A medical student's ability to present a case history is a critical skill that is difficult to teach. Case histories presented without theatrical engagement may fail to catch the attention of their intended recipients. More engaging presentations incorporate ‘stage presence’, eye contact, vocal inflection, interesting detail and succinct, well organised performances. They convey stories effectively without wasting time. To address the didactic challenge for instructing future doctors in how to ‘act’, the Mayo Medical School and The Mayo Clinic Center for (...) Humanities in Medicine partnered with the Guthrie Theater to pilot the programme ‘Telling the Patient's Story’. Guthrie teaching artists taught storytelling skills to medical students through improvisation, writing, movement and acting exercises. Mayo Clinic doctors participated and provided students with feedback on presentations and stories from their own experiences in patient care. The course's primary objective was to build students' confidence and expertise in storytelling. These skills were then applied to presenting cases and communicating with patients in a fresher, more engaging way. This paper outlines the instructional activities as aligned with course objectives. Progress was tracked by comparing pre-course and post-course surveys from the seven participating students. All agreed that the theatrical techniques were effective teaching methods. Moreover, this project can serve as an innovative model for how arts and humanities professionals can be incorporated for teaching and professional development initiatives at all levels of medical education. (shrink)

Given its non-invasive nature, there is increasing interest in the use of transcutaneous vagus nerve stimulation across basic, translational and clinical research. Contemporaneously, tVNS can be achieved by stimulating either the auricular branch or the cervical bundle of the vagus nerve, referred to as transcutaneous auricular vagus nerve stimulation and transcutaneous cervical VNS, respectively. In order to advance the field in a systematic manner, studies using these technologies need to adequately report sufficient methodological detail to enable comparison of results between (...) studies, replication of studies, as well as enhancing study participant safety. We systematically reviewed the existing tVNS literature to evaluate current reporting practices. Based on this review, and consensus among participating authors, we propose a set of minimal reporting items to guide future tVNS studies. The suggested items address specific technical aspects of the device and stimulation parameters. We also cover general recommendations including inclusion and exclusion criteria for participants, outcome parameters and the detailed reporting of side effects. Furthermore, we review strategies used to identify the optimal stimulation parameters for a given research setting and summarize ongoing developments in animal research with potential implications for the application of tVNS in humans. Finally, we discuss the potential of tVNS in future research as well as the associated challenges across several disciplines in research and clinical practice. (shrink)

Throughout Immanuel Kant’s works on natural philosophy, he utilizes an omnipresent aether to explain a wide variety of physical events: including optical, thermodynamical, chemical, and magnetic phenomena. Kant even went as far as claiming that the existence of an omnipresent physical aether can be deduced a priori (without appeal to experience, observation, or experiment), in the notorious “aether proof” of his _Opus postumum_. In retrospect, these commitments are widely seen as a blunder, especially after the demise of the luminiferous aether (...) at the turn of the 20th century. In this paper, I situate Kant’s theory of the aether in the context of the physics of his day. I show that, contra the common understanding of the Scientific Revolution, the 17th and 18th centuries witnessed a staggering proliferation of aethereal explanations in natural philosophy: those appealing to subtle substances as causal grounds for classes of physical phenomena. Kant was a part of this tradition in physics, and his aether theory was no embarrassment but rather revealed a keen understanding both of coeval aethereal theories and their shortcomings. (shrink)

Professor Girle suggests that the ancient Athenian interest in Aristotle’s syllogistic flowed from a preoccupation with debate in the form of a dialogue game. But other cultures, especially in India, also had a preoccupation with debate that could be characterized in the same way. This kind of explanation seems to us to ignore the elephant in the room: the fact that, in ancient Athens, dialogue and debate were not merely a game. They were the life and death of the state. (...) Many Athenians felt that foolish policies had cost the state dearly, especially during the Peloponnesian War, and many of them blamed those policies on shoddy political reasoning in the Assembly. (Plato hammers at this theme relentlessly.) And tellingly, it is only in the wake of such tragedies that Aristotle’s syllogistic finally emerged. We think that any credible explanation of the ancient Greek interest in formal logic needs to include this grim political reality. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:730 BOOK REVIEWS Yet for all this McDermott does hammer one wedge in between Aristotle and Thomas. Aristotle's God, he claims, differs vastly from Thomas's God. For Aristotle, God is the exemplar and goal of all the universe but not its efficient cause. For Thomas, he is much more than this-God is creator, the source of all being. But this position, which is by no means peculiar to (...) McDermott, seems to be contrary to what Thomas himself said on this matter. For example, in I, q.44, a.I Thomas makes explicit reference to Aristotle as one who saw that there must be an efficient cause of all existence. I was disappointed to see that this article gets short shrift in McDermott's process of con· cision. Apropos of this, McDermott's description of God as the " doing of all being" (p. xxxii), which is meant to stress God's continuous creative act, is probably not the most felicitous. It sounds odd and is difficult to understand, since doing, as opposed to making, is an action the termination of which remains within the agent. Certainly the " doings " of God, for example, to know and love, which necessarily belong to his essence, should never be confused with his " making," that is, creation, an act which he need not have performed. But the most forceful criticism should be directed at nothing less mundane than this book's price. $78.00 is very high to pay for what McDermott himself describes as " a useful translation for first reading " (p. xiv). Since he does not intend this book to replace the Summa, but rather to introduce and entice, he is competing with the much less expensive Tour, Introduction, and, to some extent, selections such as The Pocket Aquinas. If the Concise Translation is not published in a more affordable form, I doubt it will attract the readership it greatly deserves. That will be sorry indeed, for McDermott has written the finest and most faithful tour of Thomas's Summa thus far. Pontifical John Paul ll lnstitute Washington, D.C. GREGORY FROELICH The Church's Bible: Its Contemporary Authority. By DARRELL JoDOCK. Minneapolis: Fortress Press, 1989. Pp. xi + 173. In the Introduction to his book, Darrell Jodock suggests that its vari· ous claims and arguments be approached with an " appropriate sense of humor" (p. 4). This is a delightfully refreshing invitation to which, I suspect, one ought to do one's best to respond. But after reading this book I am firmly convinced, Darrell's self-deprecating suggestion not- BOOK REVIEWS 731 withstanding, that it ought to be taken very seriously indeed... seriously by anyone who cares about the Bible, for purely scholarly reasons or purely religious reasons or for any combination of reasons. It is a thoughtful and challenging book. This review represents my own modest attempt to respond to that challenge. I would recommend The Church's Bible for a number of its virtues. Given the compactness of this book, it is remarkable how much the author actually accomplishes. He surely accomplishes his explicitly stated goals: in Part I of the book describing how the authority of the Bible became problematic in modern times, while also identifying the various strategies that have been executed to rescue its authority; in Part II articulating his own theory about what it means to say that the Bible is authoritative, offering a prescription for how the Bible ought to function for the Christian community in a postmodern culture. Yet the book does more than this, remarkably enough, providing brief but insightful analyses of such fundamental theological issues as revelation, inspiration, miracles, and the concept of God. Moreover, at the end of the book, Jodock moves beyond his account of biblical authority and into the territory of biblical hermeneutics. There he links his theory of authority to its practical implications for the project of "recontextualization," what he regards as the most fruitful way of interpreting and utilizing biblical texts. In the process of achieving these multifarious goals the book reveals something of its author's own complex identity, as Christian teacher, pastor, theologian, and intellectual historian. The first three chapters of the book represent a... (shrink)

An alternative title for this discussion might have run: "Heidegger or The Concept of Mind." Its ambivalence provides a direction. Read in an inclusive or appositional way "or" has the sense of "Heidegger Revisited," while interpreted exclusively it confronts us with the necessity to choose between two incompatible versions. No one would seriously dispute that there are significant differences in technique, motive, and goal between Heidegger’s Sein und Zeit and Ryle’s Concept of Mind, and in their philosophizing generally. Ryle’s technique (...) is that of the linguistic portrayal or sentence-frame analysis; his goal is not a science or a clarification of the meaning of Being, but rather a "theory of mind" or philosophical psychology. His method lies within what may be termed a behaviorist perspective and, implicitly, adopts the verification principle of meaning. Unlike Skinnerian behaviorism, the source of the behavioral indicators of "mind" as well as its measure is provided for by ordinary, cultivated English. In Heidegger’s work the appeal to the evidence of ordinary language, the language of everyday being in the world, is frequent. He often cites linguistic usage for guidance in his analyses, as for example the passages on the hammer, on social inauthenticity, on temporal expressions, and on the grammar of listening and hearing. At this stage he is not as self-conscious of this method as is Ryle in a later period, although it is consonant with Heidegger’s emergent stress on the importance of language. For Heidegger of course these analyses of ordinary language are not ends in themselves, because this realm is meant to exhibit certain a priori structures of human existence, which he calls "existentials" in contradistinction to the "categories" applicable to things. Furthermore, his interest in these existential clarifications is governed by his contention that they afford a necessary basis for and prelude to ontology, for which reason he designates this endeavor "fundamental-ontology." The analysis of being human, consequently, can never, according to Heidegger, be autonomous and self-sufficient, because man’s constitution is meshed with that of others, things, and instruments, with works of art, thought, and politics, and above all with Being. His analysis also differs in an important way from Ryle’s in his view that our understanding of the world is ensnared in the conflicting claims of authentic and inauthentic possibilities for life. As a result, from the outset, ordinary language, a theme to which he later returns in his essays on Hölderlin, represents a threat as well as a rich fund of expression. Lastly, there is nothing in Ryle resembling Heidegger’s detailed examination of gossip, hearsay, and curiosity, boredom, fear, and dread, time, freedom, and death. (shrink)

In 1972, one of Michelangelo's earliest and best-known Pietàs was attacked by an evident lunatic. Fifteen times it was struck with a ninepound hammer; the Madonna's arm was broken in several places, her nose was knocked off, and her eye and veil were badly chipped. Immediately after the assault, and before knowing precisely what was needed to be replaced, the Director of the Vatican Museum, Redig de Campos, decided that integral restoration was called for.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Reinventing the Wheel: A Buddhist Response to the Information AgeMichael C. BarnhartReinventing the Wheel: A Buddhist Response to the Information Age. By Peter D. Hershock. Albany: State University of New York Press, 1999. Pp. xi + 308.Perhaps one of the most interesting, paradoxical, and—in Peter Hershock's way of thinking, in Reinventing the Wheel: A Buddhist Response to the Information Age — predictable aspects of the digital "revolution" is (...) the degree to which information technology becomes less a means to an end and more an end in itself. Take, for example, the humble phenomenon of the "techno-bore." Such people, having acquired some new electronic gizmo, spend all their time talking about the thing, especially savoring such conversations with like-minded techno-bores, who go on in equal and endless length about their latest toys. Rather than becoming a tool for organizing one's affairs, the digital assistant becomes one's main affair. Or, consider the case of the Internet. Although the "Web" is supposed to put us in touch with each other, say, by making e-mail possible, we find ourselves either unable to cope with the avalanche of mail that comes over the portal and thus unable to respond to it all (or at all), or we spend much more time on our mail than we ever did, thus making the mail itself a nuisance and consequently much less useful than formerly.Of course, none of this is unique to computers and the digital workplace. The same complaints have been voiced in regard to cars, television (and radio, too), modern medicine, and industrialization—in fact, the whole gamut of innovations that we label "technology." Indeed, although information technology is Hershock's main target, it represents only the perfection of a form that has been developing for some time and which he often refers to with the phrase "technologies of control." That is, cars, televisions, blenders, can openers, and computers are tools that are put to use in order to make our lives easier; they accomplish this purpose by putting some element of the world, some range of things, more directly under our control and, importantly, by limiting our involvement with them as well. We make things more tractable, more subject to our wanting (as distinct, Hershock says, from our desiring, which involves an element of respect for the desired), and thus more an extension of ourselves rather than obdurate and resistant things. For example, insofar as a sledgehammer makes breaking rocks easier, it makes rocks and their sizes and shapes more a function of our will, less a reflection of their nature, and distances us also from the material thing. To touch a rock with one's hands is an entirely different experience, a much more intimate experience than touching it with a hammer. In a curious way, says Hershock, the rock becomes more "iconic." In other words, it becomes more representation—our representation—and less a thing-in-itself. The computer and its screen "icons" simply push this envelope to its logical end, reducing all things to "buttons" that can be pushed at will, as our wants dictate. [End Page 414]The more things become iconic, the more they become an extension of our will. But the more they become an extension of our will, the more they become "us." That is, insofar as I successfully "technologize" my world, the more my world becomes simply a reflection of what I want. The situation is not so different from that of the absolute dictator who purges all dissenting voices from his or her realm. The realm becomes the leader—Stalin's Russia or Hitler's Germany, for example. And as we well know from Orwell, such power corrupts absolutely and completely, corrupts both the ruler and the ruled, reducing citizens and ruler to an infantile level. Two related phenomena attend such a development, Hershock tells us: narcissism and nihilism. We become more narcissistic because we become more obsessed with our wants as a reflection of our world. We become more nihilistic because our world of wants is intrinsically meaningless: it reflects what we want, not why we want it, no larger purpose. In short... (shrink)

The concept of corporate reengineering provides a rich opportunity to consider certain political implications of using the stakeholder concept. By showing the ethical incoherence of corporate reengineering, as the concept is advocated by Michael Hammer and James Champy, I make the point that the stakeholder concept can be interpreted as a means for advocating just human communities. A new conception of Business & Society as Community Studies is one consequence of this argument.

In _The Immorality of Punishment_ Michael Zimmerman argues forcefully that not only our current practice but indeed any practice of legal punishment is deeply morally repugnant, no matter how vile the behaviour that is its target. Despite the fact that it may be difficult to imagine a state functioning at all, let alone well, without having recourse to punishing those who break its laws, Zimmerman makes a timely and compelling case for the view that we must seek and put (...) into practice alternative means of preventing crime and promoting social stability. (shrink)

I focus on three preoccupations of recent writings on proof. -/- I. The role and possible effects of empirical reasoning in mathematics. Do recent developments (specifically, the computer-assisted proof of the 4CT) point to something essentially new as regards the need for and/or effects of using broadly empirical and inductive reasoning in mathematics? In particular, should we see such things as the computer-assisted proof of the 4CT as pointing to the existence of mathematical truths of which we cannot have a (...) priori knowledge? -/- 2. The role of formalization in proof. What are the patterns ofinference according to which mathematical reasoning naturally proceeds? Are they of 'local' character (i.e. sensitive to the subject-matter of the reasoning concerned) or 'global' character (i.e. invariant across all subject-matters)? Finally, what if any relationship is there (a) between the patterns of inference manifest in a proof and its explanatory capacity and (b) between explanatory capacity and rigor? -/- 3. Diagrams and their role in mathematical reasoning. What essentially is diagrammatic reasoning, and what is the nature and basis of its usefulness? Can it play a justificative role in the development of mathematical knowledge and, more particularly, in genuine proof? Finally, does the use of diagrammatic reasoning force an adjustment either in our conception of rigor or in our view of its importance? (shrink)

Leibniz states that 'metaphysics is natural theology', and this is especially true of his metaphysics of modality. In this book, Michael V. Griffin examines the deep connection between the two and the philosophical consequences which follow from it. Grounding many of Leibniz's modal conceptions in his theology, Griffin develops a new interpretation of the ontological argument in Leibniz and Descartes. This interpretation demonstrates that their understanding God's necessary existence cannot be construed in contemporary modal logical terms. He goes on (...) to develop a necessitarian interpretation of Leibniz, arguing that Leibniz, like Spinoza, is committed to the thesis that everything actual is metaphysically necessary, but that Leibniz rejects Spinoza's denial of God's moral perfection. His book will appeal to scholars of early modern philosophy and philosophers interested in modal metaphysics and the philosophy of religion. (shrink)

The desire for a meaningful life is ubiquitous, yet the ordinary concept of a meaningful life is poorly understood. Across six experiments (total N = 2,539), we investigated whether third-person attributions of meaning depend on the psychological states an agent experiences (feelings of interest, engagement, and fulfillment), or on the objective conditions of their life (e.g., their effects on others). Studies 1a–b found that laypeople think subjective and objective factors contribute independently to the meaningfulness of a person’s life. Studies 2a–b (...) found that positive mental states are thought to make a life more meaningful, even if derived from senseless activities (e.g., hand-copying the dictionary). Studies 3a–b found that agents engaged in morally bad activities are not thought to have meaningful lives, even if they feel fulfilled. In short, both an agents’ subjective mental states and objective impact on the world affect how meaningful their lives appear. (shrink)

This new book by Michael Slote argues that Western philosophy on the whole has overemphasized rational control and autonomy at the expense of the important countervailing value and virtue of receptivity. Recently the ideas of caring and empathy have received a great deal of philosophical and public attention, but both these notions rest on the deeper and broader value of receptivity, and in From Enlightenment to Receptivity, Slote seeks to show that we need to focus more on receptivity if (...) we are to attain a more balanced sense and understanding of what is important to us. -/- Beginning with a critique of Enlightenment thinking that calls into question its denial of any central role to considerations of emotion and empathy, he goes on to show how a greater emphasis on these factors and on the receptivity that underlies them can give us a more realistic, balanced, and sensitive understanding of our core ethical and epistemological values. This means rejecting post-modernism's blanket rejection of reason and of compelling real values and recognizing, rather, that receptivity should play a major role in how we lead our lives as individuals, in how we relate to nature, in how we acquire knowledge about the world, and in how we relate morally and politically with others. (shrink)

This book traces the linguistic turns in the history of modern philosophy and the development of the philosophy of language from Locke to Wittgenstein. It examines the contributions of canonical figures such as Leibniz, Mill, Frege, Russell, Wittgenstein, Austin, Quine, and Davidson, as well as those of Condillac, Humboldt, Chomsky, and Derrida. Michael Losonsky argues that the philosophy of language begins with Locke's Essay Concerning Human Understanding. He shows how the history of the philosophy of language in the modern (...) period is marked by a dichotomy between formal and pragmatic perspectives on language and that modern philosophy has not been able to integrate these two aspects of human language. Language as a human activity and language as a syntactic and semantic system remain distinct and competing focal points, although the interplay between these points of view has driven the development of the philosophy of language. (shrink)

After outlining why the notion of conscious control of action matters to us and after distinguishing different challenges to that notion, the contribution focuses on the challenge posed by the literature on unconscious goal pursuit. Based on a conceptual clarification of the notion of consciousness, I argue that the understanding of consciousness in that literature is too restricted. The hypothesis that the behaviors reported can be accounted for by nonconceptual forms of consciousness, such as emotions and motor experiences, rather than (...) by—conscious or unconscious—conceptual level intentions tends to be disregarded, even though it promises to be empirically fruitful. (shrink)

The type of completeness Whitehead and Russell aimed for in their Principia Mathematica was what I call descriptive completeness. This is completeness with respect to the propositions that have been proved in traditional mathematics. The notion of completeness addressed by Gödel in his famous work of 1930 and 1931 was completeness with respect to the truths expressible in a given language. What are the relative significances of these different conceptions of completeness for traditional mathematics? What, if any, effects does incompleteness (...) of the type Gödel had in mind have for the evaluation of the Principia Mathematica project and other projects like it? (shrink)

Radical ecology typically brings to mind media images of ecological activists standing before loggers' saws, staging anti-nuclear marches, and confronting polluters on the high seas. Yet for more than twenty years, the activities of organizations such as the Greens and Earth First! have been influenced by a diverse, less-publicized group of radical ecological philosophers. It is their work—the philosophical underpinnings of the radical ecological movement—that is the subject of _Contesting Earth's Future_. The book offers a much-needed, balanced appraisal of radical (...) ecology's principles, goals, and limitations. Michael Zimmerman critically examines the movement's three major branches—deep ecology, social ecology, and ecofeminism. He also situates radical ecology within the complex cultural and political terrain of the late twentieth century, showing its relation to Martin Heidegger's anti-technological thought, 1960s counterculturalism, and contemporary theories of poststructuralism and postmodernity. An early and influential ecological thinker, Zimmerman is uniquely qualified to provide a broad overview of radical environmentalism and delineate its various schools of thought. He clearly describes their defining arguments and internecine disputes, among them the charge that deep ecology is an anti-modern, proto-fascist ideology. Reflecting both the movement's promise and its dangers, this book is essential reading for all those concerned with the worldwide ecological crisis. (shrink)

Responsible citizens are expected to combine ethical judgement with judiciously exercised social activism to preserve the moral foundation of democratic society and prevent political injustice. But do they? Utilizing a research model integrating insights from rational choice theory and cognitive developmental psychology this book carefully explores three exemplary cases of morally inspired activism: Jewish rescue in wartime Europe, abortion politics in the United States, and peace and settler activism in Israel. From all three analyses a single conclusion emerges: the most (...) politically competent individuals are, most often, the least morally competent. This is the central paradox of political morality. These findings cast doubt on strong models of political morality characterized by enlightened moral reasoning and concerted political action while affirming alternative weak models that fuse activism with sectarian moral interests. They provide empirical support to further upend the liberal vision of democratic character, education, and society. (shrink)

In this provocatively compelling new book, Michael Luntley offers a revolutionary reading of the opening section of Wittgenstein’s _Philosophical Investigations _ Critically engages with the most recent exegetical literature on Wittgenstein and other state-of-the-art philosophical work Encourages the re-incorporation of Wittgenstein studies into the mainstream philosophical conversation Has profound consequences for how we go on to read the rest of Wittgenstein’s major work Makes a significant contribution not only to the literature on Wittgenstein, but also to studies in philosophy (...) of language. (shrink)

Although Aristotle's Poetics is the most frequently read of his works, philosophers and political theorists have, for the most part, left analysis of the text to literary critics and classicists. In this book Michael Davis argues convincingly that in addition to teaching us something about poetry, Poetics contains an understanding of the common structure of human action and human thought that connects it to Aristotle's other writings on politics and morality. Davis demonstrates that the duality of Poetics reaches out (...) to the philosopher, writer, and political theorist and shows the importance of the ideal in our imaginings of and goals for the future. (shrink)

In his engaging essay, “Deconstructing the Mind” (1996: 3-90), Stephen Stich raises some very good questions and gives some pretty good answers. My aim in this paper is to give some answers of my own, drawing on earlier work, and to compare these answers with Stich’s.

Michael Schippan legt mit seiner Studie die erste umfassende deutschsprachige Darstellung der russischen Aufklarung (prosvescenie) vor. Vor allem in der zweiten Halfte des 18. Jahrhunderts nahm das Russische Zarenreich teil an der europaischen Emanzipationsbewegung des "Siecle des Lumieres", eignete sich durch Ubersetzung und Spracherwerb das Gedankengut des "lateinischen Europa" an und formte es den Bedurfnissen des euro-asiatischen Landes entsprechend um. Unter prosve'enie wurden sowohl Bildung, Zivilisation, Europaisierung und menschliche Selbstvervollkommnung als auch die Teilhabe an der europaischen Geistesbewegung der Aufklarung (...) verstanden. Zwei herausragende Herrscher gaben entscheidende Anstosse: Zar Peter I., der nach 1700 vor allem aus militarischen Grunden heraus umfassende Reformen einleitete, und Katharina II., die zum inneren Zirkel der aufgeklarten europaischen Monarchen gezahlt wurde. Nicht nur in den beiden "Hauptstadten" St. Petersburg und Moskau, sondern auch in einigen Gouvernementszentren Zentralrusslands sowie in Sibirien wurde ein reges kulturelles und geistiges Leben begrundet.Schippan untersucht in institutions- und personengeschichtlicher Perspektive, welche neuen weltlichen Bildungs- und Wissenschaftseinrichtungen geschaffen wurden und wie zunehmend private Vereinigungen gebildeter Adliger und Vertreter anderer Stande entstanden. Zudem werden zentrale Debatten der Aufklarung in Russland in ihrer Wechselwirkung mit den Diskursen der europaischen "Republique des lettres" beleuchtet, so die Diskussionen uber Russland und Asien, Krieg und Frieden, okonomische Landeserschliessung und Aufhebung der Leibeigenschaft, Theologie und Religion sowie Geschichtsschreibung. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Against arealist background, the paper starts by demonstrating the horror of the very popular doctrine, “Worldmaking”, according to which a known world is partly constructed by our imposition of concepts. The rest of the paper aims to make worldmaking hard. (i) It rejects the usual episternological and semantic paths to Worldmaking arguing that they use the wrong methodology and proceed in the wrong direction. (ii) It considers the relation between Worldmaking and the response-dependency theory of concepts. Philip Pettit has proposed (...) a global version of that theory: all our concepts are response-dependent. The paper argues that this theory provides an example of the semantic path to Worldmaking and for that reason alone should be rejected. (shrink)

IN SECTION X OF "AN INQUIRY CONCERNING HUMAN UNDERSTANDING", DAVID HUME RAISES TWO QUESTIONS ABOUT MIRACLES AND THEIR RELATION TO TESTIMONY. FIRST, HE ASKS WHETHER IT COULD EVER BE REASONABLE TO BELIEVE ON THE BASIS OF TESTIMONY THAT NATURE DOES NOT FIT THE IMAGE OF OUR SCIENCE, AND, SECOND, HE ASKS WHETHER IT COULD EVER BE REASONABLE TO BELIEVE ON THE BASIS OF TESTIMONY THAT NATURE IS NOT UNIFORM. HUME’S ANSWER TO THE FIRST QUESTION IS ’YES’ AND HIS ANSWER TO (...) THE SECOND IS ’NO’. HUME THINKS THAT A ’NO’ TO THE SECOND QUESTION SHOWS THAT BELIEF IN THE CHRISTIAN RELIGION IS LESS REASONABLE THAN A BELIEF IN MODERN SCIENCE. HOWEVER, HUME’S ’NO’ SEEMS TO OPPOSE HIS EMPIRICISM AND HIS BELIEF THAT THERE ARE NO NECESSARY TRUTHS ABOUT ANY MATTER OF FACT OR EXPERIENCE. THE POINT OF THIS PAPER IS TO SHOW THAT HUME CAN PROVE THAT THERE CAN BE NO TESTIMONY OF SUCH A QUANTITY OR QUALITY TO MAKE IT REASONABLE TO BELIEVE THAT NATURE IS NOT UNIFORM AND, AS RESULT, NO TESTIMONY TO MAKE IT REASONABLE TO. (shrink)

In this accessible guide, science educator Michael J. Reiss and philosopher Michael Ruse argue that organicism-rather than mechanism-is the best way to understand the nature of life, and detail the resulting implications for biology, philosophy, education, and policy.

