Brent Kious has objected to our previous criticism of his views on doping, maintaining that we, by and large, misrepresented
his position. In this response, we strengthen our original misgivings, arguing that (1) his views on risk of harm in sport
are either uncontroversially true (not inconsistent with the views of many doping opponents) or demonstrably false (attribute
to doping opponents an overly simplistic view), (2) his use of analogies (still) indicates an oversimplification of many issues
surrounding the question of doping in sports, and (3) his doping analogies are insufficiently precise to support his conclusions. 相似文献
Brent Kious has recently attacked several arguments generally adduced to support anti-doping in sports, which are widely supported
by the sports medicine fraternity, international sports federations, and international governments. We show that his attack
does not succeed for a variety of reasons. First, it uses an overly inclusive definition of doping at odds with the WADA
definition, which has global, if somewhat contentious, currency. Second, it seriously misconstrues the position it attacks,
rendering the attack without force against a more balanced construal of an anti-doping position. Third, it makes unwarranted
appeals to matters Kious considers morally ‘clear’, while simultaneously attacking a position many others take to be equally
morally ‘clear’, namely that of anti-doping. Such an inconsistency, attacking and appealing to the moral status quo as befits
one’s argument, is not acceptable without further qualification. Fourth, his position suffers from a general methodological
flaw of over-reliance upon argumentation by analogy. Moreover, it is argued that the analogies, being poorly selected and
developed, fail to justify his conclusion that the anti-doping lobby lacks philosophical and moral authority for its stance.
These issues are symptomatic of a more fundamental problem: any attempt at providing a blanket solution to the question of
whether doping is morally acceptable or not is bound to run up against problems when applied to highly specific contexts.
Thus, rather than reaching any particular conclusion for or against doping products or processes in this article, we conclude
that an increased context-sensitivity will result in a more evenhanded appraisal of arguments on the matter. 相似文献
In this paper, it is argued that Ferguson’s (2003, Argumentation17, 335–346) recent proposal to reconcile monotonic logic with defeasibility has three counterintuitive consequences. First, the conclusions that can be derived from his new rule of inference are vacuous, a point that as already made against default logics when there are conflicting defaults. Second, his proposal requires a procedural “hack” to the break the symmetry between the disjuncts of the tautological conclusions to which his proposal leads. Third, Ferguson’s proposal amounts to arguing that all everyday inferences are sound by definition. It is concluded that the informal logic response to defeasibility, that an account of the context in which inferences are sound or unsound is required, still stands. It is also observed that another possible response is given by Bayesian probability theory (Oaksford and Chater, in press, Bayesian Rationality: The Probabilistic Approach to Human Reasoning, Oxford University Press, Oxford, UK; Hahn and Oaksford, in press, Synthese). 相似文献
This paper provides some brief working positions on spirituality and educational management before moving on to its principal focus on globalization. My objective is to arrive at a sufficiently clear understanding of the meanings and effects of globalization; such an understanding could then be used to facilitate a useful exploration of the implications of globalization for spiritual development, and for the role that educational management currently plays in it. Globalization is described as having a variety of faces, some benign, some malign, with most of these having major effects upon both educational management and spirituality. In particular, I argue that there is increasing evidence that different aspects of globalization are leading to a paradoxical increase in both control and fragmentation effects on schools, and that there must therefore be an increased scrutiny of the effects of globalization on education generally. 相似文献
Human voices are extremely variable: The same person can sound very different depending on whether they are speaking, laughing, shouting or whispering. In order to successfully recognise someone from their voice, a listener needs to be able to generalize across these different vocal signals (‘telling people together’). However, in most studies of voice-identity processing to date, the substantial within-person variability has been eliminated through the use of highly controlled stimuli, thus focussing on how we tell people apart. We argue that this obscures our understanding of voice-identity processing by controlling away an essential feature of vocal stimuli that may include diagnostic information. In this paper, we propose that we need to extend the focus of voice-identity research to account for both “telling people together” as well as “telling people apart.” That is, we must account for whether, and to what extent, listeners can overcome within-person variability to obtain a stable percept of person identity from vocal cues. To do this, our theoretical and methodological frameworks need to be adjusted to explicitly include the study of within-person variability.
This paper presents the findings of two independent questionnaire studies that examined Scottish secondary schools teachers' attitudes towards, and conceptualisation of, school counselling. Seventy-one teachers in a first study, and 33 teachers in a second study, responded to a range of qualitative and quantitative response-format questions that were designed to elicit their feelings and attitudes towards school counselling, and their notions of what counselling was. Results from the two studies confirm previous findings in this area, suggesting that teachers are generally positive in their attitudes towards counselling; valuing, in particular, the independence and expertise of the counsellor. A small minority of teachers, however, were found to hold strongly negative views towards counselling. Teachers also expressed concerns that students might abuse the counselling service, and that the service might not fully integrate with existing guidance arrangements provided by teachers in schools. The study also found that a high proportion of teachers conceptualised counselling in terms of advice-giving. 相似文献
Cognitive processes play an important role in the etiology and maintenance of anxiety and depression. Current theories differ, however, in their predictions regarding the occurrence of attentional biases and memory biases in depression and anxiety. To allow for a systematic comparison of disorders and cognitive processes, 117 women (35 with generalized social phobia, 27 with major depression, and 55 healthy controls) participated in a test of visual attention (visual search), an explicit memory test (free recall), and an implicit memory test (anagram solving). Both clinical groups exhibited attentional biases for disorder-related words, whereas only depressed participants showed clear evidence of explicit and implicit memory biases. The implications of these results for competing theories are discussed. 相似文献