Jekyll and Hyde: men's constructions of feminism and feminists

Research and commentary on men's responses to feminism has demonstrated the range of ways in which men have mobilised both against and for feminist principles. This paper argues that further analyses of men's responses require a sophisticated theory of discourse acknowledging the fragmented and contradictory nature of representation. A corpus of men's talk on feminism and feminists was studied to identify the pervasive patterns in men's accounting and regularities in rhetorical organisation. Material from two samples of men was included: a sample of white middle-class 17-18 year old school students and a sample of 60 interviews with a more diverse sample of older men aged 20 to 64. Two interpretative repertoires of feminism and feminists were identified. These set up a 'Jekyll and Hyde' binary and positioned feminism along with feminists very differently as reasonable versus extreme and monstrous. Both repertoires tended to be deployed together and the paper explores the ideological and interactional consequences of typical deployments along with the identity work accomplished by the men as they positioned themselves in relation to these

Enterprise Education Competitions: A Theoretically Flawed Intervention?

The demand for including enterprise in the education system, at all levels and for all pupils is now a global phenomenon. Within this context, the use of competitions and competitive learning activities is presented as a popular and effective vehicle for learning. The purpose of this chapter is to illustrate how a realist method of enquiry – which utilises theory as the unit of analysis – can shed new light on the assumed and unintended outcomes of enterprise education competitions. The case developed here is that there are inherent flaws in assuming that competitions will ‘work’ in the ways set out in policy and guidance. Some of the most prevalent stated outcomes – that competitions will motivate and reward young people, that they will enable the development of entrepreneurial skills, and that learners will be inspired by their peers – are challenged by theory from psychology and education. The issue at stake is that the expansion of enterprise education policy into primary and secondary education increases the likelihood that more learners will be sheep dipped in competitions, and competitive activities, without a clear recognition of the potential unintended effects. In this chapter, we employ a realist-informed approach to critically evaluate the theoretical basis that underpins the use of competitions and competitive learning activities in school-based enterprise education. We believe that our findings and subsequent recommendations will provide those who promote and practice the use of competitions with a richer, more sophisticated picture of the potential flaws within such activities.Peer reviewedFinal Published versio

The Semantic Web Revisited

The original Scientific American article on the Semantic Web appeared in 2001. It described the evolution of a Web that consisted largely of documents for humans to read to one that included data and information for computers to manipulate. The Semantic Web is a Web of actionable information--information derived from data through a semantic theory for interpreting the symbols.This simple idea, however, remains largely unrealized. Shopbots and auction bots abound on the Web, but these are essentially handcrafted for particular tasks; they have little ability to interact with heterogeneous data and information types. Because we haven't yet delivered large-scale, agent-based mediation, some commentators argue that the Semantic Web has failed to deliver. We argue that agents can only flourish when standards are well established and that the Web standards for expressing shared meaning have progressed steadily over the past five years. Furthermore, we see the use of ontologies in the e-science community presaging ultimate success for the Semantic Web--just as the use of HTTP within the CERN particle physics community led to the revolutionary success of the original Web. This article is part of a special issue on the Future of AI

Ifs, Ands, and Buts: An Incremental Truthmaker Semantics for Indicative Conditionals

Indicative conditionals appear to lie on a continuum, with the subjective and information-based on one side, and the objective and fact-based on the other. Attempts to bring them all under the same theoretical umbrella usually start at the subjective end; conditionals get more objective as they come to be based in higher-quality, less parochial, information. I propose to go in the other direction, looking first for a class of “absolute” conditionals, then bringing in other conditionals by relaxing the constraints defining that class. (A plan of action is laid out at the end of section 4. The final footnote of each section sketches the contents of the next.

How to do things without words

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact