University of Windsor, Ontario: Open Journal Systems
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Rational Force of Analogy/Qiyās in Law: Logic of Law in Islamic and Contemporary Legal Reasoning
No full textAnalogy is an inherently fragile form of argument, as it derives the conclusion from similarity, while overlooking dissimilarities. Yet law fundamentally depends upon analogical reasoning to ensure consistency and predictability in its rulings. This entanglement of fragility and necessity compels the legal traditions, both Islamic and contemporary, to articulate a theory of legitimacy that justifies analogy when applied in law. The most successful explanation among different considerations, I argue, is the one that is anchored in logic. This logical grounding is a shared feature among contemporary legal theorist Scott Brewer, the informal logician Douglas Walton, and the 12th-century Muslim jurist-logician al-Ghazzālī, as all three insist that the justification of legal analogy is logical. This paper aims to trace the thematic contours of these logical frameworks in order to demonstrate, drawing primarily on al-Ghazzālī’s two works: al-Mustaṣfā fī Uṣūl al-Fiqh and al-Muntaḥal fī al-Jadal, that al-Ghazālī’s model of analogical reasoning effectively integrates key elements of Brewer’s abduction model and Walton’s model of defeasible argument
Empowering Digital Education with ChatGPT: From Theoretical to Practical
No full textThe book ‘Empowering Digital Education with ChatGPT’ by Mohamed Lahby offers a fresh look at how ChatGPT can revolutionize language teaching through innovative approaches. The technology enables personalization of learning, simulation of context-based conversations and provision of real-time feedback, allowing students to learn independently and interactively. The book also highlights the integration of gamification and collaboration elements to increase student motivation and support cross-cultural understanding in language learning. While optimistic, the authors also recognize challenges in implementing these technologies, such as AI bias and technology access gaps. With realistic and inspiring insights, this book is an essential reference for educators who want to explore more effective and inclusive technology-based language teaching
Is the UNTOC working?
No full textThis note analyzes the current state of implementation of the UNTOC, and what impact it is having on legislation, international cooperation, and criminal markets. On the 25th anniversary of the UNTOC’s adoption, coming in 2025, this note summarizes the evidence available to begin to answer the question ‘Is the UNTOC working’?. It finds that there is a lack of systematic data collection, critical debate, and effective monitoring and review processes, all of which lead researchers with a limited ability to fully assess and understand what impact the UNTOC has had. It sets out a series of recommendations to reinvigorate the international system mandated to tackle transnational organized crime – through enhanced data collection, coordination and analysis, more realistic and strategic engagement, and ultimately more political will to fulfill the aims of the Palermo Convention
Vaccine Nation: COVID-19 and the Legacy of the Atlantic Bubble
No full textIn a previously published paper, “A Little Shelter from the Storm; COVID-19 and the ‘Atlantic Bubble’” (Canadian Journal of Practical Philosophy, Vol. 6, No. 1, Fall, 2021), I argued that ‘the Atlantic Bubble’ (hereafter AB) was a political plan which demonstrated how community strength, and the underlying positive liberty of communal action, mitigate risk. Returning to this, I consider recent developments, exploring COVID-19’s transition to a perennial issue, along with how features of AB might be emulated more broadly. Here, we confront long-standing philosophical issues which are of particular concern for initial considerations of how a theoretical shift, applying traditional virtue ethics to our contemporary context, might accompany the practical one of developing a robust sense of community
Teaching Multiword Expressions in a Second-Language Context
No full textThe discussion on multiword expressions is an unavoidable aspect of any target language. Idioms, which are part of multiword expressions in the English Language, are viewed as one of the neglected areas in the second-language classroom. This study explored how teachers from the three main levels of education in two municipalities in the Bono Region of Ghana approached the teaching of idioms. This descriptive qualitative case study examined the resources available to teachers, assessing their preferences and awareness of approaches. The findings revealed that these instructors relied primarily on the core teaching materials and sometimes on other online resources for additional support. Due to changes in the curriculum, what emerged from the study is that idioms were not part of the content that was taught at the teacher-training colleges. These results also demonstrate a strong preference for traditional techniques because of familiarity and curriculum constraints. Teachers\u27 awareness and usage of other methods, which are cognitively motivated, are limited. The implications could be linked to pedagogy, training, and resource constraints that teachers may face. It also highlights the necessity for curriculum adjustments to cater to the inadequacies. Addressing the identified concerns will improve the teaching and learning experience, to meet the approved standards, the expectations of teachers, and the needs of students. A focus on professional development programs tailored toward innovative teaching practices could address the training needs of educators and create more dynamic learning opportunities for learners
