Curricular and co-curricular civic engagement activities and programs are analyzed in terms of their capacity to contribute to a common set of outcomes associated with nurturing civic-minded graduates: academic knowledge, familiarity with volunteering and nonprofit sector, knowledge of social issues, communication skills, diversity skills, self-efficacy, and intentions to be involved in communities. Different programs that promote civic-mindedness, developmental models, and assessment strategies that can contribute to program enhancement are presented.

The long-standing vision of universities as the “alma mater” of students and graduates is a demonstration of its role as sustaining the person, the expert/professional, and the citizen. This role has persisted in the face of rising global challenges such as the emergence of new learning spaces, the growing diversity of publics, the call for productivity and performativity, and the hope for a significant engagement with the community and the public good. These sometimes conflicting tendencies have also stimulated higher education (...) institutions to further pedagogical strategies that articulate in novel ways the classical elements of learning: action/experience and reflection/theory. In this context, service learning received a new impetus, particularly in the post-Bologna European Higher Education Area, as universities were looking for ways in which to articulate the social dimension of HEI and their “third mission” as institutions not only committed to addressing and solving societal problems, but also committed to fostering public-minded alumni through powerful experiences of engagement for both the students and the community.This paper is based on the experience of Erasmus+project ESSA, a service earning based project focused on University social responsibility (USR). ESSA engaged four groups of students from three European universities (Edinburgh, Porto, and Kaunas) in conducting a 1-week on-site USR audit based on an ecologic and situated concept of social responsibility. We will consider the perceived impact of ESSA on 44 students through a thematic analysis of focus group discussions and student self-assessment reports produced during and after their participation in the USR audit. (shrink)

Amid efforts to limit “divisive concepts” in educational settings, this article investigates the obstruction of a civic-focused early childhood curriculum. Joy Dangora Erickson and Winston Thompson analyze the challenges faced by a resourceful kindergarten teacher striving to uphold curriculum goals despite constraints imposed by the state legislature. Through an empirically informed exploration of political and pedagogical factors, this conceptual analysis elucidates the moral complexities of risks, costs, and outcomes as educators navigate non-ideal political conditions. By doing so, the authors (...) provide valuable insights to scholars and practitioners, suggesting productive avenues for future research on these and related dilemmas of practice. (shrink)

Recent reform initiatives calling for ‘civic’ professionalism can be seen as a response to the widely reported decline in public trust in the professions and an attempt to partially remedy this problem through a more publically engaged professionalism. The author draws on the political philosophy of Hannah Arendt, identifying the strong, albeit in the professionalism literature rarely acknowledged, affinities between civic professionalism and her concept of action as freedom through public deliberation. Using the three modalities of the active (...) life that Arendt discusses in The Human Condition as analytical tools, the author suggests that changing conditions in the public sector have led to professional life increasingly taking on the forms of labour and work, at the expense of action. The implications of these developments are highlighted before the author proceeds to show that a professional life oriented strongly towards action is consistent with ‘civic’ professionalism based on community engagement. Some of the main approaches traditionally taken to promote a civic orientation among university students are noted; the article concludes with a discussion of how the specific concepts underlying Arendtian action can be put to work in university pedagogies to intentionally promote the public ‘civic-minded professional’. (shrink)

According to Gauchet we are living in a `society of individuals'. But a central term is missing from that formula, and not by any accident, for contemporary society has lost it from view: the term of the political. In sum, thus reads Gauchet's diagnosis, society today is haunted by a kind of individualism out of which no society can be conceived, as it obfuscates its political dimension. The aim of this article is to elaborate this diagnosis, and more specifically the (...) idea that there is no society, and therefore no individual either, without the political. In order to do so, I will explore the meaning of the formula `society of individuals'. Within the scope of this analysis, I shall primarily pay attention to the `primacy of the political' in Gauchet. To conclude, I will assess Gauchet's diagnosis, by fathoming in what sense contemporary individualism, besides being an `eclipse of the political', is also a threat to democracy. (shrink)

An exposition of the views of literary critics of present day influence, presented to illustrate the thesis that the study of the humanities guided by a traditional mode of analysis, fails to encourage and produce the methodological habits and styles of thought needed by the citizen to understand social and political problems. Lane--a political scientist--proposes that the teaching of the humanities would contribute to the development of democratic citizenship if it were recognized that there is no logical or methodological difference (...) between the sciences and the humanities.--P. D. J. (shrink)

Scholars agree that college graduation is positively associated with civic engagement. They are less certain about why. College graduates are more likely to grow up in advantaged households and have higher household income and access to social capital after graduation than non-graduates. These pre and post college factors are positively related to civic engagement. However, some suggest that college itself encourages graduates to be more involved. The goal of this study was to compare the pre college, college, and (...) post college predictors of civic engagement using data from surveys of over 5,000 alumni of a large U.S. public university. Results show that college extracurricular activities and discipline studied in college, and post college social capital are the most important predictors of graduates' civic engagement. These findings help explain why college graduates are more involved, advance social capital theory, and suggest strategies for increasing civic engagement. (shrink)

First published in 1990, Mind and Cognition: An Anthology is now firmly established as a popular teaching apparatus for upper level undergraduate and graduate courses in the philosophy of mind. Brings together the most important classic and contemporary articles in philosophy of mind and cognition Completely revised and updated throughout, in response to feedback from teachers in the field Now includes 20 new readings Each updated part opens with a brief, synoptic introduction to the individual field and a comprehensive (...) further reading list Each section also includes three to four of the most influential papers that have been written in the philosophy of mind over the last 40 years. (shrink)

Jaegwon Kim is one of the most preeminent and most influential contributors to the philosophy of mind and metaphysics. This collection of essays presents the core of his work on supervenience and mind with two sets of postscripts especially written for the book. The essays focus on such issues as the nature of causation and events, what dependency relations other than causal relations connect facts and events, the analysis of supervenience, and the mind-body problem. A central problem in the philosophy (...) of mind is the problem of explaining how the mind can causally influence bodily processes. Professor Kim explores this problem in detail, criticizes the nonreductionist solution of it, and offers a modified reductionist solution of his own. Both professional philosophers and their graduate students will find this an invaluable collection. (shrink)

The philosophy of mind has always been a staple of the philosophy curriculum. But it has never held a more important place than it does today, with both traditional problems and new topics often sparked by the developments in the psychological, cognitive, and computer sciences. Jaegwon Kim’s Philosophy of Mind is the classic, comprehensive survey of the subject. Now in its second edition, Kim explores, maps, and interprets this complex and exciting terrain. Designed as an introduction to the field for (...) upper-level undergraduates and graduate students, Philosophy of Mind focuses on the mind/body problem and related issues, some touching on the status of psychology and cognitive science. The second edition features a new chapter on Cartesian substance dualism-a perspective that has been little discussed in the mainstream philosophy of mind and almost entirely ignored in most introductory books in philosophy of mind. In addition, all the chapters have been revised and updated to reflect the trends and developments of the last decade. Throughout the text, Kim allows readers to come to their own terms with the central problems of the mind. At the same time, the author’s own emerging views are on display and serve to move the discussion forward. Comprehensive, clear, and fair, Philosophy of Mind is a model of philosophical exposition. It is a major contribution to the study and teaching of the philosophy of mind. (shrink)

This book presents an overview of contemporary information-processing approaches to second language acquisition. This theoretical approach proposes that people learn languages by applying the brain's general information-processing abilities to language input. This contrasts with generative (Chomskian) theory, which sees the brain as having a dedicated language-processing faculty, not a multipurpose one. This volume brings together in one place an integrated picture of ideas about processing approaches today and applications for language instruction. Designed to be a textbook for graduate-level courses (...) in language learning, second language acquisition, (it grew out of one Sanz herself offered), cognitive/psycholinguistic, and possibly language teacher preparation, it will also be of use to scholars and researchers in second language acquistion and cognitive psychology. (shrink)

Writing philosophy well is an essential skill in our discipline. Philosophical writing must aim for clarity, precision, and rigor, but in doing so, it can often wind up dry, long-winded and boring. It can take many drafts to produce a paper that is suitable for publication in a journal, and many aspiring (and accomplished!) academic philosophers find the process of writing arduous and frustrating. Still, some people make it look easy – if you’ve read anything by Alan Hájek, you’ve probably (...) noticed his breezy style that effortlessly communicates complex ideas in simple terms. His concise and witty prose makes even formal epistemology, a notoriously complicated, math-heavy subject, accessible and engaging to readers. However, while it might look effortless, Hájek’s spirited style is in fact born out of deep and thoughtful engagement with the craft of writing. His motto is: “Work hard for your readers, so that they don’t have to.” Hájek’s approach is decidedly anti-genius: he believes that having good ideas and communicating them well can be taught, and he has devoted considerable energy to helping his graduate students improve their writing. He has written multiple articles about philosophical creativity, as well as an unpublished lengthy manuscript on the mechanics of writing. I have benefited myself from his advice – at least I believe I have, readers may judge for themselves. My aim in this article is to share a few of his insights that I have found most helpful for myself and for my students. I won’t try to summarize all of Hájek’s advice, and I also don’t claim that all of this is totally new. Rather, I will offer a small collection of greatest hits. I will cover eight aspects of philosophical writing, and for each one, I will explain the basic idea, and then discuss some ways of implementing it for oneself and one’s students. (shrink)

Praxis is the identifying signature of the most prevalent contemporary versions of the reception and interpretation of Marx and of the movements of thought inspired or provoked by him. This view seems to accord well with the early “Theses on Feuerbach” and is frequently mobilized in support of the further claim that the “mature” or “scientific” Marx, the Marx of Das Kapital, above all had left behind his former preoccupations with philosophy in anything like a traditional sense, in order to (...) pursue single-mindedly and whole-heartedly his critical diagnosis of bourgeois political economy, the opening wedge in his “practical” campaign to establish first socialism and then communism. In this essay, I want to call into question some of the central commitments of this consensus. In particular, I shall suggest that Marx’s understanding of praxis, of human activity and interaction, is pervasively shaped by his conception of poiesis, the production of hitherto non-existing objects and, therewith, the ongoing transformation of external Nature. Accordingly, appreciations of Marx’s supposedly revolutionary transfiguration of the relation between theoria and praxis need to be recast and reconstrued in light of his reduction of praxis to technical production. Poiesis is the cardinal, indeed the unique, category in the ontological vocabulary Marx adopted in his earliest works and never abandoned afterwards, even when he went on to treat ontological issues much more economically. This monochromatic vocabulary so colored Marx’s analysis of the nature and civic places of labor and human interrelations, that both tended to lose the variegated contours by which pre-modern, if not all pre-Marxist, thinkers recognized them. Marx’s elliptical, not to say sibylline, allusions to the condition and the telos of “socialized humanity” in the Grundrisse and in the final volume of Das Kapital prove so perplexing exactly because ‘labor’ itself has become paradoxical—does it figure with equal prominence in both the ‘realm of necessity’ and the ‘realm of freedom’?—while praxis, once it seems finally set free from the spell cast on it by the presumptive ultimacy of poiesis, appears to lose its bearings, its pre-modern orientation to a goal such as achieved and mutually-acknowledged human excellence. The claims and promises of praxis turn out to be deeply enigmatic. (shrink)

In _Modal Logic for Open Minds,_ Johan van Benthem provides an up-to-date introduction to the field of modal logic, outlining its major ideas and exploring the numerous ways in which various academic fields have adopted it. Van Benthem begins with the basic theories of modal logic, semantics, bisimulation, and axiomatics, and also covers more advanced topics, such as expressive power and computational complexity. The book then moves to a wide range of applications, including new developments in information flow, intelligent agency, (...) and games. Taken together, the chapters show modal logic at the crossroads of philosophy, mathematics, linguistics, computer science, and economics. Most of the chapters are followed by exercises, making this volume ideal for undergraduate and graduate students in philosophy, computer science, symbolic systems, cognitive science, and linguistics. (shrink)

Donald Olding Hebb, referred to by American Psychologist as one of "the 20th century's most eminent and influential theorists in the realm of brain function and behavior," contributes greatly to the understanding of mind and thought in Essays on Mind. His objective was to learn about thought which he considered "the central problem of psychology -- but also, not less important, to learn how to think clearly about thought, which is philosophy." The volume is written for advanced undergraduates, graduates, professionals, (...) and lay people interested in or studying the mind. Hebb offers an increased understanding of the mind from a biological perspective that affects long-standing philosophical and psychological problems. "Psychology and Philosophy were divorced some time ago but, like other divorced couples, they still have problems in common," writes Hebb. The first three chapters establish the methodological and philosophical basis for his biologically centered theory of behavior, including the evolution of the mind, nature versus nurture, the origination and status of cell-assembly theory, and infant thought and language development. He concludes with a discussion of the workings of scientific thought from a practical rather than theoretical perspective. (shrink)

Many people have an aptitude for religious experience and spirituality but don't know how to develop this or take it further. Modern societies offer little assistance, and traditional religions are overly preoccupied with their own organizational survival. Minding the Self: Jungian meditations on contemporary spirituality offers suggestions for individual spiritual development in our modern and post-modern times. Here, Murray Stein argues that C.G. Jung and depth psychology provide guidance and the foundation for a new kind of modern spirituality.Murray Stein explores (...) the problem of spirituality within the cultural context of modernity and offers a way forward without relapsing into traditional or mythological modes of consciousness. Chapters work towards finding the proper vessel for contemporary spirituality and dealing with the ethical issues that crop up along the way. Stein shows how it is an individual path but not an isolationist one, often using many resources borrowed from a variety of religious traditions: it is a way of symbol, dream and experiences of the numinous with hints of transcendence as these come into personal awareness. Minding the Self: Jungian meditations on contemporary spirituality uses research from a wide variety of fields, such as dream-work and the neuroscience of the sleeping brain, clinical experience in Jungian psychoanalysis, anthropology, ethics, Zen Buddhism, Jung's writings and the recently published Red Book. It will be of interest to psychoanalysts, Jungian scholars, undergraduates, graduate and post-graduate students and anyone with an interest in modern spirituality. (shrink)

Before she became a Buddhist nun in the tradition of Thich Nhat Hanh, Sister Dang Nghiem was a doctor. Born during the Tet Offensive and part of the amnesty for Amerasian children of the late 1970s, Dang Nghiem arrived in this country virtually penniless and with no home. She lived with three foster families, graduated high school with honors, earned two undergraduate degrees, and became a doctor. When the man she thought she'd spend her life with suddenly drowned, Sister Dang (...) Nghiem left medicine and joined the monastic community of Thich Nhat Hanh. It is from this vantage point that Dang Nghiem writes about her journey of healing. Devastated by the diagnosis and symptoms of Lyme Disease, she realized that she was also reliving many of the unresolved traumas from earlier in her life. She applied both her medical knowledge and her advanced understanding and practice of mindfulness to healing. Through meditation she finally came to understand what it means to "master" suffering. In Mindfulness as Medicine Sister Dang Nghiem leads readers through her profound journey of healing and shares step-by-step directions for the techniques she used to transform her suffering. (shrink)

In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...) educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world. (shrink)

The ethics-related beliefs of Chinese international graduate students are heavily influenced by their academic cultural background, and given the nature of that culture, they often face challenges when adapting to the U.S. academic environment. This qualitative study examines Chinese graduate students’ perceptions of the differences between Chinese and American academic integrity practices and the effects of those differences on their ethical practices and adaptations in a graduate program in the United States. Data were collected via semistructured interviews (...) in a public university in the United States. Findings suggest that perceptions of academic integrity in Chinese universities are influenced by Confucian philosophy, collectivist assumptions, and a resultant convenience mind-set. These cultural premises clash with academic expectations in the United States. Participants describe how they, and their Chinese peers, navigate U.S. integrity standards and provide recommendations for ways that U.S. schools can help them better adjust. We expand on those and provide recommendations for university personnel. (shrink)

On November 19, 1985, a seminar on the topic "Mind and the Brain: Philosophical Aspects" was held at the M. V. Lomonosov State University at Moscow. It was organized by the journal Philosophical Sciences [Filosofskie nauki], the Division on Scientific Method and the Philosophical Problems of Natural Science of the Philosophical Society of the USSR, the administration of the "Knowledge" [Znanie] Society of the RSFSR, and the Department of Philosophy of the Natural Science Faculties of Moscow State University. Over three (...) hundred persons participated in the seminar, ranging from students, graduate students, instructors at Moscow State University and other institutions of higher learning, to students at the Moscow University Institute for Advanced Teacher Training, associates the Institute of Philosophy of the USSR Academy of Sciences, the Institute of the History of Natural Science and Technology of the Academy of Sciences, the Academy of Social Sciences attached to the CPSU Central Committee, and the Institute of Philosophy of the Latvian SSR Academy of Sciences, etc., to representatives of the editorial boards of the journals Philosophical Sciences, Problems of Philosophy [Voprosy filosofii], The Moscow University Herald [Vestnik MGU], and members of the Scientific Method Council on Philosophy of the "Knowledge" Society of the RSFSR. The seminar attracted the attention of psychologists, physiologists, physicians, biologists, philosophers, physicists, students of literature, etc. (shrink)

Given the comprehensive influence of mindfulness on human thought and behavior, and the importance of moral reasoning in business decisions, we examine the role of mindfulness as an antecedent to moral reasoning through two studies. In Study 1, we propose and test a theoretically derived model that links mindfulness and moral reasoning, mediated by compassion and egocentric bias using a survey design. In Study 2, we examine whether mindfulness training enhances moral reasoning using an experimental design with graduate students (...) of business management. The findings of Study 1 substantiate the positive association of mindfulness with moral reasoning. We found that this relationship is fully mediated by compassion and egocentric bias. The results of Study 2 suggest that mindfulness meditation training has a positive impact on individuals' states of mindfulness, compassion, and moral reasoning, and decreases egocentric bias. We relate the findings of the study with contemporary neurological research and discuss the theoretical, pedagogical, and managerial implications. (shrink)

This book is particularly appropriate for graduate seminars or upper division courses in philosophy of mind, and for metaphysics or introductory philosophy ...

This book offers new insights into the workings of the human soul and the philosophical conception of the mind in Ancient Greece. It collects essays that deal with different but interconnected aspects of that unified picture of our mental life shared by all Ancient philosophers who thought of the soul as an immaterial substance. The papers present theoretical discussions on moral and psychological issues ranging from Socrates to Aristotle, and beyond, in connection with modern psychology. Coverage includes moral learning and (...) the fruitfulness of punishment, human motivation, emotions as psychic phenomena, and more. Some of these topics directly stemmed from the Socratic dialectical experience and its tragic outcome, whereas others found their way through a complex history of refinements, disputes, and internal critique. The contributors present the gradual unfolding of these central themes through a close inspection of the relevant Ancient texts. They deliver a wide-ranging survey of some central and mutually related topics. In the process, readers will learn new approaches to Platonic and Aristotelian psychology and action theory. This book will appeal to graduate students and researchers in Ancient philosophy. Any scholar with a general interest in the history of ideas will also find it a valuable resource. (shrink)

"Cognitive psychology," "cognitive neuroscience," and "philosophy of mind" are names for three very different scientific fields, but they label aspects of the same scientific goal: to understand the nature of mental phenomena. Today, the three disciplines strongly overlap under the roof of the cognitive sciences. The book's purpose is to present views from the different disciplines on one of the central theories in cognitive science: the theory of mental models. Cognitive psychologists report their research on the representation and processing of (...) mental models in human memory. Cognitive neuroscientists demonstrate how the brain processes visual and spatial mental models and which neural processes underlie visual and spatial thinking. Philosophers report their ideas about the role of mental models in relation to perception, emotion, representation, and intentionality. The single articles have different and mutually complementing goals: to introduce new empirical methods and approaches, to report new experimental results, and to locate competing approaches for their interpretation in the cross-disciplinary debate. The book is strongly interdisciplinary in character. It is especially addressed to researchers in any field related to mental models theory as both a reference book and an overview of present research on the topic in other disciplines. However, it is also an ideal reader for a specialized graduate course. (shrink)

This is a slim volume of essays on meaning that merits use in an undergraduate or graduate course, particularly in that several contributors-Davidson, Quine, Dummett, and Geach—introduce, summarize, and illustrate the views of meaning with which they are associated. There is also a somewhat loosely-woven essay by Follesdal, [[sic]] in part relating the Anglo-American tradition to Continental formulations, and an essay by Anscombe on the first person which concludes, somewhat enigmatically, that "'I’ is not a referring expression.".

This is an anthology of landmark essays in the philosophy of language, philosophy of mind and cognitive science since 1950. It includes essays that aim to reflect the fact that philosophy and the science of mind and language have close historical and conceptual ties. Each section begins with a brief and simple overview highlighting the issues and recommending other readings. The combination of this editorial material with a selection of classic essays makes this anthology a very flexible tool for introductory (...) courses in cognitive science, philosophy of language, philosophy of mind and philosophy of psychology as well as courses devoted to contemporary analytic philosophy. However, the book also contains significant advanced and recent material, making it suitable for more advanced stud, including beginning graduate courses. (shrink)

In psychoanalysis, enlivenment is seen as residing in a sense of self, and this sense of self is drawn from and shaped by lived experience. _Enlivening the Self: The First Year, Clinical Enrichment, and the Wandering Mind _describes the vitalizing and enrichment of self-experience throughout the life cycle and shows how active experience draws on many fundamental functional capacities, and these capacities come together in support of systems of motivation; that is, organized dynamic grouping of affects, intentions, and goals. The (...) book is divided into three essays: Infancy – _Joseph Lichtenberg_ presents extensive reviews of observation and research on the first year of life. Based on these reviews, he delineates twelve foundational qualities and capacities of the self as a doer doing, initiating and responding, activating and taking in. Exploratory therapy – _James L. Fosshage _looks where therapeutic change is entwined with development. There are many sources illustrated for enhancing the sense of self, and _Frank M. Lachmann _pays particular attention to humor and to the role that the twelve qualities and capacities play in the therapeutic process. The wandering mind – _Frank M. Lachmann _covers the neuroscience and observation that "mind wandering" is related to the immediacy of the sense of self linking now with past and future. Throughout the book the authors’ arguments are illustrated with rich clinical vignettes and suggestions for clinical practice. This title will be a must for psychoanalysts, including trainees in psychoanalysis, psychiatry residents and candidates at psychoanalytic institutes and also graduate students in clinical and counselling psychology programs. (shrink)

In Act 1 scene iv of Macbeth, Duncan reflects that: 'There's no art to find the mind's construction in the face'. In contrast, the claim that Andy Young sets out in this book is that we are now developing a science of face perception which can indeed shed light on certain aspects of mentallife. Face and Mind consists of a series of seminal research and review papers on face perception published by the author and his colleagues over the last 12 (...) years. A comprehensive introductory chapter, written especially for this volume, serves to draw together the various themes explored in thedifferent contributions. The book examines the question of how faces are special, in terms of their social, biological, and theoretical roles. In particular, Face and Mind seeks to determine what our understanding of the face can tell us about the human brain. It discusses the evidence for anevolved neural substrate for face perception, and the question of whether we are innately predisposed to recognise faces, to find them attractive, and to decode the many social signals they give us. The ability of the human brain to process and remember the many different faces that we see andsubsequently recall is analysed. Young includes detailed studies of the types of impairment to face perception which can follow brain injury or psychiatric illness, and uses them to address these questions, as well as other issues of high intrinsic and interdisciplinary interest. These include theextent to which our mental lives result from the operation of discrete components devoted to different purposes, the differences between conscious and non-conscious processes, and how we use evidence to support our beliefs about the world. Because of the huge variety of social signals read from theface, it can offer unique theoretical and philosophical insights into these questions. This fascinating book will be of interest not only to psychologists and neuropsychologists working in the field of visual perception, but to cognitive scientists generally. It provides an excellent summary ofthe most important theorietical and empirical work done on face perception in recent years, and as such will be of interest to advanced undergraduate and post-graduate students in psychology, philosophy, and cognitive science. (shrink)

What makes for a good education? What does one need to count as well-educated? Knowledge, to be sure. But knowledge is easily forgotten, and today's knowledge may be obsolete tomorrow. Skills, particularly in critical thinking, are crucial as well. But absent the right motivation, graduates may fail to put their skills to good use. In this book, Nathan King argues that intellectual virtues-traits like curiosity, intellectual humility, honesty, intellectual courage, and open-mindedness-are central to any education worthy of the name. Further, (...) such virtues are crucial to our functioning well in everyday life, in areas as diverse as personal relationships, responsible citizenship, civil discourse, and personal success. Our struggles in these areas often result from a failure to think virtuously. Drawing upon recent work in philosophy and psychology, King paints a portrait of virtuous intellectual character-and of the vices such a character opposes. Filled with examples and applications, this book introduces readers to the intellectual virtues: what they are, why they matter, and how we can grow in them. (shrink)

Sergio Moravia's The Enigma of the Mind offers a broad and lucid critical and historical survey of one of the fundamental debates in the philosophy of mind - the relationship of mind and body. This problem continues to raise deep questions concerning the nature of man. The book has two central aims. First, Professor Moravia sketches the major recent contributions to the mind/body problem from philosophers of mind. Having established this framework Professor Moravia pursues his second aim - the articulation (...) of a particular interpretation of the mental and the mind-body problem. The book's detailed and systematic treatment of this fundamental philosophical issue make it ideal for upper-level undergraduate and graduate courses in epistemology and the philosophy of mind. It should also prove provocative reading for psychologists and cognitive scientists. (shrink)

A Thai company organizes a weekly sermon and meditation session for its clients and members. We hypothesized that vipassana meditation's positive effects in work would be manifested in peace of mind, loving kindness, and organizational citizenship behavior, that peace of mind would predict OCB, and that loving kindness would mediate the relationship of peace of mind to OCB. Peace of mind is operationally defined as the experience of inner peace and harmony; loving kindness as the thoughts, words, and acts of (...) kindness extended to all creatures; and OCB as individual behavior that involves courtesy, civic virtue, sportsmanship, conscientiousness, and altruism. We conducted a study among 147 vipassana meditation participants; the results supported the hypotheses. Participants’ peace of mind predicted OCB and loving kindness significantly mediated the peace of mind-OCB relationship. The beneficial effects of vipassana meditation suggest its adoption by organizations to foster efficient functioning. (shrink)

Excerpt from The Inquiring Mind I have been singularly fortunate in my friends, both colleagues and students. I have been also fortunate in having been able to participate in events outside the academic field. My training in one of the arts, my classical education, my drifting about from one graduate school to another, my persistent refusal to confine my studies to any narrow field, an ability to pick up languages without much difficulty, a willingness to relax and let chance (...) take care of me, have all contributed to making my career peculiarly agreeable. The greatest stroke of luck was my being called to the Johns Hop kins University where I have passed over half my life. As far as I can judge, it is unique in the latitude which it gives its faculties, in the informality of its organization, in its assumption that the professors are scholars and not bookkeepers. There may be other institutions in which this is also true, but I have not taught in them. It has always been a pleasure to acknowledge my debt to my university and I do so once more, even though it be the last occasion. I am happy to join to its name that of the Institute for Advanced Study whose guest I was in the autumn term of 1956. The Director and Faculty of the Institute have done everything possible to make writing this book easy. If it does not justify their hospitality, that is surely not their fault. Finally no Carus Lecturer can adequately express his thanks to the children of Paul Carus, whose generosity founded the lectureship. I can only say that the liberal spirit of their father still lives in them. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Academic cheating is a pervasive issue in tertiary education, with implications for the competency of university graduates and their future ethical workplace behavior. Past research indicates that understanding academic cheating according to its different levels of severity allows for a more nuanced understanding of its aetiological factors, and an investigation into dispositional traits can further aid this. The primary aim of this study was to explore the synergistic relationships between trait mindfulness, self-regulatory efficacy, and academic cheating intention using purpose-designed vignettes, (...) with a view to providing a foundation for the development of targeted academic cheating interventions. The secondary aim of this study was to examine these relationships in the context of minor and serious academic cheating intention (MACI and SACI), to better capture the nuances of academic cheating. First-year university students from an Australian university (_N_ = 200) completed a questionnaire measuring trait mindfulness and self-regulatory efficacy and responded to vignettes corresponding to MACI and SACI. The results of this study indicated that high self-regulatory efficacy was correlated with low overall academic cheating intention (OACI), as well as lower MACI and SACI. Self-regulatory efficacy also amplified relations between trait mindfulness and OACI, such that high trait mindfulness was associated with lower OACI, in the context of high self-regulatory efficacy. This result was replicated for MACI, but not SACI. Interestingly, no direct associations were found between trait mindfulness and any of the measures of academic cheating intention. These results highlight the necessity of developing nuanced understandings of academic cheating. They further point to the potential role of self-regulatory skills in developing future interventions, while de-emphasizing the relevance previously attributed to mindfulness in supporting students at risk of academic misconduct. (shrink)

Taking an abductive, mixed-methods approach, we explore the content of people’s moral deliberations. In Study 1, we gather qualitative data from small groups of graduate business students discussing moral dilemmas. We analyze their conversations with a focus on how participants perceive others’ thoughts, opinions, and evaluations about the dilemmas and incorporate them into their reasoning. Ascribing such capacities to think and feel to others—i.e., mind perception—is central to morality. We use the conversations in Study 1 to identify whose minds (...) participants perceive. Study 1 also identifies how particular elements of deliberation—including the exploration of consequences, acknowledging ambivalence, seeking alternative options, the development of deep feelings, and the search for a moral compass—are linked to these perceptions of others’ minds. In Study 2 (an exploratory, online experiment with 378 participants), we find that priming individuals with specific forms of mind perception can influence the elements of moral reasoning they employ, and we find evidence that the presence of elements of reasoning are linked to participants’ final choices in a business-related ethical dilemma. (shrink)

Mental action deserves a place among foundational topics in action theory and philosophy of mind. Recent accounts of human agency tend to overlook the role of conscious mental action in our daily lives, while contemporary accounts of the conscious mind often ignore the role of mental action and agency in shaping consciousness. This collection aims to establish the centrality of mental action for discussions of agency and mind. The thirteen original essays provide a wide-ranging vision of the various and nuanced (...) philosophical issues at stake. By investigating the nature, scope, and explanation of mental action, the essays presented here aim to demonstrate the significance of conscious mental action for discussions of agency and mind. Mental Action and the Conscious Mind will be of interest to scholars and graduate students working in philosophy of mind, philosophy of action, and philosophy of agency, as well as to philosophically inclined cognitive scientists. -/- . (shrink)

Within the past ten years, the discussion of the nature of folk psychology and its role in explaining behavior and thought has become central to the philosophy of mind. However, no comprehensive account of the contemporary debate or collection of the works that make up this debate has yet been available. Intending to fill this gap, this volume begins with the crucial background for the contemporary debate and proceeds with a broad range of responses to and developments of these works (...) -- from those who argue that "folk theory" is a misnomer to those who regard folk theory as legitimately explanatory and necessary for any adequate account of human behavior. Intended for courses in the philosophy of mind, psychology, and science, as well as anthropology and social psychology, this anthology is also of great value in courses focusing on folk models, eliminative materialism, explanation, psychological theory, and -- in particular -- intentional psychology. It is accessible to both graduate students and upper-division undergraduate students of philosophy and psychology as well as researchers. As an aid to students, a thorough discussion of the field and the articles in the anthology is provided in the introduction; as an aid to researchers, a complete bibliography is also provided. (shrink)

