论证的形式模型概述及其在哲学上的应用

论证是一个用理由支持观点以及回应其所受攻击的过程.在过去的几十年里,论证已经成为哲学和人工智能研究领域中的一个重要主题.在哲学方面,十九世纪50年代和60年代图尔敏和佩雷尔曼对形式逻辑的批判,促进了非形式逻辑这一学科的产生,它研究推理和论证的非形式模型.在人工智能方面,论证的形式模型也发展成为常识推理和多主体冲突解决的基本模型.本文将讨论后一领域中所研究发展的形式模型如何能够用以澄清一些哲学领域、以及非形式逻辑领域中的理论问题和争议.本文的一个重要观点是,图尔敏和佩雷尔曼时代的形式逻辑只关注数学化的推理,但那些非数学化的推理形式其实同样也能够被形式化.     

Development and validation of the moral disengagement in sport scale

A sport-specific measure of moral disengagement was developed in 2 studies. In Study 1, a 59-item questionnaire was developed and tested with 308 athletes from 5 team sports. A series of confirmatory factor analyses (CFA) testing different models suggested the model that best fitted the data had 6 first-order factors that could be represented by 1 second-order factor. Study 2 involved 305 athletes from the same 5 sports. CFA confirmed the 6-factor, second-order structure for the final 32-item measure. Results from Study 2 supported the construct validity of the scale, providing evidence for the factorial, concurrent, convergent, and discriminant validity. The Moral Disengagement in Sport Scale (MDSS) is proposed as a valid and reliable measure of moral disengagement for use in the sport context.     

A “Deleterious” Driver: The “First Teacher” Reform in Sweden

This article investigates the implementation of the “förstelärare” or “First teacher” reform in Sweden. We draw upon the insights of a superintendent, union official, principal, three First teachers, and two of their colleagues in one school, and recent literature on career development reform. We employ Michael Fullan’s overview of the “right” and “wrong” drivers of educational reform to analyse the extent to which the First Teacher initiative cultivated productive “professional capital.” The research reveals: how broader national policy aims were in clear tension with municipal-wide school development, and school-level development efforts; the perverse effects of a strong focus upon salary on professional conduct; and how an emphasis upon teachers’ roles per se undermined the espoused policy focus on enhancing teaching. The research cautions against the problematic effects of the initiative on more profession-oriented prerogatives, and how more external, “deleterious,” drivers of reform militate against more productive professional capital.     

Governing teachers’ work and learning through data: Australian insights

This article reveals the multiple ways in which data are constituted as a vehicle for governing teachers’ work and learning. Drawing on the concept of governance, including in relation to the sociology of numbers, and data from one school in Queensland, Australia, the research reveals how teachers’ work and learning were constituted through practices of: establishing specific ‘targets’, including various ‘audacious goals’ for school and national testing; focusing upon ‘aligning’ all forms of school, regional and national data collected within the school; and participating in various ‘data conversations’ about specific students with senior members of staff. While the research reveals how teachers found such practices beneficial for improving their practice with students, it also shows how this learning was always and everywhere framed within a broader discourse of data, and how this data-centric focus came to constitute what was valued about their work and learning, and that of their students.     

Historicising teachers’ learning: a case study of productive professional practice

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.     

Social inclusivity,cultural diversity and online film consumption

It has been argued that the circulation of film online is a “democratising process”, evident in the breadth and depth of international film now available online, and in the greater ease of access to this content for audiences across the world. This is seen by some to present greater commercial opportunities for film-making from countries marginalised by previous distribution networks, and to foster a more globally diverse and inclusive film-viewing culture, with particular benefits for diasporic populations. Others, however, have pointed to the way in which audiences’ engagement with film online may be constrained by the economics and technology of online distribution and cultural competencies rooted in social stratification. These factors may limit how and what audiences watch, extending beyond issues of physical access to those of cultural access. As such, they raise questions regarding the demographic composition of the audience for online methods of film distribution and different types of international film. We lack sufficient understanding of these issues, however, due to the limited emphasis upon socio-demographic variables in existing academic research into online film consumption, and the limited consideration of particular film content in relevant market research. This article uses original audience research to interrogate the extent to which online distribution is able to connect audiences to a diversity of international film in comparison to other methods of distribution. It also considers some of the socio-demographic characteristics of the audiences for different methods of distribution and types of international film. In doing so, the article grants us a clearer understanding of the degree to which online film distribution fosters diversity and inclusivity through the connections it facilitates between audiences and content.     

E.E. Fournier d’Albe’s Fin de siècle: Science,Nationalism and Monistic Philosophy in Britain and Ireland

The fin de siècle witnessed radical shifts in the intellectual and cultural landscapes of the British Isles in the context of a general revolt against Victorian values. E. E. Fournier d’Albe – physicist, spiritualist, inventor and Pan-Celticist – personified the ability of intellectuals to latch onto and advance new trends, made available by the emergent intellectual pluralism. Like many contemporaries he rejected traditional religion, but he also disdained scientific materialism, and sought a deeper metaphysical meaning to life, pursued through his various interests. Influenced by the totalising theories of figures like Herbert Spencer and Ernst Haeckel, Fournier concocted his own brand of scientific monism, rejecting materialism, embracing spiritualism, and ever optimistic in the notion of scientific progress, even in the wake of the carnage of the Great War. The article aims to give Fournier a fuller historical treatment, allowing his story to add to understanding of the milieus in which he lived and operated, and revealing how his monistic philosophy incorporated some of the disparate cultural strands explored by intellectuals in the fin de siècle reaction against conventional Victorian ideals.     

Sand training: Exercise-induced muscle damage and inflammatory responses to matched-intensity exercise

This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus.