Recent scholarship on the philosophy of time in pre-Qin Daoist thought has not yet produced a thorough examination of dao’s relationship to time. This essay resolves this omission through a systematic study of the concept heng 恒 in pre-Qin Daoist literature. While principally expressing the ‘constancy’ of dao, heng also significantly presupposes dao’s ability to change. This change is characterized in the texts as a cyclical movement of ‘return’ and identified with the universe’s circular metanarrative of generation and reintegration. The (...) essay turns to examine pre-Qin Daoist literature’s use of primal wu 無 metaphors to describe dao. It concludes that they present dao as undifferentiated infinitude, liberating dao as heng from the tense structure of past-present-future that divides life in time. These metaphors further associate the movement of dao with the flow of time, reformulating time’s relentless ever-greater advancement into an endless cycle of creative transformation. (shrink)

Christianity claims that the incarnation provides reliable knowledge about God but also that the incarnation was undertaken freely and thus need not have happened. Alexander Garton-Eisenacher resolves this tension between epistemological reliability and divine freedom, building particularly from the work of Karl Barth. Garton-Eisenacher offers a fresh reading of the Church Dogmatics that demonstrates how Barth’s theology provides a promising starting point but notes that his argument is ultimately undermined by the doctrine of eternity within (...) which it is framed. The author overcomes this issue by showing how the promising motifs employed by Barth can be authentically derived from the classical doctrine of eternity instead. In so doing, this work shows that reading classical eternity against a Barthian background also serves to draw out a more temporal interpretation of the doctrine than its contemporary characterization, reclaiming it as a viable Christian understanding of God’s relationship to time. (shrink)

This article analyses the parallels between the pre-Qin Daoist notion of heng 恒 as a constancy that is nevertheless ceaselessly in motion, and Karl Barth’s concept of Beständigkeit as God’s constancy throughout infinite transformation. Underlying both concepts is an understanding of the ultimate origin (whether dao 道 or the Christian God) as irreducibly temporal in nature. Stemming from this conviction, both systems of thought ultimately identify the continuous change of the ultimate origin with the flow of time in the universe. (...) The commonalities found between these two traditions provide fresh resources to advance the study of both. On the one hand, Barth’s deliberate juxtaposition of contrary statements to illustrate the union of permanence and transience in Beständigkeit challenges the frequent assumption that similar juxtapositions in the pre-Qin texts comprise careless inconsistency or outright incoherence. By extension, Barth’s metaphysical underpinning of this juxtaposition offers a compelling framework to explicate the Daoist notion of heng. On the other hand, the pre-Qin texts’ confluence of permanence and freedom in the principle of ziran 自然 offers a new lens through which to read and hence redeem Barth’s oft-critiqued attempt to combine the irrevocability and ongoing freedom of God’s decision of election. (shrink)

Since its founding in 1943, Medievalia et Humanistica has won worldwide recognition as the first scholarly publication in America to devote itself entirely to medieval and Renaissance studies. Since 1970, a new series, sponsored by the Modern Language Association of America and edited by an international board of distinguished scholars and critics, has published interdisciplinary articles. In yearly hardbound volumes, the new series publishes significant scholarship, criticism, and reviews treating all facets of medieval and Renaissance culture: history, art, literature, music, (...) science, law, economics, and philosophy. (shrink)

Previous studies have primarily used variable-centered approaches to explore correlations between English-as-a-foreign-language teachers’ emotional labor and outcome variables. A fundamental but unresolved question is whether teachers employ multiple emotional labor strategies in the workplace. This study used the latent profile analysis to explore the profiles of EFL teachers’ emotional labor and the relationship between the profiles and job satisfaction based on a questionnaire survey of 365 high school EFL teachers in China. The results indicated the existence of three (...) emotional labor profiles—agreeable, neutral and emotional—that were characterized by different combinations of surface acting, deep acting, and expression of naturally felt emotion. The profiles of EFL teachers who predominantly relied on ENFE and DA had the most adaptive patterns of job satisfaction, whereas the profiles of teachers who reported higher levels of SA, regardless the level of ENFE and DA, experienced lower levels of job satisfaction. These findings provide a person-centered methodological data support for exploring the relationship between emotional labor and EFL teachers’ job satisfaction. (shrink)

