Anti‐reductionism and Expected Trust

According to anti‐reductionism, audiences have a default (but defeasible) epistemic entitlement to accept observed testimony. This paper explores the prospects of arguing from this premise to a conclusion in ethics, to the effect that speakers enjoy a default (but defeasible) moral entitlement to expect to be trusted when they testify. After proposing what I regard as the best attempt to link the two, I conclude that any argument from the one to the other will depend on a strong epistemological assumption that has not yet been discussed in this connection.     

Wittgenstein's Anti‐Platonist Argument

Many interpreters have noted that §§138–242 of Wittgenstein's Philosophical Investigations is dominated by an attack on a platonist or classical realist conception of rules and meaning. In this paper, I address the lack of clarity that still exists concerning the nature and strength of the arguments in those sections. I argue that Wittgenstein's attack is genuinely compelling if viewed as an intricate reductio ad absurdum argument that runs all the way through §§138–201. On my reading, the well‐known regress‐of‐interpretations argument is merely one stage in the overall reductio and is not sufficient on its own to generate the rule‐following paradox.     

Anti‐Atomism about Color Representation

According to anti‐atomism, we represent color properties (e.g., red) in virtue of representing color relations (e.g., redder than). I motivate anti‐atomism with a puzzle involving a series of pairwise indistinguishable chips. I then develop two versions of anti‐atomism.     

Work‐place bullying: A group processes framework

Work‐place bullying is primarily conceptualized in the literature from an individual or interpersonal perspective with a focus on the victim. The impact of the broader organizational context on bullying has also been considered to a lesser extent. Only a small amount of research exists, however, regarding the group‐level processes that impact on the incidence and maintenance of bullying behaviour. We adopt a group level perspective to theoretically discuss and explain the processes involved in the occurrence and maintenance of work‐place bullying behaviours. Using Social Identity Theory ( Tajfel & Turner, 1986 ) and Social Rules Theory ( Argyle, Henderson, & Furnham, 1985 ), two conceptual frameworks are presented that consider work‐place bullying at the intra‐group and inter‐group levels. Several propositions are put forward regarding the likelihood of bullying in work groups. Suggested directions for empirical research are addressed and practical implications are also discussed.     

Perceptions and correlates of peer‐victimization and bullying

Background. The experiences of peer‐victimization and bullying are often treated empirically as though they are conceptually indistinct. Both involve repeated aggression, but definitions of bullying additionally emphasize the importance of aggressor intent and imbalance of power between the aggressor and the victim ( Olweus, 1978 ; Whitney & Smith, 1993 ). Aims. The present study aimed to examine the extent to which peer‐victimization and bullying are empirically similar. Sample. The sample comprised 1,429 pupils (50.2% male) aged between 8 and 13 years attending mainstream Scottish schools. Method. Self‐report questionnaire assessing peer‐victimization and bullying, coping strategy use (WCCL: Hunter, 2000 ), situational appraisal and depressive symptomatology ( Birleson, 1981 ). Results. Almost one‐third (30.7%) of pupils reported experiencing peer‐victimization, and of these 38.1% (11.7% of whole sample) were categorized as victims of bullying. Victims of bullying perceived higher levels of threat and lower levels of perceived control. They also reported using more Wishful Thinking and Social Support coping strategies, but did not differ on Problem Focused coping. Bullied pupils also reported higher levels of depressive symptomatology. Conclusions. Peer‐victimization and bullying appear to be qualitatively different experiences for children and adolescents, with bullying being the more serious phenomenon.     

(ANTI)‐Anti‐Intellectualism and the Sufficiency Thesis

Anti‐intellectualists about knowledge‐how insist that, when an agent S knows how to φ, it is in virtue of some ability, rather than in virtue of any propositional attitudpaes, S has. Recently, a popular strategy for attacking the anti‐intellectualist position proceeds by appealing to cases where an agent is claimed to possess a reliable ability to φ while nonetheless intuitively lacking knowledge‐how to φ. John Bengson and Marc Moffett and Carlotta Pavese have embraced precisely this strategy and have thus claimed, for different reasons, that anti‐intellectualism is defective on the grounds that possessing the ability to φ is not sufficient for knowing how to φ. We investigate this strategy of argument‐by‐counterexample to the anti‐intellectualist's sufficiency thesis and show that, at the end of the day, anti‐intellectualism remains unscathed.     

