University of Windsor, Ontario: Open Journal Systems
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Is False Dilemma Really a Formal Fallacy? A Reply to Conces and Walters
No full textAbstract: We argue that Conces’ and Walters’ tool FM2.0 is valuable but does not show that false dilemma is a formal fallacy. The FM2.0 assumes an ambiguous use of the term ‘formal fallacy’, different from how the term is used in logic, and may show that any argument is a formal fallacy. Moreover, the FM2.0 is developed by using one type of false disjunctive syllogism. However, the adequate application of FM2.0 on false dilemma does not lead to an invalid augmented argument, contrary to what is expected in FM2.0, even assuming the ambiguous use of the term ‘formal fallacy’.
Résumé: Nous soutenons que l’outil FM2.0 de Conces et de Walters est utile mais ne démontre pas que le faux dilemme est un sophisme formel. Le FM2.0 suppose une utilisation ambiguë du terme « sophisme formel », différente de son utilisation en logique, et peut montrer que tout argument est un sophisme formel. De plus, le FM2.0 est développé en adoptant un type de faux syllogisme disjonctif. Cependant, l’application adéquate du FM2.0 au faux dilemme ne conduit pas à un argument augmenté non valide, contrairement à ce qui est attendu dans le FM2.0, même en supposant l’utilisation ambiguë du terme « sophisme formel »
What are Deep Disagreements?
No full textAbstract: The scholarship on deep disagreements presents us with a considerable number of seemingly disparate characterizations concerning the nature of these disputes. This paper is motivated by the desire to grasp what these characterizations are. An answer is provided through the method of reconstructive analysis. Two ideal and paradigmatic models of deep disagreements are defined initially. Then, individual characterizations found in the scholarship are examined against the background of such models. Special attention is given to Fogelin’s paper, the work that initiates modern discussion on deep disagreements. According to the interpretation provided in the following paper, both models inadvertently coexist in this seminal work.
Résumé: Les études sur les désaccords profonds nous présentent un nombre considérable de propriétés apparemment disparates concernant la nature de ces conflits. La rédaction de cet article est motivée par le désir de comprendre quelles sont ces propriétés. Une réponse est fournie par la méthode de l\u27analyse reconstructive. Deux modèles idéaux et paradigmatiques des désaccords profonds sont d\u27abord définis. Ensuite, les propriétés individuelles trouvées dans les études sont examinées dans le contexte de ces modèles. Une attention particulière est accordée à l\u27article de Fogelin, l\u27ouvrage qui initie la discussion moderne sur les désaccords profonds. Selon l\u27interprétation fournie dans l\u27article suivant, les deux modèles coexistent par inadvertance dans cet ouvrage fondateur.
Confronting Anti-Asian Racism in Canadian Schools: Insights from Students, Educators, and Communities
No full textThis research, grounded in Asian Critical Theory (AsianCrit), sheds light on the experiences of Asian educators and students within a large district school board in Ontario, Canada. Through a mixed-methods approach, involving surveys and focus groups conducted in Fall 2022, data was collected from over 1,300 Asian-identifying respondents including students in Grades 7 to 12, teachers, and administrators. Data analysis identified three major findings: (a) the need for empowering Asian representation in the curriculum; (b) the lack of belonging in schools, and; (c) the underrepresentation of diverse Asian identities among staff, especially in senior leadership positions. This research addresses a significant gap in the Canadian literature examining anti-Asian racism in schools and through a series of recommendations advocates for more equitable and inclusive educational environments
Well-being Practices, Rhythms, and Commitments: Perspectives from Early-Career Teachers in British Columbia, Canada
No full textOne of the ways to address stress and burnout in the teaching profession is by paying attention to teacher well-being. Seligman (2011) argued that there are five pillars of emotional health: positive emotions, engagement, positive relationships, meaning, and accomplishment, also known as the PERMA theory of well-being. This article details an action-research study that examined what PERMA-related practices, rhythms, and commitments teachers in British Columbia believed were the most influential in contributing to their overall wellness. Eight initial participants, who taught full-time, had at least three years of experience, and generally enjoyed their profession, were recruited from a public school and an independent school in British Columbia, Canada. Initial participants completed a quantitative well-being assessment known as the PERMA-Profiler, to identify a group of three teachers who would be appropriate for participation in the follow-up, qualitative, one-on-one interviews. Content analysis of teacher perspectives revealed an emphasis on the actions related to three key themes: the power of relationships, practicing gratitude through reflection, and intentionality surrounding time investment and allocation. This article concludes with implications for how to help teachers flourish, describing various practices, rhythms, and commitments that are beneficial for educators’ pursuits of emotional wellness
Artificial Intelligence in Higher Education: A Contemporary Examination of Illich’s Theories
No full textIn an era where artificial intelligence (AI) increasingly permeates the educational sphere, Abubaker Qutieshat’s Artificial Intelligence in Higher Education: A Contemporary Examination of Illich’s Theories offers a timely and thought-provoking reflection on this shift\u27s ethical, philosophical, and societal implications. Far from presenting AI as a mere technological tool, Qutieshat critically engages with the educational theories of Ivan Illich, challenging readers to reconsider the role of institutions, the meaning of learning, and the future of higher education. Through an interdisciplinary lens that merges medical education, cognitive psychology, and technological ethics, the author proposes a vision of AI not as a dominating force but as a convivial companion that can liberate or further entrench educational inequalities
Future Progress and Prospects of the Smuggling of Migrants Protocol
No full textThe Smuggling of Migrants Protocol, adopted in 2000 and effective since 2004, is a key international legal framework aimed at combating migrant smuggling as a form of transnational organized crime. Its objectives include preventing smuggling, prosecuting offenders, protecting the rights of smuggled individuals, and fostering international cooperation. While prosecution and repression remain central to the Protocol, its balanced approach also emphasizes the importance of safeguarding migrant rights and facilitating state collaboration.
