Self-Judgments of Accuracy as Indicators of Performance Evaluation Quality: Should We Believe Them?

Purpose  

This paper explores how well raters’ self-judgments of their rating and behavioral accuracy reflect reality. We also explore the role of motivation in determining the quality of raters’ self-judgments and their rating and behavioral accuracy.     

Vagueness: Why Do We Believe in Tolerance?

The tolerance principle, the idea that vague predicates are insensitive to sufficiently small changes, remains the main bone of contention between theories of vagueness. In this paper I examine three sources behind our ordinary belief in the tolerance principle, to establish whether any of them might give us a good reason to revise classical logic. First, I compare our understanding of tolerance in the case of precise predicates and in the case of vague predicates. While tolerance in the case of precise predicates results from approximation, tolerance in the case of vague predicates appears to originate from two more specific sources: semantic indeterminacy on the one hand, and epistemic indiscriminability on the other. Both give us good and coherent grounds to revise classical logic. Epistemic indiscriminability, it is argued, may be more fundamental than semantic indeterminacy to justify the intuition that vague predicates are tolerant.     

Should We Teach Patriotism?

This article examines a particular debate between Eamonn Callan and William Galston concerning the need for a civic education which counters the divisive pull of pluralism by uniting the citizenry in patriotic allegiance to a single national identity.The article offers a preliminary understanding of nationalism and patriotism before setting out the terms of the debate. It then critically evaluates the central idea of Callan that one might be under an obligation morally to improve one's own patriotic inheritance, pointing to the ineliminable tension between the valuation of one's own patria by its own terms and a detached critical reason.It concludes by suggesting that we are, in advance of our education, members of a particular patria and that any education must be particularistic. Finally, the danger is noted of presuming that, in each case, there is a single, determinate national tradition.     

Parenting Scale: Which Version Should We Use?

Factor analytic studies of one of the widely used measurements of parental discipline, the Parenting Scale (PS), have yielded ambiguous results. The purpose of this study was to compare various forms of the PS in terms of factor structure and other psychometric properties. The sample consisted of 617 mothers and 430 fathers of 2 to 5-year-olds. Confirmatory factor analysis indicated that shorter structural models provided a better fit compared to the original model; however, none led to an optimal fit. Other psychometric properties such as internal consistency, test-retest reliability, concurrent and predictive validity were slightly higher for the original Laxness and Overreactivity subscales. The findings from this study and previous studies suggest that the inter-item relationship in the scale might be too sensitive to sample characteristics, implying that factor analysis might not be the best way to measure the scale’s validity. Nevertheless, other psychometric properties support the use of the Parenting Scale in the assessment of dysfunctional parenting practices. We recommend using the original Laxness and Overreactivity subscales rather than the later models, especially for research purposes.     

Should We Write Off Graphology?

The scientific study of graphology (handwriting analysis) has had a long history. Many practitioners believe that graphology is a valuable selection aid and use this technique in a selection context, and in some European countries it is quite well thought of. While a few articles have proposed that graphology is a valid and useful selection technique, the overwhelming results of well-controlled empirical studies have been that the technique has not demonstrated acceptable validity. A review of relevant literature regarding both theory and research indicates that, while the procedure may have an intuitive appeal, graphology should not be used in a selection context.     

Should We Tolerate Holocaust Denial?

Holocaust denial (HD) is the activity of denying the occurrence of key events and processes which constitute the Holocaust. Should it be tolerated? HD brings into particularly sharp focus many difficult questions faced by defenders of content-neutral liberal principles protecting freedom of expression. I argue that there are insufficient grounds for the legal prohibition of HD, but that society has the right and the duty to expel and exclude deniers from the Academy.     

How Should We Feel About Death?

Abstract

This paper examines the implications of the context-sensitivity of counterfactuals for the correctness of emotions and attitudes towards death. I argue that the correctness of an attitude such as fear must be explained by appeal to its causal relations to certain preferences.     

Should We Want God to Exist?

Whether God exists is a metaphysical question. But there is also a neglected evaluative question about God’s existence: Should we want God to exist? Very many, including many atheists and agnostics, appear to think we should. Theists claim that if God didn’t exist things would be far worse, and many atheists agree; they regret God’s inexistence. Some remarks by Thomas Nagel suggest an opposing view: that we should want God not to exist. I call this view anti‐theism. I explain how such view can be coherent, and why it might be correct. Anti‐theism must be distinguished from the argument from evil or the denial of God’s goodness; it is a claim about the goodness of God’s existence. Anti‐theists must claim that it’s a logical consequence of God’s existence that things are worse in certain respects. The problem is that God’s existence would also make things better in many ways. Given that God’s existence is likely to be impersonally better overall, anti‐theists face a challenge similar to that facing nonconsequentialists. I explore two ways of meeting this challenge.     

How Should We Remember Vatican II?

What happened at Vatican II and the significance of its decisions is strongly contested in the Church today. There is a struggle over the memory of the Council. It is suggested that two hermeneutics are in use, continuity versus discontinuity. On the one hand, it is said that privileging the 'event' of the Council as the interpretative key for reading its documents leads to an ideological distortion and introduces discontinuity with tradition. On the other hand, it is held that the continuity thesis plays down the real changes the Council introduced and, while unexceptional as a theological principle, it is being deployed as a polemical ideology, restricting necessary change. This article distinguishes between theological principle and experience in relation to continuity/discontinuity. It argues that the event of the Council is to be found as much in its effects in the Church at large as what took place in Rome. It analyses the phenomenology of change at both levels and concludes that the tensions between the need for continuity and the impulses of discontinuity need to be recognised and worked with rather than repressed.     

Scientific Research–Who Should Govern?

I argue that the title question needs to be taken seriously because there are important questions about how the scientific agenda should be set. Natural answers to the question – declarations of the proper autonomy of science or expressions of faith in market forces – are found inadequate. Instead, I propose a form of democracy with respect to scientific research that will avoid the obvious dangers of a tyranny of ignorance. I conclude with some modest proposals about how the ideal of a democratic science might be implemented and with a response to common objections.