Self‐esteem and its relationship to bullying behaviour

From the rapidly growing literature on bullying, it is increasingly recognised that peer relationship problems as manifested in being bullied are associated with low self‐esteem. However, the literature on self‐esteem in relation to children who bully others is controversial. The objective of this paper is to elucidate further our understanding of the relationship between self‐concept and bullying behaviour. Data from a nationwide study of bullying behaviour carried out in Ireland during 1993‐1994 have been reviewed. The relevant results from 8,249 school children aged 8 to 18 years are presented. The paper examines the global and dimensional nature of self‐esteem and how it relates to children and adolescents who either have been victimised or bullied others. A distinction is made between “pure victims,” “pure bullies,” and children and adolescents who were both bullied and who bullied others. In other words, pure victims were those who had not bullied others, and pure bullies had not themselves been bullied. Those who were both bullied and bullied others were subdivided further into victims who bully occasionally, sometimes, and frequently and bullies who are victimised, occasionally, sometimes, and frequently. The results show that children of both primary and post‐primary age who were involved in bullying as victims, bullies, or both had significantly lower global self‐esteem than did children who had neither bullied nor been bullied. However, the pure bullies, in contrast to the pure victims, placed the same value on their physical attractiveness and attributes and on their popularity as did their peers who had not bullied others or been bullied. The bully‐victims of all ages had the lowest self‐esteem of the subgroups in the study. Also, the more frequently children were victimised or bullied others, the lower was their global self‐esteem. The typology and frequency of bullying and the age of the children when they were involved in bullying influenced the status of the specific domains of self‐esteem. There were, e.g., significant differences in anxiety between the pure bullies of post‐primary age and their peers who had not bullied others or been bullied. The post‐primary children who bullied most frequently were the least anxious. The results indicate that high self‐esteem protects children and adolescents from involvement in bullying. Thus, in view of the strong relationship between self‐esteem and bullying that has been found in the present paper, it is recommended that top priority be given by parents and teachers to preventing and reducing feelings of poor self‐worth among children and adolescents. Aggr. Behav. 27:269–283, 2001. © 2001 Wiley‐Liss, Inc.     

Bad Luck for the Anti‐Luck Epistemologist

Anti‐luck epistemologists tell us that knowledge is incompatible with epistemic luck and that epistemic luck is just a special case of luck in general. Much work has been done on the intricacies of the first claim. In this paper, I scrutinize the second claim. I argue that it does not survive scrutiny. I then offer an analysis of luck that explains the relevant data and avoids the problems from which the current views of luck suffer. However, this analysis of luck is of no help to the anti‐luck epistemologist for it uses knowledge to explain luck, making this account of knowledge circular. The main lesson is that the only viable analysis of luck is not suited for the anti‐luck epistemologist's coveted noncircular analysis of knowledge.     

Humean and Anti‐Humean Internalism About Moral Judgements1

Motivational internalism about moral judgements is the plausible view that accepting a moral judgement is necessarily connected to motivation motivation. However, it conflicts with the Humean theory that motives must be constituted by desires. Simple versions of internalism run into problems with people who do not desire to do what they believe right. This has long been urged by David Brink. Hence, many internalists have adopted more subtle defeasible views, on which only rational agents will have a desire to act. I will argue that more complex versions run into problems with self‐effacing values of the sort Parfit highlights in another context. Such values can only be attained indirectly. After proposing a general account of motivation suited to the internalist thesis, I argue that Anti‐Humeanism is better suited to accommodating the internalist insight.     

Robust Virtue Epistemology As Anti‐Luck Epistemology: A New Solution

Robust Virtue Epistemology (RVE) maintains that knowledge is achieved just when an agent gets to the truth through, or because of, the manifestation of intellectual virtue or ability. A notorious objection to the view is that the satisfaction of the virtue condition will be insufficient to ensure the safety of the target belief; that is, RVE is no anti‐luck epistemology. Some of the most promising recent attempts to get around this problem are considered and shown to ultimately fail. Finally, a new proposal for defending RVE as a kind of anti‐luck epistemology is defended. The view developed here turns importantly on the idea that knowledge depends on ability and luck in a way that is gradient, not rigid, and that we know just when our cognitive success depends on ability not rather, but more so, than luck.     

Rock Stars in Anti‐Drug‐Abuse Commercials: An Experimental Study of Adolescents' Reactions1

Two studies examined adolescents' perceptions and effectiveness of rock stars in antidrug‐abuse public‐service announcements (PSAs). In the pilot study (N= 24 teenagers), adolescents expected rock musicians, and in particular heavy metal musicians, to be drug users. In our experimental study (N= 78 high school students aged 15 to 16 years), one group was shown 4 PSAs produced by Rock Against Drugs, using rock stars Jon Bon Jovi, Aimee Mann, Gene Simmons, and Belinda Carlysle as spokespersons. The comparison group was shown 4 equivalent PSAs that were created using unknown actors selected for their similarity to the rock stars in terms of age, ethnicity, and gender, but without any reference to rock music. PSA ratings were taken on 4 scales: attractiveness, expertness, trustworthiness, and overall PSA rating. Pretest and posttest measures of drug attitudes supported our hypotheses that countermessages from rock stars denormalize the connection between rock music and drugs, and that adolescents respond more positively to PSAs with rock stars than to PSAs without rock stars.     

Prevention of school bullying: The important role of autonomy‐supportive teaching and internalization of pro‐social values

Background. This study examined students’ perceptions of autonomy‐supportive teaching (AST) and its relations to internalization of pro‐social values and bullying in class. Aims. We hypothesized that: (1) teachers’ AST, which involves provision of rationale and taking the student's perspective, would relate positively to students’ identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students’ identified regulation would relate negatively to self‐reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers’ AST and student bullying would be mediated by students’ identification with the value of considerateness towards others. Sample. The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower‐middle to middle‐class socioeconomic backgrounds. Method. The participants completed questionnaires assessing the variables of interest. Results. Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self‐reported bullying in class. The mediational hypothesis was supported at the between‐class level and at the within‐class level. Conclusions. The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy‐supportive practices focusing on students’ meaningful internalization.