. Hydra transcription factor FoxO has been shown to modulate both stem cell proliferation and innate immunity, lending strong support to a role of FoxO as critical rate‐of‐aging regulator from Hydra to human. Constructing a model of how FoxO responds to diverse environmental factors provides a framework for how stem cell factors might contribute to aging. (shrink)
Englischsprachige Philosophie der Musik: Ein Blick von Irgendwo.Philip Alperson -2009 -Deutsche Zeitschrift für Philosophie 57 (6):879-884.detailsContemporary Anglophone philosophy of music has eschewed traditional philosophical concerns about the place of music in human affairs, concentrating instead on a more restricted domain of musical meaning related to aesthetic considerations which are ultimately tied to the concept of disinterested aesthetic experience. I argue that this emphasis needs to be supplemented by an attention to the instrumentality of music, understanding music in relation to questions of the social and cultural purposes that music might serve and thereby broadening the idea (...) of what it is to count as a musical practice. I illustrate how this re-orientation might proceed with reference to the case of musical improvisation. (shrink)
Robust Praxialism and the Anti-Aesthetic Turn.Philip Alperson -2010 -Philosophy of Music Education Review 18 (2):171-193.detailsIn this paper I retrace the line of thought that led me to the position of a praxial philosophy of music education, from a perspective 20 years after the inaugural meeting of the International Society for the Philosophy of Music Education. I discuss how I conceive of the general project of the philosophy of music education and recapitulate some of the strategies that might be deployed. In doing this I stress the “robust” or radical nature of the praxial program. I (...) then address what I call the “anti-aesthetic” turn that some writers have taken with respect to the praxial position. I argue that there is no principled reason to adopt such a position and that, among other things, such a position undermines the reach and threatens the cogency of a robust praxial program. I end with a few comments on what I take to be the prospects of a praxial approach to the philosophy of music education. (shrink)
Velleman's autonomism.Philip Clark -2001 -Ethics 111 (3):580–593.detailsPeople sometimes think they have reasons for action. On a certain naive view, what makes them true is a connection between the action and the agent’s good life. In a recent article, David Velleman argues for replacing this view with a more Kantian line, on which reasons are reasons in virtue of their connection with autonomy. The aim in what follows is to defend the naive view. I shall first raise some problems for Velleman's proposal and then fend off the (...) objection that serves as his rationale for braving the depths of Kantianism. (shrink)
Trust, staking, and expectations.Philip J. Nickel -2009 -Journal of the Theory of Social Behaviour 39 (3):345–362.detailsTrust is a kind of risky reliance on another person. Social scientists have offered two basic accounts of trust: predictive expectation accounts and staking (betting) accounts. Predictive expectation accounts identify trust with a judgment that performance is likely. Staking accounts identify trust with a judgment that reliance on the person’s performance is worthwhile. I argue (1) that these two views of trust are different, (2) that the staking account is preferable to the predictive expectation account on grounds of intuitive adequacy (...) and coherence with plausible explanations of action; and (3) that there are counterexamples to both accounts. I then set forward an additional necessary condition on trust, according to which trust implies a moral expectation. The content of the moral expectation is this: W hen A trusts B to do x, A ascribes an obligation to B to do x, and holds B to this obligation. This moral expectation account throws new light on some of the consequences of misplaced trust. I use the example of physicians’ defensive behavior to illustrate this final point. (shrink)
Second Thouhts.Philip Kitcher -2012 -Poznan Studies in the Philosophy of the Sciences and the Humanities 101 (1):353-389.detailsThis is a reply to the thoughtful comments offered about my work in other contributions to this volume.