Marc Hooghe – Free University of Brussels, BelgiumWhen the television set first made its appearance in American households during the 1950s, some expected that the new medium would provide a major boost to civic engagement and political awareness. After all, for the first time in history all citizens would get the opportunity to witness important public events and to follow the debates in parliament.Half a century later, the tide has clearly turned for television. Several authors now argue that the (...) spread of television is one of the major causes for the decline of public life and social cohesion. Putnam considers television to be a key culprit for the gradual erosion of social capital within American society. In other research, it is stated that watching television cultivates feelings of insecurity and leads to the spread of distrust, while television is also accused of strengthening a more cynical outlook toward politics and society, in what has been labeled a “video malaise” diagnosis.Proponents of the video malaise argument, however, differ with regard to the causal mechanism they invoke to explain the negative effects of television. In his study on the decline of civic engagement in the United States, Robert Putnam relies on a time replacement effect by suggesting that the spread of television, by itself, could be responsible for as much as a quarter of the observed decline: the time spent on television is no longer available for other, more civic activities and for political participation.Other authors invoke attitudinal effects: maybe television does not affect behaviour, but it could lead to the development of specific value patterns among its audience. Opinions differ on the question whether a more negative and cynical style of covering political news is to be blamed for this effect or rather the increasing amount of entertainment programmes on commercial television.Other authors have argued against this pessimistic assessment of the influence of television. Several arguments are put forward to counter the video malaise claim. First of all, empirical evidence about the alleged negative effects of watching television is not unequivocal: most studies do not reveal significant or strong effects.Although bivariate analysis often shows a clear relation between television viewing behaviour and civic attitudes, after introducing control variables, these effects are usually quite moderate, suggesting the occurrence of self-selection effects, rather than socialization effects.Other studies show that television can also have positive effects: watching the television news is positively associated with political interest and with a more positive outlook toward the political system. Recent experiments demonstrate quite convincingly that exposure to political information on television can boost political knowledge and engagement levels.The basic argument here is that we should not only look at how many hours people spend in front of their television set, but that we should also pay attention to the kind of programmes they are watching: while amusement programmes may have negative effects, we expect a more positive outcome from news and current affairs programmes. Still other authors have argued that not only the content of the programmes is important, but also the channel people prefer.While public broadcasting could or should stimulate civic attitudes, commercial stations will show a tendency to broadcast a totally different kind of programmes, resulting in less civic-minded value patterns among its audience. Swedish and Belgian studies, at least, show marked differences in the value patterns of people preferring public broadcasting versus those who prefer commercial stations.These different arguments have resulted in an animated debate between authors like Robert Putnam, stressing the negative effects of prolonged television viewing, and others like Pippa Norris or Kenneth Newton, claiming that watching the television news is positively associated with political interest and political participation.Bringing empirical evidence into this debate is notoriously difficult. The first, and major problem is that it is almost impossible to rely on longitudinal research in order to detect television effects. Communication research therefore routinely relies on laboratory experiments, raising the question whether the results of this kind of experiment can be generalized into real world circumstances.A second problem is that thus far, we do not have access to survey data in which all three possible factors were questioned simultaneously. In fact, only in a few Western societies is the audience reached by public broadcasting large enough to be represented in a satisfactory manner in a general population survey.In this article we will rely on a 1998 Flemish population survey, which included questions about the time people spend in front of their television set, and the kind of programmes they prefer, but also the station they tune in to regularly. This survey also included various questions on participation in voluntary associations, which allows us to test Putnam’s claim that the medium exerts a negative influence on social capital by reducing civic participation, thus diminishing the time people are exposed to the experience of these ‘learning schools of democracy’.Furthermore, Belgian society offers an ideal setting to test the thesis on the importance of commercial vs. public broadcasting: the television market in the country is divided almost evenly between the public broadcasting service and various commercial stations.The survey therefore offers all the necessary material for trying to disentangle the causal mechanisms between watching television and civic attitudes and behaviour.The survey was based on official population records, resulting in 1341 face-to-face interviews, and it proved to be representative for the Dutch-speaking population of Belgium.With the results of this survey, we try to test the alleged causal mechanisms between television and civic attitudes, focusing first on Putnam’s claim that prolonged television watching reduces civic participation. Secondly, we address the claim that television has a direct impact on civic attitudes. Then we go on to analyze the impact of the programmes our respondents preferred, and the relation with the kind of station they prefer. (shrink)

Jaegwon Kim is one of the most pre-eminent and most influential contributors to the philosophy of mind and metaphysics. This collection of essays presents the core of his work on supervenience and mind with two sets of postscripts especially written for the book. The essays focus on such issues as the nature of causation and events, what dependency relations other than causal relations connect facts and events, the analysis of supervenience, and the mind-body problem. A central problem in the philosophy (...) of mind is the problem of explaining how the mind can causally influence bodily processes. Professor Kim explores this problem in detail, criticises the nonreductionist solution of it, and offers a modified reductionist solution of his own. Both professional philosophers and their graduate students will find this an invaluable collection. (shrink)