This paper explores how an institution of higher education in partnership with a local parent-led organization can support authentic and organic Latinx family engagement and advocacy for dual language bilingual, bicultural, biliterate education (DLB3E). We reflect upon how engaging with Spanish-speaking parents helped us reimagine, reinvigorate, and transform local schools and universities by means of new understandings and practices of linguistic and cultural wealth, community assets, and family empowerment. We argue that this form of collaboration can lead to innovative and (...) positive changes in p-16 education. To demonstrate, we share our developing framework for organizing annual parent conferences hosted by the University of Texas Rio Grande Valley’s Center for Bilingual Studies in partnership with RGV PUEDE (Rio Grande Valley Parents United for Excellent Dual Education/Padres Unidos para una Educación Dual de Excelencia). Our framework shows how to build and strengthen grassroots parent and community advocacy for DLB3E from pre-kindergarten through university by strengthening partnerships between parents, public schools, university faculty, and nonprofit organizations to organize conferences and other types of public conversations in Spanish. (shrink)

This paper examines the distribution of thematic infinitive endings in early Greek epic in the context of the long-standing debate about the transmission and development of Homeric epic diction. There are no aorist infinitives in - in Homer which would scan as -before a consonant or caesura (for example *). It is argued that this artificially ending - should be viewed as an actual analogical innovation of the poetic language, resulting from a proportional analogy to the futures. The total absence (...) of aoristic - in Hesiod is unlikely to be coincidental: the analogical form must have been the product of a specifically East Ionic Kunstsprache, and so could have been simply unknown in some other Ionian school of epic poetry where Hesiod was trained. Finally, the striking avoidance of anapaestic aorist infinitives in - is argued to be explained better under the approach to the Aeolic elements in Homeric diction than under the theory. (shrink)

The proposed paper makes an overview of ideas about the failure of the Modern reason as they are launched in the 20th century Continental Philosophy. It begins with Edmund Husserl’s views about wrong objectivism and naturalism in science and philosophy, proceeds to the radical criticism against the project of Enlightenment practiced by the first generation Frankfurt School, and pays attention to Hans-Georg Gadamer’s dissatisfaction with cliché language and thinking dominating both public and private discourse today. Further examination of the (...) Modern reason misfortunes discusses Emanuel Levinas’ uprising against fundamental ontology for the sake of ethics and responsibility to the Other, Julia Kristeva’s appeal to reestablish the social contract on new sensibility and new rationality, and Jean Boaudrillard’s observation that reason has surrendered to the code of simulacrum. In the second part of the paper, some suggestions proposed by the above philosophers (except Baudrillard) about resolving the deadlock of the Modern reason are viewed briefly. A conclusion is made that Baudrillard’s pessimistic position seems to be the most plausible and relevant in the current socio-political and philosophical climate. (shrink)

Culturally responsive teaching has been found to promote student engagement and enhance learning in the classroom. As an effective pedagogy, the past decade has witnessed a soaring interest in exploring teachers’ competence, self-efficacy, and influencing factors in implementing CRT across school subjects. However, scant attention has been directed to language teachers’ engagement with CRT. Given the increasing diversity in students’ socio-economic status, cultural backgrounds, learning needs and preferences in English language classrooms, CRT has also become a prominent concern in (...) China. This study sets out to explore English as a Foreign Language teacher engagement with CRT in rural schools in China. With a multi-case study of eight EFL teachers, the researchers collected data through individual interviews and classroom observations. Four types of teacher engagement based on the foci were identified and were further characterized by cognitive, emotional, and social aspects. This study also taps into the internal and external factors influencing the teachers’ engagement with CRT. Implications and suggestions were provided to tackle the problems of English Language Education in rural China and contexts alike worldwide. (shrink)

The article discusses the issue of the nature of analytic philosophy. It is shown that in the 1920s–1940s it was a certain philosophical school, whose representatives were united by some initial principles. Analytic philosophers saw the main task of philosophy in the analysis of the language of natural sciences, in establishing logical connections between scientific propositions, in the empirical substantiation of scientific theories and in the elimination of speculative concepts and proposals from the language of science. The tool for (...) such analysis was the mathematical logic created at the beginning of the 20th century by G. Frege, A.N. Whitehead, B. Russell. Another characteristic feature of the analytic tradition was a negative attitude toward philosophical speculation. Adherents of this tradition believed that philosophy does not provide knowledge about the world, therefore, it is not a science. Analytic philosophers have made a significant contribution to the methodology of scientific knowledge, offering an accurate description of the hypothetical-deductive structure of scientific theory, methods of scientific explanation and prediction, verification, confirmation and refutation of scientific statements. In the late 1930s, most of the analytic philosophers emigrated to England and the United States. The analytic movement is gradually losing its integrity and loses the features of a philosophical school. There is a rejection of mathematical logic as the main means of analysis, the connection with the natural sciences has been lost. In the second half of the 20th century, analytic philosophy from a specific philosophical school turns into a certain style of thinking of the philosophers of various philosophical research areas and orientations. (shrink)

The range and types of performance metrics has recently proliferated in academic settings, with bibliometric indicators being particularly visible examples. One field that has traditionally been hospitable towards such indicators is biomedicine. Here the relative merits of bibliometrics are widely discussed, with debates often portraying them as heroes or villains. Despite a plethora of controversies, one of the most widely used indicators in this field is said to be the Journal Impact Factor. In this article we argue that much of (...) the current debates around researchers’ uses of the JIF in biomedicine can be classed as ‘folk theories’: explanatory accounts told among a community that seldom get systematically checked. Such accounts rarely disclose how knowledge production itself becomes more-or-less consolidated around the JIF. Using ethnographic materials from different research sites in Dutch University Medical Centers, this article sheds new empirical and theoretical light on how performance metrics variously shape biomedical research on the ‘shop floor.’ Our detailed analysis underscores a need for further research into the constitutive effects of evaluative metrics. (shrink)

Summary Mining companies after the Gold Rush depended heavily on foreign expertise, and yet historians of mining have glorified ‘German engineering’ in America. The application of German technology in America was fraught with difficulties, and most advances were micro- rather than macro-innovations, such as Philip Deidesheimer's famous square-set timbering on the Comstock Lode. The problem began at German mining schools, such as the Freiberg Mining Academy, where Americans like Louis and Henry Janin, while they acquired advanced training and adopted (...) an engineering ethos, struggled to learn about Mexican and American mining. Having complemented their course of study to remedy this deficiency, the brothers returned to the US intending to modernize mining on the frontier. Louis attempted the ‘Freiberg Process’ of amalgamation on the Comstock Lode, but locally developed methods proved more feasible, and the experiment failed. He came to apply his training rather toward the micro-level problem of how to reprocess amalgamation waste heaps. (shrink)

In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the (...) pro- fessional education of Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties. Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world. (shrink)

Several studies have highlighted that reading comprehension is determined by different linguistic skills: semantics, syntax, and morphology, in addition to one’s own competence in reading fluency. On the other hand, according to the Linguistic Interdependence Hypothesis, linguistic skills developed in one’s own native language facilitate the development of these skills in a second one. In this study, we wanted to explore the linguistic abilities that determine reading comprehension in Spanish and in English in Secondary Education students. To do this, 73 (...) Secondary Education Students participated in this study. The students carried out a battery of tasks in English and Spanish, all of them related to reading comprehension and different linguistic skills, which included syntactic awareness tasks, synonymy judgment tasks, and morphological awareness tasks. The results indicated a positive correlation between linguistic competencies in both languages, which were determined by school year, with a lower performance in the 1st year than in the 3rd year. Moreover, we found more skills with correlations in English reading comprehension than in Spanish. Finally, reading comprehension in L1 was mainly explained English reading comprehension, while English reading comprehension was predicted by grade, and syntactic awareness, as well as Spanish reading comprehension. This could be explained by the different levels of exposure to L1 and L2 of sample subjects, as the linguistic variables have different influences on the reading comprehension of both languages. (shrink)

In today’s schools, reading in an L2 is a very challenging task, and it is impossible to ignore the role of feedback in optimizing reading achievement. The present study was an attempt to investigate the type of both positive and corrective feedback moves utilized by L2 teachers in L2 reading comprehension classes. The study concentrated on six different kinds of corrective feedback, namely, explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and repetition, as well as four positive feedback techniques: acknowledgment, (...) acceptance, rephrasing, and repetition. To this end, 40 participants were selected from a total population of 52 female EFL learners, aged 20-25, from an English language institute in Iran. In order to ensure the homogeneous entry behavior of the participants in terms of proficiency, the Oxford Placement Test , with reasonable measures of validity and reliability, was used to screen the students. All that happened in reading comprehension classes were audio recorded, transcribed, coded, and analyzed. To ensure about the consistency of the researchers in coding the data, the inter-coder reliability was run using Cronbach’s Alpha. Statistical analysis of the results revealed that repetition was the most frequently provided positive feedback by L2 teachers , followed by rephrasing . Regarding corrective feedback, explicit correction was the most frequent feedback technique and elicitation the second one utilized by L2 teachers . The results of Chi-square test showed that there was a significant difference among the frequencies of the feedback types. Hopefully the findings of this research study would help L2 teachers to have a more profound understanding of what goes on in their classes. (shrink)

