A compositional explanatory theory of pedophilia

2021 ◽  
Vol 61 ◽  
pp. 101662
Author(s):  
Theresa A. Gannon
Keyword(s):  
1996 ◽  
Vol 19 (4) ◽  
pp. 677-714 ◽  
Author(s):  
Samuel David Epstein ◽  
Suzanne Flynn ◽  
Gita Martohardjono

AbstractTo what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition.In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.


2018 ◽  
Vol 16 (1) ◽  
pp. 68-88
Author(s):  
Hans Agné

Democratic practices exist in politics within and beyond individual states. To date, however, it is only the democratic practices within states that have been analyzed in search for causal explanations of political outcomes, for example, peace and human rights protection. Having established the problematic nature of this situation, the purpose of this article is to explain why the situation emerges in political science and then to suggest a strategy to overcome it. The lack of attention to global democracy, or democracy beyond the state more generally, in explanatory theory is suggested to depend on prevalent but unnecessary conceptual delimitations of democracy which contradict standard assumptions about international politics. Those contradictions can be avoided, however, by defining democracy as rule by the largest group. It is argued that the concept of rule by the largest group, while protecting traditional virtues of democracy such as freedom and equality of individual persons in politics, allows scholars to describe a wider range of international practices than have been available for empirical research based on the dominating conceptions of democracy in normative and empirical literatures. Most fundamentally, it frees future research on the effects of democracy beyond the state from a key risk of self-contradiction.


2014 ◽  
Vol 108 (3) ◽  
pp. 389-434 ◽  
Author(s):  
Pierre-Hugues Verdier ◽  
Erik Voeten

Customary international law (CIL) is widely recognized as a fundamental source of international law. While its continued significance in the age of treaties was once contested, it is now generally accepted that CIL remains a vital element of the international legal order. Yet CIL is also plagued with conceptual and practical difficulties, which have led critics to challenge its coherence and legitimacy. In particular, critics of CIL have argued that it does not meaningfully affect state behavior. Traditional CIL scholarship is ill equipped to answer such criticism because its objectives are doctrinal or normative—namely, to identify, interpret, and apply CIL rules, or to argue for desirable changes in CIL. For the most part, that scholarship does not propose an explanatory theory in the social scientific sense, which would articulate how CIL works, why states comply, and why and how rules change.


2018 ◽  
Vol 2 (1) ◽  
pp. 350
Author(s):  
Raja Oloan Tumanggor

Studi ini menganalisa filsafat ‘keadaan baik’ (well-being) yang tertuang dalam berbagai macam teori, seperti teori hedonisme (hedonism theory), teori pemenuhan keinginan (desire-fulfilment theory) dan teori daftar tujuan (objective-list theory). Ditinjau dari cara menjelaskan, kajian teoretis well-being dibagi dalam dua cara: pertama, teori enumeratif (enumerative theory) yang fokus pada hal-hal apa saja yang menambah well-being. Kedua, teori eksplanatoris (explanatory theory) yang bertujuan untuk menjelaskan mengapa sesuatu itu menambah well-being. Teori hedonisme dan teori daftar tujuan masuk dalam enumeratif, sedangkan teori pemenuhan keinginan masuk dalam eksplanatoris. Dengan metode studi kepustakaan (library research) dan analisis teori penulis menggarisbawahi bahwa pertama, dalam perpektif filosofis terdapat beraneka ragam teori mengenai well-being. Kedua, terdapat perbedaan konsep teoretis antara satu teori dengan teori lainnya. Ketiga, Walaupun ada perbedaan konsep antara masing-masing teori, namun dapat saling memperkaya untuk lebih memahami konsep filosofis well-being secara komprehensif.


2021 ◽  
Vol 26 (11) ◽  
pp. 1245-1257
Author(s):  
N. A. Zaichenko

The topic of the presented study is relevant due to a new trend in the development of the education system – digitalization of education, which changes the paradigm of educational relations. Digitalization of the economy in general and education in particular declared in federal strategic documents over the last two decades and until 2024 has been unexpectedly boosted by the quarantine measures taken in spring 2020 and the mass transition of the participants of educational relations into the online format. This topic requires special consideration due to its uniqueness in the context of transforming relations in any field of human activity, especially in the context of human relations transitioning from the analog offline world to the online domain.Aim. The study aims to present theories explaining the changes in educational relations in digital reality and to empirically assess the level of preparedness/unpreparedness of the subjects of educational relations for actual changes in their roles required for constructive digital interaction.Tasks. The authors select theoretical grounds for explaining changes in the educational relations between subjects in the context of digitalization; determine the ideas of participants about the phenomenon of “digitalization of education”; analyze the results of surveys in the logic of expectations of respondents with different characteristics from digitalization of education; compare the results of surveys addressing the problem of digitalization of education before and after the mass transition of school education into online mode.Methods. This study includes a theoretical and an empirical part. The search for an explanatory theory of changes in educational relations focuses on the theoretical substantiation of the phenomenon of changes on the one hand, and on empirical substantiation of the existing problem of a blurry vision of school stakeholders about the phenomenon of digitalization of education on the other hand. The empirical part includes a fragment of a three-stage sociological survey aimed at the preliminary identification of ideas about the phenomenon of digitalization among people of different ages and professional status before and during the COVID-19 pandemic.Results. A “portfolio” of theories that are relevant to the topic of the study and explain the essence of changes in educational relations in the context of digitalization is developed. Definitions of “digitalization of education” and “transformation of educational relations” are provided. The theoretical block, based on the concept of an interdisciplinary approach, is supplemented by empirical data obtained from surveys of more than 1,700 respondents from different regions, different professional status, and different ages, the results of which are used to verify (or refute) the hypothesis about the relevance of changes in educational relations in digital education.Conclusions. The results of empirical research and contextual goals presented in the study do not give grounds for asserting that digitalization of education becomes a trigger for changes in educational relations. This conclusion does not contradict the basic explanatory theory – the theory of liminality. The transition of relations from the usual state to a new one takes time, since it involves the loss of previous statuses (roles) in educational relations, where the understanding of the hierarchy in the structure of these relations is invalidated.


2020 ◽  
pp. 145-171
Author(s):  
Alastair Wilson

One of the most attractive features of quantum modal realism is the unified and explanatory theory of laws of nature which it enables. Quantum modal realism incorporates a layered model of laws which share a common underlying structure; the model includes Fundamental laws of the multiverse, fundamental laws of Everett worlds, as well as a variety of types of non-fundamental laws of Everett worlds. This layered model of laws allows for a hitherto unexpected reconciliation of the Humean and anti-Humean conceptions of lawhood, and the model also enables powerful explanations both of why laws matter to us and of how we can come to know them. This chapter sets out the new quantum modal realist theory of laws, defends it from some objections, and draws out its most important consequences.


1970 ◽  
Vol 4 (2) ◽  
pp. 5-21 ◽  
Author(s):  
J. J. Mangalam ◽  
Harry K. Schwarzweller

The question is beginning to be debated in the field of migration studies as to whether it is possible to formulate an explanatory theory general enough to cover the whole process of emigration and immigration. Charles Price thinks it is doubtful that we are ready for a general account couched in terms of formal theory (Australian Immigration: A Bibliography and Digest, 1966, p. A52). On the other hand, Everett S. Lee has attempted to present a general theory (“A Theory of Migration”, Demography, 3, 1966, p. 47–57). The following article by Mangalam and Schwarzweller takes a middle of the road position by formulating a middle-range theory of migration. This is a preliminary effort which other researchers will hopefully modify, clarify, and expand.


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