In lieu of an abstract, here is a brief excerpt of the content:THE CURRICULAR ROLE OF RUSSELl?S SCEPTICISM MICHAEL J. ROCKLER Interdisciplinary Studies in Education / National-Louis Universiry Evanston, 1L 60201, USA I n The Prospects of IndustriaL CiviLization, written in collaboration with his wife Dora, Bertrand Russell wrote: The governors of the world believe, and have always believed, that virtue can only be taught by teaching falsehood, and that any man who knew the truth would be wicked. I (...) disbelieve this, absolutely and entirely. I believe that love of truth is the basis of all real virtue, and that virtues based upon lies can only do harm.· This passage reflects Russell's views on scepticism and education; he sought an educational system that would avoid indoctrination and would produce sceptical students. Scepticism, a central aspect of much of Russell's philosophic work, was a primary organizing principle of his writings on education. Russell, a major contributor to educational theory, produced two volumes on education that continue to have considerable relevance for teaching and learning in contemporary society. The first, Education and the Good Life (1926),2 inspired by the births of John and Katharine, focused on the education of young children. In Education and the Good Life, Russell identified the aims of education. These included the development ofvitality, the promotion of courage (which entails the absence of fear), sensitiveness and intelligence. When schools accomplish these ends, they produce young men and women of character who are able to contribute to the well-being of society. 1 (London: Allen & Unwin, 1923), p. 252. 2 Published in Britain as On Education: Especially in Early Childhood. The CurricuLar Role ofRusselL's Scepticism 51 Russell, who once stood for Parliament as suffragist candidate, believed in equality of education for both men and women. This position was well advanced for its time; it still encounters resistance today. As the Russells' children approached school age, he and Dora confronted the problem of their education. Russell did not want John and Katharine to experience the loneliness of education by tutors that he had faced as a child. He and Dora also wished to avoid conventional public schools because they wanted their children to be educated in a manner consistent with their sense of scepticism about society and about religion. Russell felt that exposure to any kind of traditional learning would cause his children to be indoctrinated with patriotic and religious points of view. On the other hand, he felt that the progressive schools that were available-including A. S. Neill's Summerhill-lacked intellectual rigour. As a result of these feelings and because of Dora Russell's interest in education, the Russells leased the estate of Bertrand's brother at Telegraph House in Sussex and founded what came to be known as Beacon Hill School in September 1927. With his experience at Beacon Hill in mind, Russell published a second book on education in I932-Education and the Modern WorLd.3 It argued against the notion of progressive educators that schooling should simply allow for natural growth. Russell rejected Rousseau's approach to teaching and learning, and he distanced himself from some of Dewey's early work as well. In Education and the Good Life, and in other early essays on learning theory, Russell had seemed impressed by the growing role of behaviourism in education. However, his experience at Beacon Hill and his reading ofpsychoanalytic literature weakened his acceptance of behaviourism. In Education and the Modern World Russell called for more awareness of the role of emotion in learning as well as an examination of the way in which repressed feelings affect action. Russell argued that conditioning cannot effectively develop character. Education and the Modern World ends on a discouraging note. Russell concludes that schools can only provide for full individual development if the state identifies its own interest with that of the 3 Published in Britain as Education and the Social Order. russell: the Journal of the Bertrand Russell Archives M.Masrer University Libraty Press n.s. 12 (summer 1992): 50-60 ISSN 0036-01631 52 MICHAEL J. ROCKLER child. Russell was pessimistic about this possibility. For this to take place, a number of things had to occur. First, farge scale wars had to be eliminated. Second... (shrink)

This leading scholar draws on extensive research from four plurinational states - the United Kingdom, Spain, Belgium, and Canada - to provide a radical rethink of the very nature of sovereignty and the state. This innovative account demonstrates how transnational integration and other demands on the nation-state have broken the automatic link between state and nation, and goes on to provide a major new analysis of the subsequent challenges of recognition of nationality and democracy.

Dyson explores the fate of pride from Christain theology to the social responsibilities of self-regard and regard for the society as a whole. Also discusses pride in black communities.

Following the success of Hong Kong Corner Houses, German photographer Michael Wolf continues his collaboration with Hong Kong University Press to produce Small God, Big City. Wolf again uses his creative eye to draw attention to overlooked objects in the visually rich urban environment of Hong Kong. This time the object is the Earth God shrine, found commonly by the doorways of shops and homes throughout Hong Kong. Through his visually stimulating and thought-provoking photographs, Wolf challenges our sensitivity to (...) seemingly familiar everyday things. An interpretative text for the photographs is authored by two familiar names: Lee Ho Yin and Lynne DiStefano, who are well-known academics and practitioners of heritage conservation in Hong Kong. The text is a highly readable curatorial essay that leads readers to a better understanding of the topic and the meaning behind Wolf 's photographs of Earth God shrines in urban Hong Kong. The topic of this book is timely, given the vulnerability of traditional beliefs and practices in an increasingly urbanized Hong Kong. It is hoped that Small God, Big City will provoke deeper thoughts on who we are and what we believe in this modern world. (shrink)

Michael Allen's latest work on the profoundly influential Florentine thinker of the fifteenth century, Marsilio Ficino, will be welcomed by philosophers, literary scholars, and historians of the Renaissance, as well as by classicists. Ficino was responsible for inaugurating, shaping, and disseminating the wide-ranging philosophico-cultural movement known as Renaissance Platonism, and his views on the _Sophist_, which he saw as Plato's preeminent ontological dialogue, are of signal interest. This dialogue also served Ficino as a vehicle for exploring a number of (...) other humanist, philosophical, and magical preoccupations, including the theme of man the artist and creator. (shrink)