Philosophy

We describe the earliest occurrences of the Liar Paradox in the Arabic tradition. The early Mutakallimūn claim the Liar Sentence is both true and false; they also associate the Liar with problems concerning plural subjects, which is somewhat puzzling. Abharī (1200-1265) ascribes an unsatisfiable truth condition to the Liar Sentence—as he puts it, its being true is the conjunction of its being true and false—and so concludes that the sentence is not true. Tūsī (1201-1274) argues that self-referential sen-tences, like the Liar, are not truth-apt, and defends this claim by appealing to a correspondence theory of truth. Translations of the texts are provided as an appendix.

Media literacy and understanding the digital information around us are an area of communication that affects all of us. How people are represented in the media, social media and our civic participation affect our representations and understanding of the truth. The author would argue through research and practical examples that civic engagement and associations with a peer group can counteract some of the issues facing digital media today. In an age of the so-called "fake news," there are tools we can provide for our teams, our employees, and our collaborators to make sure we are all on the same page and dealing with the same set of verifiable facts.

The prevention of online harassment and cyberbullying is an important priority in offices, schools, businesses, and society-at-large. As the world becomes more connected, there is the unfortunate opportunity for harassment and bullying to occur in online environments. Sometimes this is related to offline interactions and sometimes it is solely online. Online harassment and bullying is an unethical and sometimes illegal behavior, which will be discussed in this chapter through the lens of interpretivism and using cognitive dissonance theory and spiral of silence theory. In addition, there are opportunities to proactively take action, which can reduce the likelihood of our online connections turning into harassing environments. Thus, this chapter proposes proactive prevention and intervention strategies for cyberbullying and online harassment including offline tactics, community-engaged approaches, and details the laws and policies that guide this process.
Bullying and harassment negatively impact productivity, mental health, physical health, and civility in the workplace (Berry et al., 2011; Gardner et al., 2016; Hague et al., 2010; Mata, 2016) and can have sweeping consequences on both the individual and the organization. Behavior is communication (Dennett, 1983). So then, what might be the communication shared when a person bullies or harasses others online? Sadly, online harassment or bullying has been linked to escalations of offline violence in some studies (Sari & Camadan, 2016) which highlights the need for immediate prevention and intervention strategies. How might this idea of behavior as communication inform prevention strategies? The connection between online bullying and harassment and this idea of behavior as communication will be explored in depth through the worldview of interpretivsm (Greef, 2015) and in the theoretical framework of spiral of silence theory (McDevitt, Kiousis, & Wahl-Jorgensen, 2003) and cognitive dissonance (Festinger, 2009).
By using this conceptual framework, a deeper understanding of online bullying and harassment can be connected not just in practice but also through theories that help to explain the phenomena as observed in an examination of the laws, policies and strategies for prevention.

The prevention of online harassment and cyberbullying is an important priority in offices, schools, businesses, and society-at-large. As the world becomes more connected, there is the unfortunate opportunity for harassment and bullying to occur in online environments. Sometimes this is related to offline interactions and sometimes it is solely online. Online harassment and bullying is an unethical and sometimes illegal behavior, which will be discussed in this chapter through the lens of interpretivism and using cognitive dissonance theory and spiral of silence theory. In addition, there are opportunities to proactively take action, which can reduce the likelihood of our online connections turning into harassing environments.

Media literacy and understanding the digital information around us are an area of communication that affects all of us. How people are represented in the media, social media and our civic participation affect our representations and understanding of the truth. The author would argue through research and practical examples that civic engagement and associations with a peer group can counteract some of the issues facing digital media today. In an age of the so-called "fake news," there are tools we can provide for our teams, our employees, and our collaborators to make sure we are all on the same page and dealing with the same set of verifiable facts.

Preliminary teachers call out for more preparation for autism inclusion in their credential programs. The purpose of this study is to explore the framing of autism inclusion by professors of multiple and single subject preliminary teacher candidates. Data were collected using a qualitative single embedded intrinsic case study design employing focus groups, document review, and external scoring to a frame scale. Themes that arose included human interest and proposed solutions, with increasing specificity to autism, and social construction following reframing. Practical implications from this study include meaningful understanding and support for professors who prepare preliminary teacher candidates.

DisCrit, critical race theory, disability rights, deficit thinking, and critical PR all lend themselves to a strong argument for autism inclusion in general education settings. In this chapter, an inclusion framework based upon multidisciplinary scholarship is offered for use across not only teacher preparation, but also industry sectors, higher education, K12 districts, and school sites. Theoretically, the multidisciplinary scholarship leading to this curriculum was detailed with a new proposed AutCrit scholarship examined and considered. The tools of a future with a possible AutCrit scholarship would use new tools and new ways of thinking built on the critical scholarship and rejecting tools of historic oppression that led to the challenges that both individuals with autism and the practices of inclusion face in parallel today.

Framing theory is essential to understanding how inclusion is seen and acted upon. It is a critical theoretical framework for this chapter and the book as a whole to understand when discussing reframing autism inclusion in praxis. Framing theory is a theory that sees the chaos in the world through frames that inform ideas, beliefs, and values. In order to know inclusion, framing theory can assist in guiding research and scholarly discussion about the concept, both in education and in communication alike. Framing theory is a theory which frames, meaning that framing theory describes a world where frames inform both perception and action reality.

There has been much scholarly examination of the intellectual influences on Maimonides. Two of claimed influences are the Almohads and the Faṭimids, both of which were dynasties that ruled lands where Maimonides lived in different parts of his life. This paper first examines the sources of some of the particular ideas that scholars attribute to Faṭimid and Almohad influence in Maimonides's thought. Included in this examination, among others, are Maimonides's rejection of anthropomorphic attributes of God and his decision to write a Jewish code of law are, both of which are often cited as parallels between Maimonides and Almohad thought.

Second, it weighs the evidence used by scholars to show Faṭimid and Almohad influence on Maimonides in light of the history of those concepts. The evidence is circumstantial and, in the end, while interesting, it is at best equivocal. Other sources within the large and rich intellectual environment of the Islamic world could have just as plausibly supplied the ideas that are purported to show Almohad or Faṭimid influence on Maimonides. In light of this, the author suggests limiting claims of such influence.