Current debates between behavioural and orthodox economists indicate that the role and epistemological status of first principles is a particularly pressing problem in economics. As an alleged paragon of extreme apriorism, the methodology of Austrian economics in Mises’ tradition is often dismissed as untenable in the light of modern philosophy. In particular, the defence of the so-called fundamental axiom of praxeology—“Man acts.”—by means of pure intuition is almost unanimously rejected. However, in recently resurfacing debates, the extremeness of Mises’ epistemological position (...) has been called into question. Rather than directly engaging in these exegetical discussions, this paper aims to substantiate the possibility and plausibility of conventionalist defences of praxeology per se. The proposed shift includes settling for an analytic fundamental axiom and acknowledging the prima facie tenability of other research programs than praxeology. Since conventionalist praxeology is only moderately aprioristic, mainstream economists and philosophers might be more likely to engage in fruitful discussions with those Austrian scholars who elaborate pragmatic arguments for praxeology instead of invoking pure intuition. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A Thicker Jesus: Incarnational Discipleship in a Secular Age by Glen Harold StassenSarah A. NeeleyA Thicker Jesus: Incarnational Discipleship in a Secular Age Glen Harold Stassen Louisville, KY: Westminster John Knox Press, 2012. 280pp. $25.00Glen Stassen’s A Thicker Jesus addresses how one can find a solid ethical identity that provides a framework and path in a rapidly changing world. Stassen begins by considering what those who have stood (...) the test of history, such as Dietrich Bonhoeffer, Karth Barth, Martin Luther King, and Dorothy Day, among others, have in common. He effectively argues that the common thread among these great leaders of resistance is a “thick” exegetical understanding of Jesus Christ that is implemented in daily life through incarnational discipleship. Such a “thick” interpretation of Jesus of Nazareth is rooted in Christian realism rather than Platonic idealism, meaning that incarnational discipleship does not attempt to apply lofty ideals to reality but is deeply involved, following Jesus of Nazareth, in historical struggles. Stassen then argues that this type of ethic can address all of the problems posed to ethics and faith in “a secular age” outlined by Charles Taylor’s book of the same title.Stassen’s framework of incarnational discipleship in a secular age addresses each of Taylor’s seven problems through a tapestry of argumentation that includes history, biblical exegesis, the tradition of Christian ethics, science, and politics. The work is critically engaged with historical figures in Christian ethics and current voices in the field. Stassen contributes a unique voice to the conversation by drawing upon his experiences with science as a trained physicist and with politics through his father’s gubernatorial career. Where many chose critical engagement with the natural and social sciences or with theological and biblical interpretation, Stassen does both. He approaches physics, politics, and economics with theological rigor, drawing upon traditional theological claims and offering his own critique and adaptation. Stassen, in his typical style, draws extensively on the Christian Scriptures. However, he does not simply reference numerous verses but further enhances the complexity of his argumentation through careful exegesis of the Sermon on the Mount, which he is known for, and of the Gospel of Mark.Stassen’s careful examination of the Sermon on the Mount and Mark offers the reader a picture of the particular understanding of Jesus that Stassen argues needs to be “thickly” interpreted; nonetheless, the book does not address [End Page 200] the consequences of other interpretations of Jesus being made “thicker” and the ethical dilemmas of such interpretations. To his credit, Stassen draws on several womanist interpretations of the cross as suffering in solidarity with the oppressed. But what about womanists who claim that any value placed on the suffering of the cross might lead to the excuse that the suffering of the oppressed is, in fact, redemptive suffering? Does a “thicker” interpretation of the cross necessarily address this problem?Overall, Stassen’s contribution to the field cannot be understated. He insists on addressing social problems on their own terms in the language of history, politics, economics, and science; he also rigorously engages theological and biblical ethics when such things have gone out of fashion in social ethics. As an added bonus, Stassen is clear in his call for pluralism and multiple ethical approaches while at the same time offering a rich account rooted in an interpretation of Jesus for Christians.Sarah A. NeeleyIliff School of Theology/University of DenverCopyright © 2013 Society of Christian Ethics... (shrink)

The conceptualisation of schooling is often based on “ideal children” in “ideal situations.” However, in determining the level of participation for children who are considered vulnerable in schooling, it is important to understand the lived experiences of these children. In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Data were collected using semi-structured interviews, and analysed using a constant comparative method of qualitative (...) analysis within a grounded theory approach. The study found that challenges affecting migrant children’s schooling include the lack of documentation, language barriers, issues of transition and adaptation (discrimination), and the inability to access further education. Strategies were identified to address the challenges, including schools liaising with the Department of Home Affairs, implementing cultural diversity programmes within the school, and through deliberate inclusive programmes. (shrink)