Every year, millions of students in the United States and around the world graduate from high school and college. Commencement speakers—often distilling the hopes of parents and four years of messaging from educators—tell graduates that they must do something grand, ambitious, or far-reaching. Change the world. Disrupt the status quo. Every problem in the world is your problem, awaiting your solutions. -/- This book is an antidote to that advice. It provides a clear-eyed assessment of three types of people (...) who tend to believe and promote a commencement speaker’s view of the world: the moralizer, who imposes unnecessary social costs by inappropriately enforcing morality; the busybody, who thinks the stranger and close friend merit equal shares of our benevolent attention; and the pure hearted, who equates acting with good intentions with just outcomes. The book also provides a bold defense of living an ordinary life by putting down roots, creating a good home, and living in solitude. A quiet, peaceful life can be generous and noble. It’s OK to mind your own business. (shrink)

In Paradigms and Barriers Howard Margolis offers an innovative interpretation of Thomas S. Kuhn's landmark idea of "paradigm shifts," applying insights from cognitive psychology to the history and philosophy of science. Building upon the arguments in his acclaimed Patterns, Thinking, and Cognition, Margolis suggests that the breaking down of particular habits of mind—of critical "barriers"—is key to understanding the processes through which one model or concept is supplanted by another. Margolis focuses on those revolutionary paradigm shifts— such as the switch (...) from a Ptolemaic to a Copernican worldview—where challenges to entrenched habits of mind are marked by incomprehension or indifference to a new paradigm. Margolis argues that the critical problem for a revolutionary shift in thinking lies in the robustness of the habits of mind that reject the new ideas, relative to the habits of mind that accept the new ideas. Margolis applies his theory to famous cases in the history of science, offering detailed explanations for the transition from Ptolemaic to cosmological astronomy, the emergence of probability, the overthrow of phlogiston, and the emergence of the central role of experiment in the seventeenth century. He in turn uses these historical examples to address larger issues, especially the nature of belief formation and contemporary debates about the nature of science and the evolution of scientific ideas. Howard Margolis is a professor in the Harris Graduate School of Public Policy Studies and in the College at the University of Chicago. He is the author of Selfishness, Altruism, and Rationality and Patterns, Thinking, and Cognition, both published by the University of Chicago Press. (shrink)

Behavioural Network Science provides a comprehensive introduction to network science for social and behavioral researchers and students. It is a self-contained guide to the fundamentals of network science, beginning with principles of representing and making networks, network metrics, and network evolution. It then delves into specific applications of network science to behavioral research including language evolution, learning, memory, aging, creativity, conspiracies, group problem-solving, opinion polarization, and social conflict. Within each application, theoretical aspects surrounding a core problem are discussed, providing readers (...) with an intuitive understanding of how network science can be employed to quantify and generate behavioural phenomena. Accompanying online R code allows readers to replicate simulations and generate figures. This book is an essential reference for graduate students and researchers in cognitive sciences, behavioural economics, and health and social policy seeking a nuanced understanding of the intersection between network science and behavioural research. (shrink)

In an article entitled “Is an Aristotelian Philosophy of Mind Still Credible? A Draft,” Myles Burnyeat suggested that we might do “what the seventeenth century did . . . [with the Aristotelian concept of the mind] . . . junk it.” Burnyeat buttressed this controversial claim, in large part, on the premise that it is difficult to believe that mental facts are not supervenient on physical facts in the wake of post-enlightenment thinking. Various valiant attempts to save Aristotle’s philosophy of (...) mind from being junked soon followed. One strategy that found favor among some scholars was that of arguing that Aristotle’s physics really is not in conflict with the idea that mental facts supervene upon physical facts. Scholars such as Michael Wedin and Victor Caston read Aristotle as maintaining a supervenience thesis in Physics 7.3. I disagree with the view that ascribes supervenience physicalism to Aristotle. The general strategy for providing support for my view is as follows: I first aim to discredit the view that ascribes supervenience physicalism to Aristotle on the basis of Physics 7.3. Thereafter, I turn to more psychological and biological texts to argue that Aristotle’s central views therein are unfriendly to supervenience physicalism. (shrink)

Teachers committed to seeing philosophy as a way of life (PWOL) often focus on assignments that help students develop personal practices, so they experience peace of mind, independence, and a cure from anguish. While we applaud these goals, our work highlights another important aspect of philosophy as a way of life that sometimes is overlooked. We want our students to experience a transformation toward seeing themselves as moral agents, growing in civic virtues, and developing “cosmic consciousness.” To reach this (...) end, we utilize a civic engagement (CE) project that we call the “Experiments in Ethics.” This CE project consists of a series of small, interrelated assignments or “experiments” that help students develop habits and certain civic dispositions. While students complete the experiments throughout the semester, we argue that civically engaged philosophy as a way of life extends beyond the confines of the classroom and the semester as our students cultivate the ability to see themselves as ethical agents capable of making changes in their own lives and the communities in which they live. (shrink)

Different from traditional research on the mind-body problem often discussed from an epistemological viewpoint, which assumes that mental processes are internal to the person, this book demonstrates the crucial role of contextual relevance in the workings of the mind and illustrates how mind emerges from the individual's interactions with her physical, social, and cultural environments. It also develops the interpersonal and social aspects of embodied mind. The body that creates meaning is not only an emotional, kinesthetic, and aesthetically experiencing body; (...) the body that creates meaning is a social body. It suggests that mind-body relations are not only achieved through the interaction between our own mind and body, but by other minds in our intersubjective interactions. It is related to epistemology, metaphysics, ethics, value theory, action theory, and the philosophies of mind, science, logic, and technology. The readership may include graduate and undergraduate students studying philosophy, law, political science, sociology, psychology, etc., educators, researchers, scholars, and anyone who shows an interest in philosophy. (shrink)