What are ‘universalizable interests’?

Many of Habermas's critical commentators agree that Discourse Ethics fails as a theory of the validity of moral norms and only succeeds as a theory of the democratic legitimacy of socio‐political norms. The reason they give is that the moral principle (U) is too restrictive to count as a necessary condition of the validity of norms. Other commentators more sympathetic to his project want to abandon principle (U) and remodel Discourse Ethics without it. Still others want to downplay the role of universalizing moral discourse and to make more of Habermas's less demanding, though still somewhat vague, conception of ethical discourse. Against this chorus of critical voices Habermas maintains that his conception of moral discourse and the moral principle (U) are central to Discourse Ethics in general, and to the normative heart of his political theory in particular. The conflict may have arisen in part because the concept of a ‘universalizable interest’ which is central to Habermas's understanding of moral discourse and of the moral principle (U) remains opaque even after nearly two decades of critical debate. Actually Habermas's concept of interest is pretty obscure too. But the obscurity surrounding the concept of interest is not the source of the confusion. For our present purposes we can simply stipulate that an interest is a reason to want. The notion of reason rests loosely on the notion of a need, and the concepts of need and desire are take left deliberately vague. The source of the current confusion lies in the notion of universalizability that is in play. Once we pay due attention to the conditions of the universalizability of interests contained in Habermas's formulation of the moral principle (U), we can distinguish between a weaker and a stronger version of the principle. I argue that only the weaker version is defensible. But I also want to show that Habermas is tempted into defending the stronger version, and to explain why he does so

Modernity and morality in Habermas's discourse ethics

Discourse ethics is originally conceived as a programme of philosophical justification of morality. This depends on the formal derivation of the moral principle (U) from non-moral principles. The moral theory is supposed to fall out of a pragmatic theory of meaning. The original programme plays a central role in Habermas's social theory: the moral theory, if true, provides good evidence for the more general theory of modernization. But neither Habermas nor his followers have succeeded in providing a formal derivation. This essay shows how and why Habermas's proposed derivation is impossible. As if aware of the lacuna, Habermas has recently suggested that (U) can be derived by 'abduction' rather than deduction. The proposal draws heavily on modernization theory; hence the only justification for (U) now available to him rests on premises drawn from that theory. The original programme of the justification of morality has thus given way to the weaker programme of the philosophical elucidation of morality. Further, since Habermas's moral theory is no longer justified independently of modernization theory, but at least partly by it, the moral theory cannot without circularity provide evidence for the modernization theory

Rank-based camera spectral sensitivity estimation

In order to accurately predict a digital camera response to spectral stimuli, the spectral sensitivity functions of its sensor need to be known. These functions can be determined by direct measurement in the lab—a difficult and lengthy procedure—or through simple statistical inference. Statistical inference methods are based on the observation that when a camera responds linearly to spectral stimuli, the device spectral sensitivities are linearly related to the camera rgb response values, and so can be found through regression. However, for rendered images, such as the JPEG images taken by a mobile phone, this assumption of linearity is violated. Even small departures from linearity can negatively impact the accuracy of the recovered spectral sensitivities, when a regression method is used. In our work, we develop a novel camera spectral sensitivity estimation technique that can recover the linear device spectral sensitivities from linear images and the effective linear sensitivities from rendered images. According to our method, the rank order of a pair of responses imposes a constraint on the shape of the underlying spectral sensitivity curve (of the sensor). Technically, each rank-pair splits the space where the underlying sensor might lie in two parts (a feasible region and an infeasible region). By intersecting the feasible regions from all the ranked-pairs, we can find a feasible region of sensor space. Experiments demonstrate that using rank orders delivers equal estimation to the prior art. However, the Rank-based method delivers a step-change in estimation performance when the data is not linear and, for the first time, allows for the estimation of the effective sensitivities of devices that may not even have “raw mode.” Experiments validate our method

Non-additivity of pair interactions in charged colloids

It is general wisdom that the pair potential of charged colloids in a liquid may be closely approximated by a Yukawa interaction, as predicted by the classical Derjaguin-Landau-Verwey-Overbeek (DLVO) theory. We experimentally determine the effective forces in a binary mixture of like-charged particles, of species 1 and 2, with blinking optical tweezers. The measured forces are consistent with a Yukawa pair potential but the (12) cross-interaction is not equal to the geometric mean of the (11) and (22) like-interactions, as expected from DLVO. The deviation is a function of the electrostatic screening length and the size ratio, with the cross-interaction measured being consistently weaker than DLVO predictions. The corresponding non-additivity parameter is negative and grows in magnitude with increased size asymmetry.Comment: Final versio

The positive impacts of interactive whiteboards on student learning outcomes in FE colleges, and the conditions under which outcomes can be maximised.

This paper draws from a wider study on the use and impact of ICT within FE colleges. The research questions addressed are: what is it about the ways interactive whiteboards (iWBs) are being used that produce positive impacts on student outcomes, and what institutional and personal factors determine which teachers use iWBs effectively? Multiple case-studies of 6 colleges were designed using a new framework for classifying e-learning uses (ELUs) according to the learning context, learning objectives and the types of software and activities being used. Tutors’ beliefs in the efficacy of iWB use, their intentions for use, teaching style and pedagogical skills, and the subject taught all affected the ways in which iWB were deployed, and in particular the degree of multimedia and pedagogic interactivity. Tutors who made a lot of use of iWBs were in colleges where the leadership vision prioritised ICT within teaching and learning. The strongest impact on student outcomes occurred where iWBs were used in a variety of ways, use was appropriate for the subject, and congruent with the teachers' purposes and intentions for students' learning. Tutors who made little use of iWBs tended to be in colleges where the emphasis on management of learning was stronger than on supporting pedagogic development, and/or they were unaware of the potential of iWBs particularly in relation to their subject

The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland

This article has been made available through the Brunel Open Access Publishing Fund.In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary–secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper

Searching for Afrocentric spirituality within the transpersonal

The aim of this paper is to show, via the lens of a culturally specific dream, how the transpersonal could benefit from broadening its approach to spirituality to include the wisdom of African spiritual beliefs. Discussing perennial theory, whilst considering briefly some of the spiritual means essential to an African spirituality, this paper suggest that a more cosmopolitan approach to the transpersonal is needed to avoid the creation of a spiritual other