The Epistemic Basic Structure

The epistemic basic structure of a society consists of those institutions that have the greatest impact on individuals’ opportunity to obtain knowledge on questions they have an interest in as citizens, individuals, and public officials. It plays a central role in the production and dissemination of knowledge and in ensuring that people have the capability to assimilate this knowledge. It includes institutions of science and education, the media, search engines, libraries, museums, think tanks, and various government agencies. This article identifies two demands of justice that apply specifically to the institutions that belong to it. First, the epistemic basic structure should serve all citizens fairly and reliably. It should provide them with the opportunity to acquire knowledge they need for their deliberations about the common good, their individual good, and how to pursue them. Second, the epistemic basic structure should produce and disseminate the knowledge that various experts and public officials need to successfully pursue justice and citizens need to effectively exercise their rights. After arguing for these duties, I discuss what policies follow from them and respond to the worry that these duties have illiberal implications.     

Science Self-Efficacy and Lifelong Learning: Emerging Adults in Science Museums

Recent research suggests that emerging adulthood—the stage between adolescence and maturity marked by a lengthy process of identity development—constitutes a window of opportunity for museums to influence adults' lifelong science learning trajectories. The current study sought to explore the impact of a single museum visit on emerging adults' science self-efficacy, beliefs about their own abilities to learn or do science. A repeated measures design assessed the science self-efficacy of 244 emerging adults before, immediately after, and three months after a science museum visit. Results from surveys and interviews indicate that self-efficacy increased after the visit, but only females maintained their elevated self-efficacy three months after the visit. Increases were associated with the visit and with self-reports citing mastery at exhibits, vicariously watching others at exhibits, and positive emotional experiences within the museum. The article discusses the study's limitations as well as implications for research and museum practice.     

The evolutionary basis of risky adolescent behavior: implications for science, policy, and practice

This article proposes an evolutionary model of risky behavior in adolescence and contrasts it with the prevailing developmental psychopathology model. The evolutionary model contends that understanding the evolutionary functions of adolescence is critical to explaining why adolescents engage in risky behavior and that successful intervention depends on working with, instead of against, adolescent goals and motivations. The current article articulates 5 key evolutionary insights into risky adolescent behavior: (a) The adolescent transition is an inflection point in development of social status and reproductive trajectories; (b) interventions need to address the adaptive functions of risky and aggressive behaviors like bullying; (c) risky adolescent behavior adaptively calibrates over development to match both harsh and unpredictable environmental conditions; (d) understanding evolved sex differences is critical for understanding the psychology of risky behavior; and (e) mismatches between current and past environments can dysregulate adolescent behavior, as demonstrated by age-segregated social groupings. The evolutionary model has broad implications for designing interventions for high-risk youth and suggests new directions for research that have not been forthcoming from other perspectives.     

Team Science,Justice, and the Co‐Production of Knowledge

Science increasingly consists of interdisciplinary team‐based research to address complex social, biomedical, public health, and global challenges through a practice known as team science. In this article, I discuss the added value of team science, including participatory team science, for generating scientific knowledge. Participatory team science involves the inclusion of public stakeholders on science teams as co‐producers of knowledge. I also discuss how constructivism offers a common philosophical foundation for both community psychology and team science, and how this foundation aligns well with contemporary developments in science that emphasize the co‐production of knowledge. I conclude with a discussion of how the co‐production of knowledge in team science can promote justice.     

The Catholic Church and the crisis: the case of Portugal

This article investigates the role of the Roman Catholic Church in Portugal in the aftermath of the economic and financial crisis. Through a focus on the case of Lisbon, we explore how the crisis resulted in increased collaboration between religious organizations and the public administration. The crisis in fact changed the opportunity structure of the Portuguese Catholic world, which has reacted basically in three different ways. Firstly, the Episcopal Conference has pointed out the relevance of subsidiarity in the welfare field—and, more broadly, as a principle of societal organization—in the attempt to re-negotiate its role and relevance within Portuguese society, drawing on the activity and the reputation of the Catholic organizations. Secondly, Caritas and the National Commission of Justice and Peace have been quite vocal in denouncing the shortcomings of the Government and the effects of the austerity measures, calling for equality and justice and putting pressure on the Episcopal Conference as well as the central government. Thirdly, local organizations—including religious organizations, such as Caritas—have been gaining a new important role in the coordination and provision of welfare services, as the crisis accelerated the trends towards subsidiarity and governance.     

Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning

Abstract

Critical math and science educators have argued for pedagogies that focus on equity, social justice, and the identities of learners. To inform debates about the purposes and values of math and science pedagogy, we need to better understand how different kinds of curriculum and instruction are taken up by learners over time. This study examines the ways one Latinx immigrant learner, Calvin (a pseudonym), constructed the values and purposes of his earlier math and science learning experiences, as an adult hoping to pursue a career in science. Narrative analysis is used to explore the ways Calvin made sense of his learning of math and science in high school, in community colleges, and on his own. Drawing on the construct of appropriation, we examine the conceptual tools Calvin took up from different math and science pedagogies (reform, critical, and traditional) in narrating his desire to explore and understand scientific phenomena. Narrative frames position Calvin with greater or lesser agency as he navigates different learning environments, imagines possible futures, and constructs the purposes of science and mathematics. The narratives of Calvin’s learning illustrate the conceptual tools he appropriates from reform and social justice pedagogies: real-to-my-life mathematics, learning as connecting and imagining, harder-but-easier math for a purpose, and the ways reading and writing the world can be applied to imagining planets and the universe. The analysis suggests the usefulness of restorying as a way to explore how our pedagogies interact with learners’ subjectivities, desires, values, and purposes for learning.     

Stigma towards Mental Health Problems during Childhood and Adolescence: Theory,Research and Intervention Approaches

Many children and teenagers living with mental health problems experience stigma from within their peer group, yet this remains an under-researched topic in developmental science and the broader mental health literature. This paper highlights the limitations of adopting measures, concepts and theories that have exclusively emanated from the adult mental health literature. We argue that the social context of children and adolescents is critical in understanding the development and maintenance of stigma towards those with mental health problems, alongside the changing developmental needs and abilities of children and adolescents. In this article we argue that a theory proposed to explain the development of stereotypes and prejudice in childhood has potential as a framework for integrating existing research findings on mental health stigma in childhood and adolescence and providing direction for further research. The need for interventions that are grounded within the developmental science literature and that explicitly state their theory of change are identified as key research priorities for reducing stigma during childhood and adolescence.     

DAVID BEN‐GURION ON PLATO

The purpose of this article is to clarify the relationship between David Ben‐Gurion’s political thinking, his political practice and his interpretation of some aspects of Plato’s political philosophy. Ben‐Gurion ascribed to Plato three main political values: activism, or the ability to reject existing norms and mold society after the moral laws of man; a striving to create a unified society; and the ideal of a society based on justice. These values also form the bedrock of Ben‐Gurion’s Zionism. The “Jewish Revolution”—as he called the profound changes brought by the Zionist movement—is an active effort to control Jewish destiny. Its main goal is to create a unified people and realize moral norms. Activism and unity were also, as the article tries to demonstrate, the central guiding principles of Ben‐Gurion’s practice as a political leader, as exemplified in his reliance on pioneering and in fostering a strong political centre of authority.     

“A Matter of Life and Death”: Kawabata on the Value of Art after the Atomic Bombings

This article explores the possible interpretations—and the implications of those interpretations—of a comment about the importance of art made by Yasunari Kawabata (1899–1972), later the first Japanese Nobel laureate for literature: that “looking at old works of art is a matter of life and death.” (In 1949, Kawabata visited Hiroshima in his capacity as president of the Japan literary society P.E.N. to inspect the damage caused by the atomic bombing of Hiroshima that helped end World War II. On his way back to his home in Kamakura, he stopped in Kyoto. He came under severe criticism for “sightseeing” at such a time. This comment was his response.) The introduction explains why we should take him seriously as a commentator on art. The body of the article examines why our looking at art might be more, not less, important after the post‐War situation, the kinds of art Kawabata might have meant, why some possibilities are more likely than others, and how they differ in what they offer us and the value of art under conditions of trauma and mass trauma.     

Global Inequality and International Institutions

This article considers the links between international institutions and global economic justice: how international institutions might be morally important; how they have changed; and at what those changes imply for justice. The institutional structure of international society has evolved in ways that help to undercut the arguments of those who take a restrictionist position towards global economic justice. There is now a denser and more integrated network of shared institutions and practices within which social expectations of global justice and injustice have become more securely established. But, at the same time, our major international social institutions continue to constitute a deformed political order. This combination of density and deformity shapes how we should think about international justice in general and has important implications for the scope, character, and modalities of global economic justice. Having laid out a view of normative development and where it leads, the article then examines why international distributive justice remains so marginal to current practice.     

