Open Minds on Open Borders

This article is a plea, both moral and empirical, for open borders to be put on the agenda of mainstream academic theory. It begins by conceptualizing the liberalization of international labor markets as compensation for those who have not benefitted from the liberalization of capital and commodity markets. To demonstrate that the opportunity costs of maintaining closed borders are unacceptably high, it reports on economic studies suggesting huge gains from relaxing national border controls. The focus then turns to the historical record to argue against the realist notion that closed international borders are inevitable. Flaws are exposed in the logic underlying realist “infeasibility” arguments, as well as in much of the misinformation driving mass opinion against increased immigration into the USA. To explain how such myths are perpetuated by some prominent academic theorists, the focus turns to the “liberal paradox” reinforcing the moral perfectionism by which domestic inequality is condemned, but far greater international inequality is not. The conclusion, inspired by Julien Benda's The Betrayal of the Intellectuals, is that this perfectionism can be avoided by emphasizing intellectual integrity and the courage to follow one's ideas to their full logical consequences.     

Open Space

Abstract

The Emotional Needs of Young Children and Their Families: Using Psychoanalytic Ideas in the Community, Judith Trowell and Marion Bower, London: Routledge, 1995, 320 pp., £45 hb., £14.99 pb.

The Evolution of the Emotion-Processing Mind, Robert Langs, London: Karnac, 1996, 223 pp., £18.95 pb.

The Influence of Race and Racial Identity in Psychotherapy, Robert T. Carter, New York: Wiley Interscience, 1995, 312 pp., £29.95 hb.

Counselling in Criminal Justice, Brian Williams, Buckingham: Philadelphia, 1996, 176 pp., £12.99 pb.

Thinking about Children, D.W. Winnicott, eds Ray Shepherd, Jennifer Johns and Helen Taylor Robinson, London: Karnac, 1996, 343 pp., £19.95 pb.

That Why Child: Problems in Psychotherapy and Counselling, Carol Jeffrey, London: Free Association Books, 1996, 127 pp., £13.95 pb.

Desire and the Female Therapist: Engendered Gazes in Psychotherapy and Art Therapy, Joy Schaverien, London: Routledge, 1995, 233 pp., £45 hb, £17.99 pb.     

Open philosophizing

The main part of this paper is part of a lecture given on 11 March 1985 at the University of Oslo. The notes were added in November 1987.     

Open risk assessment

As criminal justice actors increasingly seek to rely on more evidence-informed practices, including risk assessment instruments, they often lack adequate information about the evidence that informed the development of the practice or the tool. Open science practices, including making scientific research and data accessible and public, have not typically been followed in the development of tools designed for law enforcement, judges, probation, and others. This is in contrast to other government agencies, which often open their processes to public notice and comment. Lack of transparency has become pressing in the area of risk assessment, as entire judicial systems have adopted some type of risk assessment scheme. While the types of information used in a risk tool may be made public, often the underlying methods, validation data, and studies are not – nor are the assumptions behind how a level of risk gets categorized as “high” or “low.” We discuss why those concerns are relevant and important to the new risk assessment tool now being used in federal prisons, as part of the First Step Act. We conclude that a number of key assumptions and policy choices made in the design of that tool are not verifiable or are inadequately supported, including the choice of risk thresholds and the validation data itself. Unfortunately, as a result, the federal risk assessment effort has not been the hoped-for model for open risk assessment.     

Epistemological Open Questions

While there has been a great deal of recent interest in parallels between metaethics and metaepistemology, there has been little discussion of epistemological analogues of the open question argument (hereafter: OQA). This is somewhat surprising—the general trend in recent work is in the direction of emphasizing the continuity between metaethics and metaepistemology, and to treat metanormative questions as arising in parallel in these two normative domains. And while the OQA has been subjected to a wide variety of objections, it is still influential in metaethics. In this paper, I aim to show that an epistemological version of the OQA is just as promising as its moral cousin. That's not to say that I'll unqualifiedly endorse either argument. Rather, my aim is to show that there is just as strong a prima facie (really, secunda facie) case for an OQA in metaepistemology as there is in metaethics—I leave open whether the ultima facie case collapses.     

论开放域的表征(英文)

本文通过引入开放域的概念来拓展文恩-i图系统(带个体的文恩图)。"隐无(absence)"的概念在本论文中被当做独立的范畴加以讨论。"隐无"和开放域的概念共同不相容于集合论中绝对补的概念。     

Open learning and guidance

The expanding and diverse area of open learning is described and difficulties of definition addressed. Rationales for its relationship with guidance based on the learning opportunities structure, the confluence of teaching and guidance, and the concurrence of goals between open learning and guidance, are identified. Models of guidance in relation to open learning are indicated, together with some of the issues these raise. A framework for the analysis of open learning and guidance is suggested, based on the policy objectives of providers (enablement, enfranchisement, cost-effectiveness) and on the components of learning (content, media, styles). The survey indicates a need for better evaluation strategies and a closer scrutiny of what is 'opened' for whom.