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2068 results in Cambridge Elements

Page 101 of 104

The Divine Attributes

The Divine Attributes
  • T. J. Mawson
  • Published online:
    19 December 2018
    Print publication:
    15 November 2018
  • The Divine Attributes explores the traditional theistic concept of God as the most perfect being possible, discussing the main divine attributes which flow from this understanding - personhood, transcendence, immanence, omnipresence, omniscience, omnipotence, perfect goodness, unity, simplicity and necessity. It argues that the atemporalist's conception of God is to be preferred over the temporalist's on the grounds of perfect being theology, but that, if it were to be the case that the temporal God existed, rather than the atemporal God, He'd still be 'perfect enough' to count as the God of Theism.
Continental Philosophy of Religion

Continental Philosophy of Religion
  • Elizabeth Burns
  • Published online:
    14 December 2018
    Print publication:
    10 January 2019
  • This Element presents key features from the writings on religion of twelve philosophers working in or influenced by the continental tradition (Hegel, Kierkegaard, Nietzsche, Heidegger, Rosenzweig, Tillich, Derrida, Caputo, Levinas, Hadot, Jantzen, and Anderson). It argues for a hybrid methodology which enables transformational religious responses to the problems associated with human existence (the existential problems of meaning, suffering, and death) to be supported both by reasoned argument and by revelation, narrative philosophy, and experiential verification.
God and Time

God and Time
  • Natalja Deng
  • Published online:
    12 December 2018
    Print publication:
    29 November 2018
  • The God of Western religion is said to be eternal. But what does that mean? Is God somehow beyond time, living a life that does not involve one thing after another? Or is God's relationship to time much more like ours, so that God's eternality just consists in there being no time at which God doesn't exist? Even for non-believers, these issues have interesting implications for the relation between historical and scientific findings on the one hand, and religion on the other. This Element introduces the reader to the requisite metaphysical background, and then examines reasons for and against thinking of God as timeless.
The Design Argument

The Design Argument
  • Elliott Sober
  • Published online:
    07 December 2018
    Print publication:
    29 November 2018
  • This Element analyzes the various forms that design arguments for the existence of God can take, but the main focus is on two such arguments. The first concerns the complex adaptive features that organisms have. Creationists who advance this argument contend that evolution by natural selection cannot be the right explanation. The second design argument - the argument from fine-tuning - begins with the fact that life could not exist in our universe if the constants found in the laws of physics had values that differed more than a little from their actual values. Since probability is the main analytical tool used, the Element provides a primer on probability theory.
Mathematical Structuralism

Mathematical Structuralism
  • Geoffrey Hellman, Stewart Shapiro
  • Published online:
    06 December 2018
    Print publication:
    29 November 2018
  • The present work is a systematic study of five frameworks or perspectives articulating mathematical structuralism, whose core idea is that mathematics is concerned primarily with interrelations in abstraction from the nature of objects. The first two, set-theoretic and category-theoretic, arose within mathematics itself. After exposing a number of problems, the Element considers three further perspectives formulated by logicians and philosophers of mathematics: sui generis, treating structures as abstract universals, modal, eliminating structures as objects in favor of freely entertained logical possibilities, and finally, modal-set-theoretic, a sort of synthesis of the set-theoretic and modal perspectives.
The Problem of Job and the Problem of Evil

The Problem of Job and the Problem of Evil
  • Espen Dahl
  • Published online:
    06 December 2018
    Print publication:
    06 December 2018
  • This account of evil takes the Book of Job as its guide. The Book of Job considers physical pain, social bereavement, the origin of evil, theodicy, justice, divine violence, and reward. Such problems are explored by consulting ancient and modern accounts from the fields of theology and philosophy, broadly conceived. Some of the literature on evil - especially the philosophical literature - is inclined toward the abstract treatment of such problems. Bringing along the suffering Job will serve as a reminder of the concrete, lived experience in which the problem of evil has its roots.
Welfare States