Downward mobility and Rawlsian justice

Technological and societal changes have made downward social and economic mobility a pressing issue in real-world politics. This article argues that a Rawlsian society would not provide any special protection against downward mobility, and would act rightly in declining to provide such protection. Special treatment for the downwardly mobile can be grounded neither in Rawls’s core principles—the basic liberties, fair equality of opportunity, and the difference principle—nor in other aspects of Rawls’s theory (the concept of legitimate expectations, the idea of a life plan, the distinction between allocative and distributive justice, or the distinction between ideal and nonideal theory). Instead, a Rawlsian society is willing to sacrifice particular individuals’ ambitions and plans for the achievement of justice, and offers those who lose out from justified change no special solicitude over and above the general solicitude extended to all. Rather than guaranteeing the maintenance of any particular individual or group’s economic position, it provides all of its members—the upwardly mobile, the downwardly mobile, and the immobile—a form of security that is at once more generous and more limited: that they will receive the liberties, opportunities, and resources promised by the principles of justice.     

Identity dynamics in adolescence: Processes,antecedents, and consequences*

Abstract

Identity formation is the core developmental task of adolescence. The three-factor identity model provides a parsimonious framework for unraveling the dynamic process by which youth form and revise their identity over time. In this article, studies conducted with the three-factor model are reviewed, showing how they can provide new insights to address three main questions: (a) How do adolescents develop their identity? (b) How is adolescent identity related to well-being and psychosocial functioning? (c) How does the cultural context in which adolescents come of age influence this process? Importantly, the extent to which adolescents are successful in forming and maintaining a stable identity is influenced by the context in which they live, and is strongly intertwined with their psychosocial functioning.     

Critique of modernity in the philosophy of Nishitani Keiji

This article analyses Nishitani Keiji’s persistent critique of modernity and how it intertwines with other issues—such as nihilism, science and religion—in his philosophy. While Nishitani gained some notoriety for his views on overcoming modernity during WWII, this article will look at his relationship with the issue more in the scope of his whole philosophical career. Pulling together various strands that weave through Nishitani’s treatment of modernity, its relation to nihilism and his views for overcoming both, we find that it motivates his themes of Heideggerian critique of technology and Nietzschean redemption of tradition that combine with a reverse-Hegelian search for an originary ground that is grasped via existential realisation revealed through religious praxis. However, Nishitani’s approach raises some problematic questions on the social level due to the way it conceptualises modernity through a Nietzschean lens that leaves little room for modernity as a social and political phenomenon.     

Children's and adolescents' intuitive judgements about distributive justice: Integrating need,effort, and luck

This study investigated the principles that children and adolescents rely on when allocating a resource fairly. In a series of three experiments, 51 Swiss children (aged 7 and 9 years) and 309 German children (aged 6, 9, and 15 years) participated. A different situational context was presented in each experiment, where luck, need and effort of two protagonists were systematically varied. Primary-school children relied mainly on need when making distributive justice judgements. Effort became more prominent as the allocation principle in adolescence. Equality occurred rarely in all age groups. Integrational capacity and the ability to differentiate between the three situational contexts increased from childhood to adolescence. The data suggest the conclusion that the development of distributive justice decisions has both generalized and context-specific components.     

Disadvantage,Autonomy, and the Continuity Test

The Continuity Test is the principle that a proposed distribution of resources is wrong if it treats someone as disadvantaged when they don't see it that way themselves, for example by offering compensation for features that they do not themselves regard as handicaps. This principle — which is most prominently developed in Ronald Dworkin's defence of his theory of distributive justice — is an attractive one for a liberal to endorse as part of her theory of distributive justice and disadvantage. In this article, I play out some of its implications, and show that in its basic form the Continuity Test is inconsistent. It relies on a tacit commitment to the protection of autonomy, understood to consist in an agent deciding for herself what is valuable and living her life in accordance with that decision. A contradiction arises when we consider factors which are putatively disadvantaging by dint of threatening individual autonomy construed in this way. I argue that the problem can be resolved by embracing a more explicit commitment to the protection (and perhaps promotion) of individual autonomy. This implies a constrained version of the Continuity Test, thereby salvaging most of the intuitions which lead people to endorse the Test. It also gives us the wherewithal to sketch an interesting and novel theory of distributive justice, with individual autonomy at its core.     

Adolescent Development and Juvenile Justice

The central question examined in this address is, “Do children's crimes make them adults?” I begin by focusing on the concept and history of adolescence in our society, I then examine the development and philosophy of the juvenile justice system. Adolescent development and juvenile justice are brought together around the concepts of maturity, judgment, and competence, followed by a brief introduction to some current research that we are engaged in regarding the issues of adjudicatory and culpability competence. I conclude with suggested directions for future work.     

Inequality,Justice, and the Myth of Unsituated Market Exchange

This article examines inequality from a framework of justice that attends to the socially situated nature of market activity, including exchange. I argue that accounts of unsituated exchange—accounts of market exchange that abstract from social situations, such as philosopher Robert Nozick’s influential libertarian account of justice—overlook various factors that contribute to growing economic inequality in contemporary society. Analyses of market exchange must incorporate the role of “third parties” who play a role in shaping and/or who are affected by economic transactions. The involvement of these additional parties, including the government and future generations, is not interference but, instead, an integral part of the economic and moral accounting of exchange. An approach to justice and inequality which embeds exchange within multiple dimensions of economy and society is needed; the latter part of this article traces such a socially situated approach.     

Bioethics and Pastoral Concern: Some Possible New Directions in Pastoral Theology

This special issue of the journal is comprised of papers given at a conference in May 2011 at the University of Texas Health Science Center at Houston on the theme of “Social Justice and the Health Professions.” This article offers the following rationale for this special issue in particular and for pastoral theologians to contribute to bioethics in general: (1) two contemporary theological thinkers in bioethics, Karen Lebacqz and Lisa Cahill, argue that theological discussions of justice broaden and deepen discussions of justice in mainstream bioethics—thus the focus on social justice provides an area for interdisciplinary and intersectional work; (2) pastoral theologians have not, to a great extent, contributed to discussions of religion and bioethics—this has been the territory of theological ethicists, especially during the 1970s; (3) one influential pastoral theologian, Bonnie Miller-McLemore, has called for (a) a broader concern for health in pastoral theology beyond psychological health and (b) more disciplinary approaches within pastoral theology beyond psychology so as to attend to “the living human web”; and (4) one way to advance the theological contributions in bioethics is by inviting pastoral theologians to focus on matters of social justice (an established area of intersection) as identified by health professionals, thus providing (a) new areas for inquiry and (b) new theological perspectives in bioethics. This article also suggests that pastoral theologians can contribute to bioethics by focusing on both “macro” issues (issues relating to structures and groups) and “micro” issues (issues relating to persons and experiences) as a way of pursuing the topic of justice in bioethics. The bulk of this article focuses on “macro” issues, but, in closing, the author articulates how he has been addressing “micro” issues in his own work. The author argues that both of these approaches—“macro” and “micro”—are legitimate ways for pastoral theologians to express pastoral concerns in bioethics.     

Evangelical Civil War on the College Campus,White Evangelical Right Framing Resistance to Racial Justice in 2020s America

This paper examines a civil war brewing among evangelicals on the college campus over racial justice—calls for greater racial equality, equity, and inclusion—in the era of Black Lives Matter (BLM). It examines how the white evangelical right are framing their resistance to racial justice and redrawing the color line in the contemporary college evangelical landscape not with distant “social justice warriors” in broader secular society, but with those right inside their evangelical community who, at varying levels, are coming out in support for racial justice in 2020s America. To do this, I first examine the varied campus evangelicals that support racial justice and how they express and frame their support as proper religious practice. I then explicate how the white evangelical right utilize a strategy of colorblind-othering to fight against these co-evangelicals that support racial justice. Data for the study come from the Landscape Study of Chaplaincy and Campus Ministry (2019–22).     

Sensitivity and specificity in affective and social learning in adolescence

Adolescence is a period of heightened affective and social sensitivity. In this review we address how this increased sensitivity influences associative learning. Based on recent evidence from human and rodent studies, as well as advances in computational biology, we suggest that, compared to other age groups, adolescents show features of heightened Pavlovian learning but tend to perform worse than adults at instrumental learning. Because Pavlovian learning does not involve decision-making, whereas instrumental learning does, we propose that these developmental differences might be due to heightened sensitivity to rewards and threats in adolescence, coupled with a lower specificity of responding. We discuss the implications of these findings for adolescent mental health and education.