New Perspectives on Analytic Pragmatism

Analytic pragmatism is a framework of analysis elaborated by Robert Brandom, whose goal is to explain the relations between meaning and use according to a systematic and general method of inquiry. In April 2009, a workshop was organized to discuss the recent developments of this new theoretical approach. Brandom delivered three lectures, where he explored some aspects of analytic pragmatism and addressed the motivating themes of this enterprise, while the contribution from the other speakers ranged over specific aspects of the theory. This special issue is the outcome of that workshop. In this introduction we briefly outline the context of the debate and present the contribution to this issue selected from a much wider range of papers, using the reviewing process of Philosophia.     

New Directions in Capacity Building: Incorporating Cultural Competence into the Interactive Systems Framework

The UMBC Psychology Department's Center for Community Collaboration (CCC) provides training and support for capacity building to promote substance abuse and mental health treatment as well as adherence improvement in community agencies funded through the Ryan White Act serving persons living with HIV/AIDS. This article describes an approach to dissemination of Evidence Based Practices (EBPs) for these services that uses the Interactive Systems Framework (ISF) and incorporates a collaborative process involving trainer cultural competence, along with a comprehensive assessment of organizational needs, culture, and climate that culminates in tailored training and ongoing collaboration. This article provides: (1) an overview of the CCC's expanded ISF for the effective dissemination of two EBPs—motivational interviewing and the stages of change perspective; (2) an examination of the role of trainer cultural competence within the ISF framework, particularly attending to organizational culture and climate; and (3) case examples to demonstrate this approach for both general and innovation‐specific capacity building in two community based organizations. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

The valence of action outcomes modulates the perception of one's actions

When interacting with the world, we need to distinguish whether sensory information results from external events or from our own actions. The nervous system most likely draws this distinction by comparing the actual sensory input with an internal prediction about the sensory consequences of one's actions. However, interacting with the world also requires an evaluation of the outcomes of self-action, e.g. in terms of their affective valence. Here we show that subjects' perceived pointing direction does not only depend on predictive and sensory signals related to the performed action itself, but also on the affective valence of the action outcome: subjects perceived their movements as directed towards positive and away from negative outcomes. Our findings suggest that the non-conceptual perception of the sensory consequences of self-action builds on both sensorimotor information related directly to self-action and a post hoc evaluation of the affective action outcome.     

Morally disengaged and unempathic: do cyberbullies fit these definitions? An exploratory study

In recent years, the phenomenon of cyberbullying has been gaining scholars' growing interest under various aspects, including its overlap with face-to-face bullying. Nevertheless, its relationships with cognitive and affective empathy, proactive and reactive aggression, and moral disengagement, constructs that proved to be crucial in distinguishing aggressive subjects from their targets and nonaggressive peers in traditional bullying, still represent, to some extent, an unexplored domain. The main purpose of the present exploratory study was to investigate the associations between cyberbullying and the mentioned constructs among Italian adolescents. 819 high-school students (mean age 16.08) were administered a battery of standardized tools, along with Cyberties, a new instrument created to assess the prevalence of (and the type of involvement in) different forms of electronic assaults. Analyses of variance were conducted to compare four roles ("pure" bullies, "pure" victims, bully victims, and noninvolved subjects). Participants who identified themselves as cyberbullies or cyberbully victims showed significantly higher levels of overall moral disengagement and of both types of aggression. Cyberbullies also displayed a lack of affective empathy. Our findings are in line with the ones in extant literature about correlates of traditional and electronic forms of bullying. Implications for prevention strategies are discussed.     

The Sources of Political Normativity: the Case for Instrumental and Epistemic Normativity in Political Realism

Ethical Theory and Moral Practice - This article argues that political realists have at least two strategies to provide distinctively political normative judgements that have nothing to do with...     

Editorial ‘Political Normativity. Critical Essays on the Autonomy of the Political’

Ethical Theory and Moral Practice -     

Rethinking Knowledge

The view that the subject matter of epistemology is the concept of knowledge is faced with the problem that all attempts so far to define that concept are subject to counterexamples. As an alternative, this article argues that the subject matter of epistemology is knowledge itself rather than the concept of knowledge. Moreover, knowledge is not merely a state of mind but rather a certain kind of response to the environment that is essential for survival. In this perspective, the article outlines an answer to four basic questions about knowledge: What is the role of knowledge in human life? What is the relation between knowledge and reality? How is knowledge acquired? Is there any a priori knowledge?     

Object-centred orienting of attention

Abstract

In the present study two experiments are reported in which the subjects were presented on a computer screen with a two-dimensional line drawing that is perceived as a three-dimensionalobject (i.e. a cube). The cube could be seen as stationary, as rotating about the y-axis (Experiment 1A), or as rotating about the x-axis (Experiment 1B). The subject's attention was directed by a visual precue to a vertex of the cube. As the cube rotated, the precued location moved in viewer-centred co-ordinatesm, but the local feature of the cube that had been precued (i.e. a given vertex) did not move in object-centred co-ordinates. The imperative stimulus was presented at the precued location (valid trials) or at an uncued location (invalid trials). Precued and uncued locations were determined in object-centred coordinates. The subjects were required to signal detection of the imperative stimulus by pressing the space bar on the computer keyboard. There were also control conditions in which the procedure was identical, but the cube was not visible. When the cube was visible, valid trials were faster than invalid trials, regardless of whether it was seen as stationary or rotating. It was concluded that the subjects could allocate spatial attention in object-centred co-ordinates. There wer also indications that responses for invalid trials were faster when the imperative stimulus was presented on the same face as the precue than when it was presented on the opposite face.