From Understanding to Creating: Bridging AI Literacy and AI Fluency in K-12 Education
No full textThis paper explores the distinctions and connections between AI literacy and AI fluency, drawing parallels with the historical development of other literacies such as computer literacy and digital fluency. The paper argues that while AI literacy focuses on understanding and evaluating AI technologies, AI fluency represents a higher-order competency encompassing innovation, ethical management, and creation with AI. Examining existing definitions identifies "creation" as a recurring theme differentiating fluency from literacy, where fluency implies the ability to generate novel solutions and artifacts using technology. The paper proposes a conceptual framework for AI literacy and fluency in K-12 education, emphasizing the need to develop both concurrently rather than sequentially. By fostering AI literacy through comprehensive professional development, educators can equip themselves and their students to engage with AI ethically and effectively. Simultaneously, cultivating AI fluency empowers students to utilize AI as a tool for innovation and problem-solving, going beyond passive understanding to actively shape the future of AI in education. The paper concludes that investing in teacher training and developing clear definitions of AI literacy and fluency are crucial steps toward integrating AI into K-12 education responsibly and effectively, preparing students to navigate the complexities of an increasingly AI-driven world
Perceptions of Artificial Intelligence among Philippine Undergraduate Students: Examining Instrument Construct and Demographic Influences on Knowledge and Beliefs
No full textArtificial Intelligence (AI) is ubiquitous, yet the perceptions of Filipino undergraduate students (UGS) remain limited. Using an explanatory sequential mixed methods design, we surveyed 537 UGS to examine their knowledge and beliefs about AI in higher education. An adapted instrument was first validated through exploratory factor analysis, revealing a three-factor structure: perceived threat to human autonomy and employment, perceived academic and economic utility, and perceived negative consequences and risks. Students reported moderate self-rated knowledge (M = 6.51, SD = 2.18). Beliefs were largely neutral to positive, with no significant demographic differences. However, knowledge varied significantly: males scored higher than females (U = 30,244, p = .01), students aged 21–25 outperformed those under 20 (H(2) = 13.85, p < .001), IT students exceeded agriculture majors (H(6) = 13.29, p = .04), and third-years surpassed first-years (H(3) = 9.87, p = .02). Qualitative responses emphasized AI’s role in learning support, accessibility, and interaction, while concerns focused on over-reliance, reduced human relationships, and misinformation. Interpreted through the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and Critical Pedagogy, the findings inform Philippine higher education in shaping curriculum, faculty development, and governance for responsible AI integration
Systematic Review of the Impact of Artificial Intelligence in Higher Education
No full textGenerative AI has undergone a radical transformation, becoming a revolutionary change as important as when the internet appeared. This systematic review explores the impact of AI in higher education, using the principles of Education 4.0 to guide the analysis as a framework. This research used the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA), based on a review of 243 articles published between 2017 and 2025, to address three main objectives: to systematically examine the existing literature, to explore the opportunities and challenges of AI integration, and to identify gaps for future research. Co-occurrence analysis and data-driven methods, including LDA, BERTTopic, and K-Means clustering, reveal that the interest of the scientific community has been growing, focusing on ethical governance, the enhancement of personalized learning, and the development of faculty AI competencies. These priorities are in line with more general worries about guaranteeing equity, openness, and inclusivity in the use of AI. The statistical analyses and administrative applications, on the other hand, have received less attention and are still ripe for investigation. The comprehension of AI\u27s disruptive role in education is strengthened by this exploratory review, which also suggests ways to advance research and practice in higher education settings