The concept of empiricism evokes both a historical tradition and a set of philosophical theses. The theses are usually understood to have been developed by Locke, Berkeley, and Hume. But these figures did not use the term “empiricism,” and they did not see themselves as united by a shared epistemology into one school of thought. My dissertation analyzes the debate that elevated the concept of empiricism (and of an empiricist tradition) to prominence in English-language philosophy. -/- In the 1870s (...) and ’80s a lively debate about psychology emerged. Neo-Kantian idealists criticized the very idea that the mind can be studied scientifically. A group of philosopher-psychologists responded, often in Mind. They were among the first to call themselves “empiricists,” arguing that psychology could provide a scientific basis for philosophical progress. Idealists held that empirical psychology depended on premises developed by Locke, Berkeley, and Hume. These premises were allegedly absurd because they rendered ideas of extension, as well as other ideas crucial to natural science, unreal. Those who wanted to advance psychology towards becoming a legitimate science were forced to engage these philosophical attacks, while at the same time to develop empirical theories that could successfully explain some characteristics of experience. I show how James’s theory of space perception accomplished both tasks. -/- In developing this theory, James found he had to reject the Lockean notion that reality is associated with passively-registered sensations. James also abandoned Berkeley and Hume’s claim that ideas are ultimately derived from atomic sensations. Instead, James presented experimental evidence that sensation is a continuous stream. The mind must actively parse this stream if it is to gain a coherent representation of its environment. I argue that James’s stream-of-thought thesis served as a presupposition of his entire psychology. The thesis showed how the labor of investigating the mind could be divided between philosophers and scientists, and in a manner sensitive to the concerns of both. The stream thesis also provided a scientific basis for a new philosophical empiricism that, I argue, has a hidden legacy in the history of analytic philosophy. (shrink)

Identity construction — the process of creating and building a new future self — is an integral part of a person’s professional career development. However, at present we have little understanding of the psychological mechanisms that underpin this process. Likewise, we have little understanding of the barriers that obstruct it, and which thus may contribute to inequality in career outcomes. Using a social identity lens, and particularly the Social Identity Model of Identity Change (SIMIC), we explore the process of academic (...) identity construction among doctoral students. Through thematic analysis of semi-structured interviews with 22 PhD candidates, we observe that the identity construction process relies on a person’s perception of a navigable pathway between their current self and their future self. Importantly, participants who were able to access multiple identity resources were more likely to perceive a navigable pathway to a future professional self (e.g., as an academic), unless they perceived these identities to be incompatible with those held by leading members of the profession (e.g., their supervisors). This research suggests that the identities that people are able to access as they progress in their careers may play an important role in their ongoing professional identity construction and career success. (shrink)

This article is based on an analysis of two types of argument, called utilitarian and educational respectively, which are commonly used to justify the teaching of modern/foreign languages in schools. Serious flaws are identified in the utilitarian arguments often employed to defend the teaching of modern languages and different educational arguments which might be offered as justification for their inclusion in the school curriculum are distinguished and appraised. The paper concludes with a consideration of the implications (...) of the foregoing analysis for the place of modern languages in the school curriculum. (shrink)

In the Arabic eleventh century, scholars were intensely preoccupied with the way that language generated truth and beauty. Their work in poetics, logic, theology, and lexicography defined the intellectual space between God and the poets. In Language Between God and the Poets, Alexander Key argues that ar-Raghib al-Isfahani, Ibn Furak, Ibn Sina (Avicenna), and Abd al-Qahir al-Jurjani shared a conceptual vocabulary based around the words ma'na and haqiqah. They used this vocabulary to build theories of language, mind, and reality (...) that answered perennial questions: how to structure language and reference, how to describe God, how to construct logical arguments, and how to explain poetic affect."--Provided by publisher. (shrink)

Learning theory has frequently been applied to language acquisition, but discussion has largely focused on information theoretic problems—in particular on the absence of direct negative evidence. Such arguments typically neglect the probabilistic nature of cognition and learning in general. We argue first that these arguments, and analyses based on them, suffer from a major flaw: they systematically conflate the hypothesis class and the learnable concept class. As a result, they do not allow one to draw significant conclusions about the learner. (...) Second, we claim that the real problem for language learning is the computational complexity of constructing a hypothesis from input data. Studying this problem allows for a more direct approach to the object of study—the language acquisition device—rather than the learnable class of languages, which is epiphenomenal and possibly hard to characterize. The learnability results informed by complexity studies are much more insightful. They strongly suggest that target grammars need to be objective, in the sense that the primitive elements of these grammars are based on objectively definable properties of the language itself. These considerations support the view that language acquisition proceeds primarily through data-driven learning of some form. (shrink)

