Meaning in Gibberish: In Defence of Deep Bullshit

In this essay I examine G. A. Cohen’s notion of deep bullshit; I provide a counterexample to the often-implicit belief that deep bullshit is always bad, and unphilosophical. Section 1's outline of deep bullshit includes an important criterion for being deep bullshit which philosophers often leave implicit; deep bullshit is a bad and undesirable phenomenon that we should root out. Section 2 examines whether the kōans of Chan Buddhists were deep bullshit. In this section I argue they were; not only do they fit all modern definitions of deep bullshit, the Chan teachers were intentional deep bullshitters. In section 3 I argue we should not see the deep bullshit of Chan Buddhism as bad and un-philosophical; in Chan, through deep bullshit came philosophical inquiry. Section 4 responds to the Cohenian position, which holds any text which is ``suggestive'' is not deep bullshit; a Cohenian could claim Chan’s kōans are suggestive, and so are not deep bullshit. I criticise this position by arguing that since philosophers of deep bullshit categorise Sokal’s spoof article as deep bullshit, they must also categorise Chan kōans as deep bullshit. In section 5 I argue most allegations of deep bullshit are likely to be epistemic trespass. In section 6 I make recommendations for how to avoid trespassing deep bullshit allegations in future

I\u27m Waiting For Santa Claus

A little girl and a man standing outside in a snow stormhttps://scholarsjunction.msstate.edu/cht-sheet-music/14085/thumbnail.jp

The Use of a Musical Tutoring Experience in a Compensatory Education Program

Language development of pre-school children was studied as it is related to a musical tutoring experience. Nine musical tutoring sessions, in addition to those of the regular curriculum, were given to the experimental group while the control group received no such tutoring experiences. The experimental group, at the conclusion of the musical tutoring sessions, scored significantly higher than the control group when tested on the specific language concepts stressed in the tutoring sessions. Because the findings were significant the hypothesis stated as, ... there will be a significant difference between the experimental group, which will have the supplemental music tutoring experience, and the control group which will not have that experience, was held tenable

An Instrumental Case Study for the Implementation of Strategic Planning the College of Education at a Select Southern University

This qualitative study examined the implementation of the strategic plan in the College of Education at a select southern university. Among Higher Education Institutions (HEI), strategic planning has become one of the most fundamental factors of today’s education system as HEIs adjust to meet the calls of a knowledge-based global economy (Bakoğlu, Öncer, Yıldız, & Güllüoğlu, 2016). Raluca and Alecsandru (2012) claimed that HEIs should consistently find ways to remain applicable and competent in such a competitive market as the higher education system. Failed or unfinished implementation of strategic plans in HEIs is prevalent (Fooladvand, Yarmohammadian, & Shahtalebi, 2015; Immordino, Gigliotti, Ruben, & Tromp, 2016; Kohtamäki, 2010; Nataraja & Bright, 2018; Omuse, Kihara, & Munga, 2018). Furthermore, an insufficient number of studies focus on the processes of strategic planning within HEIs, as well as the implementation challenges that hinder strategic plans of such institutions (Fooladvand et al., 2015; Immordino et al., 2016; Kohtamäki, 2010; Nataraja & Bright, 2018; Omuse et al., 2018). The theoretical framework for this study is the Fogg Behavior Model (FBM). Fogg’s (2009) Behavior Model states that these three elements, motivation, ability, and prompt, must converge at the same moment for a behavior to occur. That is, when the right motivators are in place, the behavior is more likely to occur, and if you provide a trigger, then the desired behavior is more likely to take place (Fogg, 2009). The results of this study fill the gap in existing literature (Abdel-Maksoud, Elbanna, Mahama, & Pollanen, 2015; Alqahtani, 2016; Crittenden & Crittenden, 2008; Fooladvand et al., 2015; Halley-Boyce, Robinson, & Bradley, 2013; Mintzberg, 1993; Thompson & Strickland, 1995) by focusing on the implementation of the strategic plan. The analysis of data revealed four themes: communication, each unit had its own goals and roles that influenced the college and university strategic plans, participants assigned value to the process, and challenges and obstacles

Cripping accommodation and inclusion: A critical discourse analysis of accommodations policies and inclusion discourses at BC’s three largest post-secondary institutions

Though advancements have been made in including disabled people into social institutions, ableism remains an active systemic form of oppression excluding disabled individuals from participation in all aspects of society. There is a dearth of research on disability, how their manifestations are understood in academic contexts, or on how diverse disability identities experience education. The existing research fails to account for the wide, complex range of disability, or how specific diversities fare within higher education. This study analyzes institutional accommodation policies and discourses as they relate to students with disabilities in higher education in British Columbia. The study looks to a more expansive scope of access for students in higher education who experience ableism and asks what access might look like under a different lens of disability thought. It examines public-facing policy documents on disability accommodation at the three largest public universities in BC using a critical discourse analysis approach to critical disability studies

Bear, From Plain to Plane: My Mennonite Childhood, a National Scandal, and an Unconventional Soar to Freedom

No abstract available

The Michigan Amish Fellowship: A Case Study for Defining an Amish Affiliation

The Michigan Amish Fellowship is a distinct Reformist Amish affiliation marked by intentionality in its religious vision, decision-making procedures, and planned daughter settlements. This article explores the Fellowship’s understandings of “true spirituality,” “scriptural church,” and “living witness.” In the process, the article advances a tentative definition of what constitutes an Amish affiliation

Queering Sex Ed: The Need for Inclusivity in Sexual Education Curricula

From its beginning, sexual education in the United States has been widely debated by scholars, educators, parents, and policymakers. Almost everyone has an opinion on what the curriculum should include, as well as how and when it should be taught. In earlier days, the population these decisions affected the most, the youth, were not included in this conversation; however, contemporary literature has begun to make up for this shortcoming. Much of the work in this field focused on students’ perceptions and thoughts on how sex education programs in their schools serve them. Scholars found the typical models of sex education today omit an often-silenced group: LGBTQ+ youth. This omittance proved to have detrimental effects on the sexual and mental well-being of this population, such as a higher risk of sexually transmitted infections, intimate partner violence, and higher rates of suicide and substance abuse. This review highlights the ways current sex education curricula fail sexual minorities and illustrates how this exclusion perpetuates social inequality of the LGBTQ+ community