8,016 research outputs found
Supererogationism and Anti-Realism
Supererogationism and Anti-Realism
Rylan Garwood (University of Washington)
Comments by J.J. Alvarez (Puget Sound)
Chair: Mei Pacheco-Leong
Supererogatory acts are said to be ethically good but optional. One intuitive objection is that, if an act is truly good, then it should be obligatory. Contemporary defenders of supererogatory acts argue that this is not so, as morality would become too demanding. Additionally, the more common strategy is to argue there are non-moral reasons that may override moral reasons. In this paper, I will sketch some worries with these strategies. I will argue that, since supererogationists deny that moral reasons are overriding, their position is open to anti-realism. Thus, if one wishes to be a moral realist, one ought to believe that morality is overriding and that there are no supererogatory acts
Big Parcels: Modernist Planning in Washington State History
In anthropology’s spatial turn, cultural anthropologists directed portions of their attention to the spaces in which human habitation takes shape. This article concerns the large planned spaces configured in the Modernist era of the twentieth century. Utilizing a fieldwork-based methodology that draws on the ethnographic toolkit, analysis compares and contrasts three large planned spaces located in Washington State: the former site of the Northern State Mental Hospital in Sedro-Woolley, the location in central Spokane at which Expo 74 was hosted, and the rural location of the never-completed Satsop Nuclear Facility near Elma, Washington. Our analysis suggests the singular use for which these sites were once constructed poses challenges for reconfiguring them to contemporary use. Notably, those sites with interconnections to nearby communities, and those that conjure or draw upon a broader social memory of place, have fared better in their path to the present
Lady Liberty: Mother of Exiles, Breaker of Borders
Lady Liberty: Mother of Exiles, Breaker of Borders
Rhea Shinde (University of Washington)
Comments by Micah Beardsley (Puget Sound)
Chair: Ainsley Feene
Race and the Holocaust: Giving Voice to Diverse Learners
As American student populations grow increasingly more diverse, educators must find ways to promote Holocaust relevancy and honor the voice and experience of learners. While some scholars and educators continue to make a case for a particularist approach to teaching about the Holocaust, a universalist approach is the only of the two to intentionally provide space for diverse groups to find relevancy. This article explores how racial diversity in American classrooms call for teaching that honors the uniqueness of the Holocaust while acknowledging a teacher’s own positioning and the experiences of learners. It explains the author\u27s race and connection to Holocaust history and presents a short reflection from a three-week study in Israel. The chapter concludes with considerations for how we might leverage the power of racial diversity to reach greater audiences
Is Academics Inclusive?
The following question was discussed, “Is academics inclusive?” The method was archival and autoethnographic. Immanuel Kant’s racist views were discussed in relation to his ethics, for the purpose of considering how biographical material could shed light on understanding his ethics. In addition, the author focused upon their own experience as a racialized Canadian student from about 1989 to 2002, about 12 years, cumulating in a doctorate, specializing in the philosophy of mathematics, and further work he did in the social sciences, thereafter, leading to another doctorate in educational studies and sessional work. Finally, some suggestions are offered to make academics more inclusive: (1) Use diverse materials to teach, specifically, from non-Western sources. (2) Explore the racist views of those that are studied to help us better understand their work. And (3), involve diverse students, teachers, and researchers in education
The Trail, 2023-04-28
https://soundideas.pugetsound.edu/the_trail_2022-23/1002/thumbnail.jp
Evaluating the Efficacy of Multicultural Education Programs at Reducing Anti-Muslim Prejudice on College Campuses
Colleges and universities are becoming increasingly aware of the need to foster more diverse and inclusive spaces. The present study sought to investigate the effectiveness of Multicultural Education Programs (MEP) at a large research university in the Southeastern United States. Whereas prior research evaluated such programs, none have examined their effect in reducing anti- Muslim sentiment, which has been on the rise since 9/11, and more recently throughout the presidency of Donald J. Trump. Using a quasi-experimental independent group posttest design, students from two groups (MEP and non-MEP) were surveyed to examine the effects of the MEP in reducing anti-Muslim sentiment. The sample consisted of 125 respondents (N = 51 from a group participating in a MEP; and N = 74 from a control group of students who did not participate in a MEP). Data were collected through a survey to measure symbolic threat, realistic threat, and Islamophobia. An independent group-posttest design was used to explore the effectiveness of MEPs and the independent groups’ t test was performed to examine differences in the respondents’ attitudes toward Muslims. Moderate yet significant differences were present between groups, suggesting that the effects of the MEP were positive. A linear regression analysis finds that not participating in a MEP significantly increased a students’ anti-Muslim sentiment. Overall, Respondents engaged in multicultural programs were less likely to perceive Muslims as threats and were less likely to hold Islamophobic views of Muslims than were their peers from the control group
Points, Lines, and Bodies: The Mereological Problem in Leibniz
Points, Lines, and Bodies: The Mereological Problem in Leibniz
Jackson Hawkins (Brigham Young University)
Comments by Ember Reed (Puget Sound)
Chair: Ari Zansber
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