Welfare States
  • Achievements and Threats
  • Peter H. Lindert
  • Published online:
    06 December 2018
    Print publication:
    03 January 2019
  • The traditionally, and wrongly, imagined vulnerabilities of the welfare state are economic. The true threats are demographic and political. The most frequently imagined threat is that the welfare state package reduces the level and growth of GDP. It does not, according to broad historical patterns and non-experimental panel econometrics. Large-budget welfare states achieve a host of social improvements without any clear loss of GDP. This Element elaborates on how this 'free lunch' is gained in practice. Other threats to the welfare state are more real, however. One is the rise of anti-immigrant backlash. If combined with heavy refugee inflows, this could destroy future public support for universalist welfare state programs, even though they seem to remain economically sound. The other is that population aging poses a serious problem for financing old age. Pension deficits threaten to crowd out more productive social spending. Only a few countries have faced this issue well.
Sacred Revenge in Oceania

Sacred Revenge in Oceania
  • Pamela J. Stewart, Andrew Strathern
  • Published online:
    01 December 2018
    Print publication:
    29 November 2018
  • Revenge is an important motivation in human affairs relating to conflict and violence, and it is a notable feature in many societies within Oceania, where revenge is traditionally a sacred duty to the dead whose spirits demand it. Revenge instantiates a norm of reciprocity in the cosmos, ensuring a balance between violent and peaceful sequences of ritual action. Revenge further remains an important hidden factor in processes of violence beyond Oceania, revealing deep human propensities for retaliatory acts and the tendency to elevate these into principles of legitimacy. Sacred revenge may also be transcended through practices of wealth exchange.
Populism in Southeast Asia

Populism in Southeast Asia
  • Paul D. Kenny
  • Published online:
    27 November 2018
    Print publication:
    29 November 2018
  • Conceiving of populism as the charismatic mobilization of a mass movement in pursuit of political power, this Element theorizes that populists thrive where ties between voters and either bureaucratic or clientelistic parties do not exist or have decayed. This is because populists' ability to mobilize electoral support directly is made much more likely by voters not being deeply embedded in existing party networks. This model is used to explain the prevalence of populism across the major states in post-authoritarian Southeast Asia: the Philippines, Indonesia, and Thailand. It extracts lessons from these Southeast Asian cases for the study of populism.
Religious Epistemology

Religious Epistemology
  • Tyler Dalton McNabb
  • Published online:
    24 November 2018
    Print publication:
    29 November 2018
  • If epistemology is roughly the study of knowledge, justification, warrant, and rationality, then religious epistemology is the study of how these epistemic concepts relate to religious belief and practice. This Element, while surveying various religious epistemologies, argues specifically for Plantingian religious epistemology. It makes the case for proper functionalism and Plantinga's AC models, while it also responds to debunking arguments informed by cognitive science of religion. It serves as a bridge between religious epistemology and natural theology.
England and the Jews

England and the Jews
  • How Religion and Violence Created the First Racial State in the West
  • Geraldine Heng
  • Published online:
    19 November 2018
    Print publication:
    29 November 2018
  • For three centuries, a mixture of religion, violence, and economic conditions created a fertile matrix in Western Europe that racialized an entire diasporic population who lived in the urban centers of the Latin West: Jews. This Element explores how religion and violence, visited on Jewish bodies and Jewish lives, coalesced to create the first racial state in the history of the West. It is an example of how the methods and conceptual frames of postcolonial and race studies, when applied to the study of religion, can be productive of scholarship that rewrites the foundational history of the past.
Religious Disagreement

Religious Disagreement
  • Helen De Cruz
  • Published online:
    19 November 2018
    Print publication:
    15 November 2018
  • This Element examines what we can learn from religious disagreement, focusing on disagreement with possible selves and former selves, the epistemic significance of religious agreement, the problem of disagreements between religious experts, and the significance of philosophy of religion. Helen De Cruz shows how religious beliefs of others constitute significant higher-order evidence. At the same time, she advises that we should not necessarily become agnostic about all religious matters, because our cognitive background colors the way we evaluate evidence. This allows us to maintain religious beliefs in many cases, while nevertheless taking the religious beliefs of others seriously.
Integration Techniques for Micro/Nanostructure-based Large-Area Electronics