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Overriding the Natural Ought.Philip R. Sullivan &Phillip R. Sullivan -1996 -Behavior and Philosophy 24 (2):129 - 136.detailsNatural selection favors not only more adaptive structural features but also more effective behavioral programs. Crucial for the prospering and very survival of an extremely sophisticated social species like homo sapiens is the biological/psychological program that might be conveniently labeled the human sense of fairness: a feeling often referred to in societies featuring supernaturalized explanations as one's "God given conscience." The sense of fairness and related programs derive a measure of their effectiveness from the fact that, in addition to the (...) pleasure/pain mechanisms reinforcing their implementation, we are programmed to want to want the goals they introduce and to experience repugnance in the face of goals that strongly conflict. (shrink)
Being Roman in procopius'vandal wars.Philip J. Wood -2011 -Byzantion 81:424-447.detailsThis article considers the use of ethnographic language in Procopius' Vandal Wars. In particular, it examines how self-control was employed as a flexible criterion for membership of a civilised, Roman world. We see this both in the sense of non-Romans imitating the self-controlled example of Belisarius and of Romans losing their self-control through imitating the luxury and tyranny of their Vandal opponents. In addition, the article argues for the Christianised character of this ethnographic language, which embraced the equation between right (...) belief, divine favour and self-control seen in the ecclesiastical historians, even if Procopius' understanding of right belief emphasises religious tolerance and humility over issues of dogma. (shrink)
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Methodology and Institution: The Nature of Scientific Learning.Philip Charles Hebert -1983 - Dissertation, York University (Canada)detailsThe central view of this dissertation is that a more comprehensive theory of scientific learning must incorporate insights from the disciplines of methodology and sociology. The standards of methodology play an indispensible role in learning by providing some of the principles necessary for theoretical evaluation. But such principles are not sufficient for socially embedded learning and they do not exclude the operation of social interests within science. It is the institutional structure of science that helps make up what abstract standards (...) alone lack: the material means with which to affect the advancement of learning. Institutions add something of their own dynamic to learning by helping to realize the abstract principles of methodology--they are never simply neutral husks. ;The views of a number of methodologists and sociologists are examined to demonstrate that this view of learning has not always been appreciated. Some methodologists have thought that by developing a theory of scientific method they were ensuring science's insulation from society at large. Such projects expect too much of methodology and the best methodology we have--fallibilism--leaves science open to social influence. Some sociologists have seen the role of a social theory as cutting across that of methodology--as if a social account of learning could only be at the expense of methodology. This had led some to deny methodology any explanatory power and others to limit sociology to accounting for merely the external aspects of scientific development. ;I throughout try to suggest how learning may be best accounted for by a fallibilist methodology combined with an institutional social theory. Such a dual view of learning is helpful because the advancement of learning is at times as dependent on its material constraints as on its intellectual ones. Thus, a comprehensive theory of learning can help science be a more critical enterprise and so contribute to its advancement. (shrink)
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An exploration of sentiment summarization.Philip Beineke &Christopher Manning -unknowndetailsThe website Rotten Tomatoes, located at www.rottentomatoes.com, is primarily an online repository of movie reviews. For each movie review document, the site provides a link to the full review, along with a brief description of its sentiment. The description consists of a rating (“fresh” or “rotten”) and a short quotation from the review. Other research (Pang, Lee, & Vaithyanathan 2002) has predicted a movie review’s rating from its text. In this paper, we focus on the quotation, which is a main (...) attraction to site users. A Rotten Tomatoes quotation is typically about one sentence in length and expresses concisely the reviewer’s opinion of the movie. To illustrate, Curtis Edmonds’s review of the documentary Spellbound is encapsulated, “Hitchcock couldn’t have asked for a more suspenseful situation.” A.O. Scott’s review of Once upon a Time in Mexico is encapsulated, “A noisy, unholy mess, with moments of wit and surprise that ultimately make its brutal tedium all the more disappointing.” A reader can infer from these statements whether or not the overall sentiment is favorable, and get an impression about why. Consequently, we refer to them as sentiment summaries. (shrink)
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Three Streams: Confucian Reflections on Learning and the Moral Heart-Mind in China, Korea, and Japan.Philip J. Ivanhoe -2016 - New York: Oxford University Press USA.detailsRecent interest in Confucianism has a tendency to suffer from essentialism and idealism, manifested in a variety of ways. One example is to think of Confucianism in terms of the views attributed to one representative of the tradition, such as Kongzi or Mengzi or one school or strand of the tradition, most often the strand or tradition associated with Mengzi or, in the later tradition, that formed around the commentaries and interpretation of Zhu Xi. Another such tendency is to think (...) of Confucianism in terms of its manifestations in only one country; this is almost always China for the obvious reasons that China is one of the most powerful and influential states in the world today. A third tendency is to present Confucianism in terms of only one period or moment in the tradition; for example, among ethical and political philosophers, pre-Qin Confucianism-usually taken to be the writings attributed to Kongzi, Mengzi, and, if we are lucky, Xunzi -often is taken as. (shrink)
A Care Ethics Approach to Ethical Advocacy for Community Conditions.Philip G. Day,Kristian E. Sanchack &Robert P. Lennon -2020 -American Journal of Bioethics 20 (4):35-37.detailsVolume 20, Issue 4, May 2020, Page 35-37.
Policy on School Diversity: Taking an Existential Turn in the Pursuit of Valued Learning?Philip A. Woods &Glenys J. Woods -2002 -British Journal of Educational Studies 50 (2):254 - 278.detailsThis paper develops a 'conceptual map' by which to chart contemporary developments in policy on school diversity. In part this has been prompted by the prospect in England of (private) Steiner schools becoming more closely involved in mainstream state-funded education. Whilst generated principally by policy developments within the UK, the conceptual thinking may also have wider applicability. We conceptualise diversity in the context of a differentiating public domain and a concern with existential questions which, arguably, persists in educational policy even (...) where narrow 'performative' criteria are dominant. Four diversity models are outlined and a policy path over time suggested in relation to these. We suggest that this may be leading towards diversity policy which affords greater recognition to different conceptions of valued learning and encourages co-operative exploration of these, though it is acknowledged that there remain strong contrary pressures. (shrink)