This article critically examines the Protocol’s implementation, with a focus on the European Union as a case study. It explores how states have generally applied the Protocol with a predominant focus on prosecution and repression, often sidelining its objectives related to protection and cooperation. In so doing, the article demonstrates how the neglect of the Protocol’s protection objectives has exacerbated migrant vulnerabilities and often produced unintended criminogenic effects, fueling exploitative practices and sustaining demand for smuggling services.
The article calls for a more balanced approach that integrates effective prosecution and prevention measures with greater emphasis on protection and international cooperation. It suggests that evidence-based policies, expanded legal migration pathways, and rights-based governance are essential to dismantling smuggling networks while safeguarding migrants. While it remains uncertain whether such a balance can fully address all challenges, prioritizing protection alongside enforcement represents a necessary step toward achieving the Protocol’s broader objectives and fostering more effective and humane migration governance
The Detroit Police Officers’ Association and Mayor Coleman A. Young
No full textIn the wake of the 1967 Uprising, Coleman Young was elected as the first African American Mayor of Detroit. Between the 1970s and 1990s, Mayor Young attempted to reform the racially biased Detroit Police Department (DPD). However, his reforms were challenged through a series of legal battles by the powerful, predominantly white union representing DPD officers – the Detroit Police Officers’ Association (DPOA). As the bargaining power of the DPOA waned over time, Mayor Young was able to reform the Detroit Police Department. This paper will analyze how the legal fight between the DPOA and Mayor Young left an indelible mark on the city of Detroit, which still exists today. Further research into this strenuous relationship must be conducted – as the topics of racial inequality, diversity, police brutality, and reform are subjects that are still presently discussed within American society
Review of Argumentation in Complex Communication: Managing Disagreement in a Polylogue By Marcin Lewiński and Mark Aakhus
No full textAbstract: This article reviews Marcin Lewinski and Mark Aakhus’s Argumentation in Complex Communication (Oxford 2022).
Résumé: Cet article passe en revue l’ouvrage de Marcin Lewinski et Mark Aakhus, Argumentation in Complex Communication (Oxford 2022)
Unveiling the Potential: A Systematic Review on Harnessing the Affordances of Differentiated Instruction
No full textDifferentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students\u27 diverse needs and learning preferences. This systematic review delves into the vast landscape of differentiated instruction, aiming to illuminate its affordances and effectiveness across various educational settings. By synthesizing empirical evidence from many studies, this review examines the impact of differentiated instruction on student engagement, academic achievement, and overall classroom dynamics. Furthermore, it explores the implementation strategies, challenges, and best practices associated with harnessing the full potential of differentiated instruction. Through rigorous analysis, this review seeks to provide valuable insights for educators, policymakers, and researchers, guiding the enhancement of instructional practices and fostering inclusive learning environments. This systematic review demonstrated that differentiated instruction leads to increased student engagement. By tailoring instruction to meet the diverse needs of students, educators can better capture their interest and motivation. Additionally, this review highlights that differentiated instruction positively impacts learning outcomes. In essence, it underscores the role of differentiated instruction in promoting equity and inclusion in education. By recognizing and valuing the unique strengths and challenges of each student, it helps to create a more inclusive learning environment. These findings contribute to a broader understanding of the benefits, challenges, and best practices that are associated with differentiated instruction in educational settings