Integration Techniques for Micro/Nanostructure-based Large-Area Electronics
  • Carlos García Núñez, Fengyuan Liu, Sheng Xu, Ravinder Dahiya
  • Published online:
    01 November 2018
    Print publication:
    08 November 2018
  • Advanced nanostructured materials such as organic and inorganic micro/nanostructures are excellent building blocks for electronics, optoelectronics, sensing, and photovoltaics because of their high-crystallinity, long aspect-ratio, high surface-to-volume ratio, and low dimensionality. However, their assembly over large areas and integration in functional circuits are a matter of intensive investigation. This Element provides detailed description of various technologies to realize micro/nanostructures based large-area electronics (LAE) devices on rigid or flexible/stretchable substrates. The first section of this Element provides an introduction to the state-of-the-art integration techniques used to fabricate LAE devices based on different kind of micro/nanostructures. The second section describes inorganic and organic micro/nanostructures, including most common and promising synthesis procedures. In the third section,different techniques are explained that have great potential for integration of micro/nanostructures over large areas. Finally, the fourth section summarizes important remarks about LAE devices based on micro/nanostructures, and future directions.
Confronting Prior Conceptions in Paleontology Courses

Confronting Prior Conceptions in Paleontology Courses
  • Margaret M. Yacobucci
  • Published online:
    31 October 2018
    Print publication:
    15 November 2018
  • People hold a variety of prior conceptions that impact their learning. Prior conceptions that include erroneous or incomplete understandings represent a significant barrier to durable learning, as they are often difficult to change. While researchers have documented students' prior conceptions in many areas of geoscience, little is known about prior conceptions involving paleontology. In this Element, data on student prior conceptions from two introductory undergraduate paleontology courses are presented. In addition to more general misunderstandings about the nature of science, many students hold incorrect ideas about methods of historical geology, Earth history, ancient life, and evolution. Of special note are student perceptions of the limits of paleontology as scientific inquiry. By intentionally eliciting students' prior conceptions and implementing the pedagogical strategies described in other Elements in this series, lecturers can shape instruction to challenge this negative view of paleontology and improve student learning.
Utilizing the Paleobiology Database to Provide Educational Opportunities for Undergraduates

Utilizing the Paleobiology Database to Provide Educational Opportunities for Undergraduates
  • Rowan Lockwood, Phoebe A. Cohen, Mark D. Uhen, Katherine Ryker
  • Published online:
    31 October 2018
    Print publication:
    29 November 2018
  • Integration of research experiences into the undergraduate classroom can result in increased recruitment, retention, and motivation of science students. 'Big data' science initiatives, such as the Paleobiology Database (PBDB), can provide inexpensive and accessible research opportunities. This Element provides an introduction to what the PBDB is, how to use it, how it can be deployed in introductory and advanced courses, and examples of how it has been used in undergraduate research. The PBDB aims to provide information on all fossil organisms, across the tree of life, around the world, and through all of geologic time. The PBDB Resource Page contains a range of PBDB tutorials and activities for use in physical geology, historical geology, paleontology, sedimentology, and stratigraphy courses. As two-year colleges, universities, and distance-based learning initiatives seek research-based alternatives to traditional lab exercises, the PBDB can provide opportunities for hands-on science activities.
Beyond Hands On

Beyond Hands On
  • Incorporating Kinesthetic Learning in an Undergraduate Paleontology Class
  • David W. Goldsmith
  • Published online:
    30 October 2018
    Print publication:
    29 November 2018
  • Hands-on learning in paleontology, and geology in general, is fairly common practice. Students regularly use rocks, fossils, and data in the classroom throughout their undergraduate career, but they typically do it sitting in a chair in a lab. Kinesthetic learning is a teaching model that requires students to be physically active while learning. Students may be involved in a physical activity during class or might be using their own bodies to model some important concept. This Element briefly discusses the theory behind kinesthetic learning and how it fits into a student-centered, active-learning classroom. It then describes in detail methods for incorporating it into student exercises on biostratigraphy, assessment of sampling completeness, and modeling evolutionary processes. Assessment data demonstrates that these exercises have led to significantly improved student learning outcomes tied to these concepts.
Integrating Active Learning into Paleontology Classes