The beneficial effects of physical exercise on physical health and cognitive functioning have been repeatedly shown. However, evidence of its effect on psychosocial functioning in healthy adults is still scarce or inconclusive. One limitation of many studies examining this link is their reliance on correlational approaches or specific subpopulations, such as clinical populations. The present study investigated the effects of a physical exercise intervention on key factors of psychosocial functioning, specifically well-being, stress, loneliness, and future time perspective. We used data (...) from healthy, previously sedentary older adults who participated in a 6-month at-home intervention, either engaging in aerobic exercise or as part of a control group who participated in foreign language-learning or reading of selected native-language literature. Before and after the intervention, comprehensive cardiovascular pulmonary testing and a psychosocial questionnaire were administered. The exercise group showed significantly increased fitness compared to the control group. Contrary to expectations, however, we did not find evidence for a beneficial effect of this fitness improvement on any of the four domains of psychosocial functioning we assessed. This may be due to pronounced stability of such psychological traits in older age, especially in older adults who show high levels of well-being initially. Alternatively, it may be that the well-documented beneficial effects of physical exercise on brain structure and function, as well as cognition differ markedly from beneficial effects on psychosocial functioning. While aerobic exercise may be the driving factor for the former, positive effects on the latter may only be invoked by other aspects of exercise, for example, experiences of mastery or a feeling of community. (shrink)

Computational learning theory explores the limits of learnability. Studying language acquisition from this perspective involves identifying classes of languages that are learnable from the available data, within the limits of time and computational resources available to the learner. Different models of learning can yield radically different learnability results, where these depend on the assumptions of the model about the nature of the learning process, and the data, time, and resources that learners have access to. To the extent that such (...) assumptions accurately reflect human language learning, a model that invokes them can offer important insights into the formal properties of natural languages, and the way in which their representations might be efficiently acquired. In this chapter we consider several computational learning models that have been applied to the language learning task. Some of these have yielded results that suggest that the class of natural languages cannot be efficiently learned from the primary linguistic data (PLD) available to children, through.. (shrink)

The rule-following debate, in its concern with the metaphysics and epistemology of linguistic meaning and mental content, goes to the heart of the most fundamental questions of contemporary philosophy of mind and language. This volume gathers together the most important contributions to the topic, including papers by Simon Blackburn, Paul Boghossian, Graeme Forbes, Warren Goldfarb, Paul Horwich, John McDowell, Colin McGinn, Ruth Millikan, Philip Pettit, George Wilson, and José Zalabardo. This debate has centred on Saul Kripke's reading of the rule-following (...) sections in Wittgenstein and his consequent posing of a "sceptical paradox" that threatens our every day notions of linguistic meaning and mental content. These essays are attempts to respond to this challenge and represent some of the most important work in contemporary theory of meaning. They examine the notion of meaning; whether it is possible to find a suitable meaning-constituting fact from our previous behaviour or mental histories; objections to, and defenses of, dispositional accounts of meaning; the plausibility of non-factualism about meaning; our attempts to develop non-reductionist accounts of meaning; and the sources of the normativity which attaches to meaning, such as the linguistic practice of the community or the dispositions of the individual. With an introductory essay and a comprehensive guide to further reading the book is an excellent resource for courses in philosophy of mind, philosophy of language, Wittgenstein, and metaphysics, as well as for all philosophers, linguists, and cognitive scientists with interests in these areas. Contributors include Simon Blackburn, Paul Boghossian, Graeme Forbes, Warren Goldfarb, Paul Horwich, John McDowell, Colin McGinn, Alexander Miller, Ruth Garrett Millikan, Philip Pettit, George. M. Wilson, Crispin Wright, and José L. Zalabardo. (shrink)

Financing Public Schools moves beyond the basics of financing public elementary and secondary education to explore the historical, philosophical, and legal underpinnings of a viable public school system. Coverage includes the operational aspects of school finance, including issues regarding teacher salaries and pensions, budgeting for instructional programs, school transportation, and risk management. Diving deeper than other school finance books, the authors explore the political framework within which the schools must function, discuss the privatization of education and (...) its effects on public schools, offer perspectives regarding education as an investment in human capital, and expertly explain complex financial and economic issues. This comprehensive text provides the tools to apply the many and varied fiscal concepts and practices that are essential for aspiring public school administrators who aim to provide responsible stewardship for their students. (shrink)

