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This short reflection on forty years of the UK's History and Philosophy of Geography group reflects on the poetics of geographical knowledge. Whilst histories of geography have diverged from philosophies of geography over recent years, the intervention proposes that a useful avenue of enquiry for future work is to develop fuller historical and philosophical accounts of the forms and poetics of geographical writing. This includes: philosophical reflection on form and space; historical studies of the varying forms, styles, and poetics of geographical knowledge; and active experiments with formal aspects of writing. Through a short reflection on the ethics of Jean-Marie Guyau (a sociologist whose naturalist and vitalist ethics had an important influence on anarchist geographers) the paper proposes an approach to the authority of geographical texts that is animated by an anomic ethos that is: genetic; affirmative; and generous. • Proposes an agenda for future histories and philosophies of geography based on experimental genealogical analyses of form and aesthetics. • Explores the different forms of authority co-constructed through the forms, styles and genres of geographical writing. • Argues that a productive space of intersection between history and philosophy of geography can be found in a revitalised genealogical study of the forms and aesthetics of geographical writing. • Draws on Jean-Marie Guyau's vitalist ethics to argue for a genealogical approach to ethics of history and philosophy of geography. [ABSTRACT FROM AUTHOR]

Large language models like Chat Generative Pre-Trained Transformer (ChatGPT) are increasingly used in academic writing. Faculty may consider use of artificial intelligence (AI)–generated responses a form of cheating. We sought to determine whether general surgery residency faculty could detect AI versus human-written responses to a text prompt; hypothesizing that faculty would not be able to reliably differentiate AI versus human-written responses. Ten essays were generated using a text prompt, "Tell us in 1-2 paragraphs why you are considering the University of Rochester for General Surgery residency" (Current trainees: n = 5, ChatGPT: n = 5). Ten blinded faculty reviewers rated essays (ten-point Likert scale) on the following criteria: desire to interview, relevance to the general surgery residency, overall impression, and AI- or human-generated; with scores and identification error rates compared between the groups. There were no differences between groups for %total points (ChatGPT 66.0 ± 13.5%, human 70.0 ± 23.0%, P = 0.508) or identification error rates (ChatGPT 40.0 ± 35.0%, human 20.0 ± 30.0%, P = 0.175). Except for one, all essays were identified incorrectly by at least two reviewers. Essays identified as human-generated received higher overall impression scores (area under the curve: 0.82 ± 0.04, P < 0.01). Whether use of AI tools for academic purposes should constitute academic dishonesty is controversial. We demonstrate that human and AI-generated essays are similar in quality, but there is bias against presumed AI-generated essays. Faculty are not able to reliably differentiate human from AI-generated essays, thus bias may be misdirected. AI-tools are becoming ubiquitous and their use is not easily detected. Faculty must expect these tools to play increasing roles in medical education. [ABSTRACT FROM AUTHOR]

• Moral identity can be conceptualized as a goal. • Children, adolescents and adults all have a moral identity goal. • Goal characteristics can be assumed to change over the course of development. The field of moral identity research comprises two different views as to when moral identity emerges in the course of development. While some describe moral identity as a developmental achievement of middle childhood, others maintain that it does not emerge before adolescence or early adulthood. The present paper bridges these views by introducing a new theoretical framework for conceptualizing moral identity development. Within this framework, moral identity is conceptualized as a goal, namely the goal to be a moral person. Children, adolescents and adults are all assumed to have this moral identity goal. Yet, its goal characteristics are expected to systematically change with development: from concrete to abstract, from externally to internally motivated, and from prevention- to promotion-oriented. From the age of responsibility to adult maturity, important changes are proposed in how the moral identity goal is represented and how it motivates moral action. By outlining these changes, the paper links early- and late-onset views of moral identity development and identifies avenues for future empirical research. [ABSTRACT FROM AUTHOR]

We conceptualize the journey to ethical veganism in the stages of the transtheoretical model of change, from precontemplation through contemplation, preparation, action, and maintenance. At each stage, we explore the psychological barriers to progressing towards veganism, discuss how they manifest, and explore ways to overcome them. It is hoped that this paper can be used as a guide for animal advocates to identify the stage an individual is at, and understand and overcome the social and psychological barriers they may face to progressing. We argue that, while many people are ignorant of the cruel practices entailed in animal farming, many deliberately avoid thinking about the issue, are unable to appreciate the scale of the issue, and simply tend to favour the status quo. When engaging with the issue of farm animal suffering, meat-eaters are largely driven by cognitive dissonance, which manifests as motivated reasoning aimed at protecting one's image of oneself and one's society. This is facilitated by confirmation bias and complicit media which cater to the preferred views of their meat-eating audience. Even once convinced of veganism, habit and willpower present further barriers to acting on those beliefs. This is all in the context of a speciesist and carnistic culture where meat consumption is normal, farming is noble, and vegans are 'others'. We locate and elucidate each of these biases within the stages of the transtheoretical model and discuss the implications of this model for animal advocates and for further research. [ABSTRACT FROM AUTHOR]