Integrating Active Learning into Paleontology Classes
  • Alison N. Olcott
  • Published online:
    30 October 2018
    Print publication:
    15 November 2018
  • The educational benefits of replacing in-class lectures with hands-on activities are clear. Such active learning is a natural fit for paleontology, which can provide opportunities for examining fossils, analyzing data and writing. Additionally, there are a number of topics in the field that are exciting to geology majors and non-majors alike: very few can resist the lure of dinosaurs, huge meteor impacts, vicious Cretaceous sharks or a giant Pleistocene land mammal. However, it can seem difficult to introduce these techniques into a large general education class full of non-majors: paleontological specimens provide a natural starting point for hands-on classroom activities, but in a large class it is not always practical or possible to provide enough fossil material for all students. The Element introduces different types of active learning approaches, and then explains how they have been applied to a large introductory paleontology class for non-majors.
Participation in Social Policy

Participation in Social Policy
  • Public Health in Comparative Perspective
  • Tulia G. Falleti, Santiago L. Cunial
  • Published online:
    29 October 2018
    Print publication:
    15 November 2018
  • Health is a defining feature of life and its politics vital. Governments and international organizations have promoted community participation in public health since the late 1970s. However, we lack comparative studies of these participatory institutions in public health. This Element proposes a conceptualization of programmatic participation and distinguishes between two types, monitoring and policy-making. Falleti and Cunial review the origins of state-sanctioned institutions that mandate community participation in health in the two world regions with most advanced social welfare systems, Western Europe and Latin America, implying a comparative analysis of eleven health care systems. They argue that the origins of participatory institutions help account for the resulting types of programmatic participation. They delve deeper into the study of the experience of participation for policy making and analyze two hundred local participatory projects in public health. Falleti and Cunial focus their attention on the characteristics of participants, the role of health care professionals, and the role of local politics in the execution of community projects.
Student-Centered Teaching in Paleontology and Geoscience Classrooms

Student-Centered Teaching in Paleontology and Geoscience Classrooms
  • Robyn Mieko Dahl
  • Published online:
    25 October 2018
    Print publication:
    29 November 2018
  • Research on learning and cognition in geoscience education research and other discipline-based education communities suggests that effective instruction should include three key components: a) activation of students' prior knowledge on the subject, b) an active learning pedagogy that allows students to address any existing misconceptions and then build a new understanding of the concept, and c) metacognitive reflections that require students to evaluate their own learning processes during the lesson. This Element provides an overview of the research on student-centered pedagogy in introductory geoscience and paleontology courses and gives examples of these instructional approaches. Student-centered learning shifts the power and attention in a classroom from the instructor to the students. In a student-centered classroom, students are in control of their learning experience and the instructor functions primarily as a guide. Student-centered classrooms trade traditional lecture for conceptually-oriented tasks, collaborative learning activities, new technology, inquiry-based learning, and metacognitive reflection.
Kant on Civil Society and Welfare

Kant on Civil Society and Welfare
  • Sarah Holtman
  • Published online:
    24 October 2018
    Print publication:
    18 October 2018
  • What justifies state-sponsored supports for individual welfare within a Kantian political system, as well as the purpose and extent of such supports and the form they may take, are vexed questions. This Element characterizes and assesses main contenders (including minimalist and middle-ground accounts) by examining the competing interpretations of Kant's larger political theory that found their social welfare claims. It then develops and defends an alternative based in civic respect. This emphasizes the perspective and institutional commitments that Kant's model of citizenship entails and what is required to respect each as both a person and a participant in joint governance.

Page 101 of 104