In this essay I critique two influential accounts of rational autonomy in common schooling that conceive liberalism as an ideal form of life, and I offer an alternative approach to democratic education that views liberal theory as concerned with coexistence among rival ways of living. This view places moral agency, not rational autonomy, at the heart of schooling in liberal societies—a moral agency grounded in initiation into dynamic traditions that enable self-definition and are accompanied by exposure to life-paths other than (...) one’s own. This alternative challenges the tendency in large diverse democracies (such as those of the US and the UK) to prefer common to particularistic schools, thereby placing many types of faith and secular schools on a more equal footing and providing moral justification for education in the national cultures of small liberal republics (such as Denmark, Israel and Lithuania) that maintain special relationships to particular groups while acknowledging the rights of all citizens. I call this approach the pedagogy of difference. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Athens from Alexander to AntonyArthur M. EcksteinChristian Habicht. Athens from Alexander to Antony. Translated by Deborah Lucas Schneider. Cambridge: Harvard University Press, 1997. ix 1 369 pp. Cloth, $39.95.Among his several areas of expertise in ancient studies, Christian Habicht is one of our profession’s authorities on the history and monuments of Hellenistic Athens; and he is a writer of crystal-clear style in both German and [End (...) Page 646] English. He is thus the ideal candidate to have produced a successor to W. S. Ferguson’s magisterial narrative of post-Classical Athenian history. Ferguson’s Hellenistic Athens (London 1911) is itself a work of great learning and insight, but of course it is terribly out of date because of the vast number of archaeological discoveries at Athens (both of buildings and especially of stone inscriptions) since its publication. Those discoveries, continuing to this day, have been primarily the work of the American School of Classical Studies at Athens—which did not even begin its massive archaeological project in the Agora until some twenty years after the publication of Ferguson’s book. Habicht’s Athens from Alexander to Antony (published in German in 1995) will rank with Ferguson as a milestone in post-Classical Athenian studies. It is a synthesis of all the technical work done by archaeologists and historians (not least Habicht himself) since Ferguson’s day, and it will no doubt be the standard text on Hellenistic Athens for decades to come. Moreover, Habicht’s Athens is not only a work of careful technical expertise, useful for professional scholars; because it is written (and translated) clearly and elegantly, it will also make the newest discoveries and arguments concerning Hellenistic Athens easily accessible to the general public. All in all, it is a splendid achievement, and one could hardly ask for more. (Though in fact I will: see below.)Habicht’s theme is that the struggle of the Greek city-states for political freedom did not end with the victory of Philip II of Macedon at Chaeronea in 338 b.c. It is true that in the world of Macedonian super-states that developed in the wake of the conquests of Philip II and his son Alexander the Great, the individual poleis that had played dominant roles among the Greeks in the Classical age (including Athens) had much less political-military weight, because the scale of politics and of political units was now so much larger. But most city-states (including Athens) “remained viable and vital organisms” (366; cf. 4), capable of inspiring intense traditional patriotism in the elites necessary to run them—even when these poleis were forced to live under the hegemony of a Macedonian king. In the case of Athens specifically, Habicht continually stresses the continuity of institutions, and that this continuity existed because the institutions (Council, Assembly, courts) succeeded in regulating Athenian internal affairs “in an exemplary fashion” (2). It was a situation which the Athenians recognized, and in which they took great pride.But Athens, unlike most other poleis, also had its own imperial past, and so it naturally strove for a long time under often very difficult circumstances to assert not merely local autonomy but its true independence—including freedom of action in foreign relations. Here too one can see the powerful perseverance of the city’s tradition, and the long Athenian struggle for freedom is Habicht’s true theme. Thus he chronicles the energetic military improvements undertaken by the Athenians in the fifteen years after Chaeronea (16–17, 22–24); the serious preparations for war against Alexander the Great in 324 (!) over his decision to deprive Athens of Samos (31–32); the leading role played [End Page 647] by Athens in the Greek rebellion against Macedonian hegemony that followed Alexander’s death (the Lamian War), which ended in defeat and the eventual Macedonian-imposed dictatorship of Demetrius of Phalerum (36–41, 53–66); the successful Athenian self-defense after the city was liberated by Demetrius the Besieger in 307 (74–75); the successful rebellion against Demetrius himself in 287 by “the freedom-loving citizens of Athens” (93), achieved with heavy Athenian casualties in the Piraeus (124... (shrink)

Walter Benjamin's influence on Theodor Adorno centers on the former's early philosophy of language, which drew on manifold sources, including importantly the theological writings of Johann Georg Hamann. Adorno adapts this “expressivist” philosophy of language as part of a critique of Hegel's dialectic that forms the basis for Adorno's understanding of epistemology and social criticism. The result of this tempered influence is that Benjamin's and Adorno's projects share a great deal of common ground and vocabulary, but diverge in fundamental ways. (...) These tensions come to the fore in Adorno's 1930s criticisms of Benjamin's unfinished Arcades Project. Of particular import are their respective understandings of Benjamin's notion of a constellation. For Adorno the constellation is a response to the dialectical tension in the relation between subject and object, while for Benjamin it transcends that relation. (shrink)

There is an underlying assumption in the social sciences that consciousness and social life are ultimately classical physical/material phenomena. In this ground-breaking book, Alexander Wendt challenges this assumption by proposing that consciousness is, in fact, a macroscopic quantum mechanical phenomenon. In the first half of the book, Wendt justifies the insertion of quantum theory into social scientific debates, introduces social scientists to quantum theory and the philosophical controversy about its interpretation, and then defends the quantum consciousness hypothesis against the (...) orthodox, classical approach to the mind-body problem. In the second half, he develops the implications of this metaphysical perspective for the nature of language and the agent-structure problem in social ontology. Wendt's argument is a revolutionary development which raises fundamental questions about the nature of social life and the work of those who study it. (shrink)

In chapter 3 of Wittgenstein on Rules and Private Language, Kripke’s Wittgenstein offers a “sceptical solution" to the sceptical paradox about meaning developed in chapter 2 (according to which there are no facts in virtue of which ascriptions of meaning such as “Jones means addition by ‘+’” can be true). Although many commentators have taken the sceptical solution to be broadly analogous to non-factualist theories in other domains, such as non-cognitivism or expressivism in metaethics, the nature of the sceptical solution (...) has not been well-understood. The main aim of this paper is to advance our understanding of the nature of the non-factualism about meaning proposed in the sceptical solution. It attempts to outline some desiderata that should be respected by interpretations of the sceptical solution and considers two objections raised against it in Barry Stroud’s paper “Wittgenstein on Meaning, Understanding and Community". It attempts to correct misconstruals of the sceptical solution that have been promulgated by Davidson and some of his followers and suggests that the sceptical solution developed by Kripke’s Wittgenstein is best viewed as a form of quasi-realism about meaning. It ends by outlining what it takes to be the most pressing challenges facing the sceptical solution. (shrink)

For Protosociology the "Diskurs "-theory has a special significance. Validity-dimensions of speech and their evaluation in the procedure of argumentation indicate generalized presuppositions of interactive processes. These validity-dimensions can be reconstructed in lingusitic characterisations of "normative language" (P.W. Taylor). Thus it is possible to make first steps to a theory of validity. Protosociology provides a special reconstruction of argumentative speech on the level "interpersonality, structure of communicative acting and collective identity". The aim of Protosociology within a context of problems of (...) "Diskurs"-theory would have to establish normative values for an evaluation of such validity-dimensions. A logic of "Diskurs" would have to be developed as a kind of logic of "relevance". (shrink)

At first place the article should serve as clarification of the term "lifeworld" ("Lebenswelt) by means of selected lifeworld-conceptions of 20th. century philosophy.I would like to explikate the attempts of reflexive reference to lifeworld which exist in the concept of Husserl, Heidegger, Wittgenstein and Searle. According to the explanations of Husserl and Heidegger my main interest lies in the problematic of validity. The relation between lifeworld and reflection shall be dealt with in the light of the philosophy of language (Wittgenstein, (...) Searle).At least I would like to discuss the relation between tifeword and science. (shrink)

The authors conducted a baseline survey of baccalaureate and graduate degree health humanities programs in the United States and Canada. The object of the survey was to formally assess the current state of the field, to gauge what kind of resources individual programs are receiving, and to assess their self-identified needs to become or remain programmatically sustainable, including their views on the potential benefits of program accreditation. A 56-question baseline survey was sent to 111 institutions with baccalaureate programs and 20 (...) institutions with graduate programs. Respondents were asked about three areas: (1) program administration (managing unit, paid director, faculty lines, paid staff, funding sources); (2) educational program (curricular structure, CIP code usage, completion rates); and (3) views on accreditation for the field. A clear majority of respondents agreed that some form of accreditation or consultation service could address resource and sustainability issues. Overall, the survey responses to staffing, curricular structure, and support suggest the need for developing a sustainable infrastructure for health humanities. (shrink)

This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability. The authors, from different backgrounds---linguistics, philosophy, computer science, psychology and cognitive science-explore the idea that language acquisition proceeds through general purpose learning mechanisms, an approach that is broadly empiricist both methodologically and psychologically. Written by four researchers in the full range of relevant fields: linguistics, psychology, computer science, and cognitive science, the book sheds light on the central problems of learnability and language, and traces their implications (...) for key questions of theoretical linguistics and the study of language acquisition. (shrink)

This paper explores the prospects for using the notion of a primitive normative attitude in responding to the sceptical argument about meaning developed in chapter 2 of Saul Kripke’s Wittgenstein on Rules and Private Language. It takes as its stalking-horse the response to Kripke’s Wittgenstein developed in a recent series of important works by Hannah Ginsborg. The paper concludes that Ginsborg’s attempted solution fails for a number of reasons: it depends on an inadequate response to Kripke’s Wittgenstein’s ‘finitude’ objection to (...) reductive dispositionalism; it erroneously rejects the idea that a speaker’s understanding of an expression guides her use; it threatens to collapse into either full-blown non-reductionism or reductive dispositionalism; and there is no motive for accepting it over forms of non-reductionism such as those developed by Barry Stroud and John McDowell. (shrink)