It has come to be expected that collections issued by the Royal Institute of Philosophy will contain work that has quality or is otherwise interesting. This volume runs true to form and presents plenty of both. It gives the proceedings of the conference arranged by the Institute at Exeter in 1973, consisting of five symposia together with Chairman's remarks of about eight pages or so for each symposium, and in three cases postscripts by the first speaker. The contributors and topics (...) are: R. F. Dearden and Elizabeth Telfer on ‘Autonomy as an Educational Ideal’ with R. M. Hare as Chairman; R. K. Elliott and Glenn Langford on ‘Education and the Development of the Understanding’ with Paul Hirst as Chairman; David Cooper and Timothy O'Hagan on ‘Quality and Equality in Education’ with R. F. Atkinson as Chairman; Mary Warnock and Richard Norman on ‘The Neutral Teacher’ with Alan Montefiore as Chairman; Stuart Brown and A. Phillips Griffiths on ‘Academic Freedom’ with R. S. Peters as Chairman. (shrink)

Integrates data from various research areas concerned with the effects of unconscious perception and the preconscious antecedents of subjective experience. Discusses the possible nature and origin of preconscious processes, the evidence for unconscious perception, and the effects of unperceived stimuli on perception, verbal behavior, and memory. Examines the theory that cognitive processes evolved for the gratification of need.

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

There is a paradigm shift occurring. The transition underway is from a rigid, mechanistic, and materialistic worldview to a process organismic worldview supporting a foundation of interconnectedness, cooperation, and the intersection of science and spirituality. A new paradigm must start with abductive hypotheses. I present the following as a presentation of abductive hypotheses. In semiotics abduction is a kind of reverse deduction to discover a law or some factor that would render some phenomenon intelligible. The importance of abduction is that (...) it is creative; it escapes the confines of deduction and induction. In this paper we’re not putting forth claims of truth or arguments for a position, but we are putting forth claims of usefulness; what do we need to be investigating to support this new paradigm? (shrink)

One important problem in cognitive science is to understand the development of cognitive processes in children and to devise computer models to explore the mechanisms that underlie these changes. Our research addresses these general goals. In particular, we are concerned with developmental changes in cognitive strategies in typical children and in children with mild mental retardation.

The anthropogenic environmental change characteristic of the Anthropocene generates numerous threats and opportunities for the non-human beings who are intrinsic to forest and tree health. There are profound consequences for both humans and non-humans as a result of natural ecosystem disturbances, such as forest fires or invasive insects, and their accompanying environmental management responses. However, the consequences for non-humans as a result of either disturbance or management receive virtually no attention within environmental policy and practice. In this paper we argue (...) for the growth and transformation – the ‘eclosion’ – of the ‘stakeholder’ concept so as to provide a pragmatic basis for greater attentiveness to, and comprehension of, non-human interest. We explore the implications and feasibility of this, describing particular approaches to stakeholder analysis and representation that emanate from research methods including multispecies ethnography and studies in ‘new animism’, that can effectively enable non-human ‘voices’ to be heard and taken more seriously. We conclude there are solid methodological and conceptual foundations on which to build an effective understanding of non-human stake-holdership, particularly in the area of forest and tree health. (shrink)

This passage was attributed to Menander Protector by Bernhardy, who, influenced apparently by Men. Prot. fr. 43 , suggested that here the name disguised the of Menander. This explanation, besides interfering with the text without due cause, ignores altogether the name . In fact, the incident occurs a century earlier, in the period A.D. 467–70. Anagastes is then found in Roman service in Thrace during the reign of Leo . Moreover, the name of Anagastes is linked with an easily recognized (...) variant of in Jo. Ant., fr. 205. (shrink)

An investigation into the prosopography of Libanius shows a confusion of identity in the following cases. The textual references are to Foerster's Teubner edition, of which the index compiled by Richtsteig is to be handled with caution.

This passage seems to have escaped identification so far. This is somewhat surprising, since it clearly refers to an incident at the sack of Maiozamalcha during Julian's Persian campaign which has been much discussed by editors ind critics of Ammianus and Zosimus. The reason may well be that in some ilder editions of Suidas the name appears as.

This research explored the feasibility of using multidimensional scaling (MDS) analysis in novel combination with other techniques to study comprehension of epistemic adverbs expressing doubt and certainty (e.g., evidently, obviously, probably ) as they relate to health communication in clinical settings. In Study 1, Australian English speakers performed a dissimilarity-rating task with sentence pairs containing the target stimuli, presented as “doctors' opinions.” Ratings were analyzed using a combination of cultural consensus analysis (factor analysis across participants), weighted-data classical-MDS, and cluster analysis. (...) Analyses revealed strong within-community consistency for a 3-dimensional semantic space solution that took into account individual differences, strong statistical acceptability of the MDS results in terms of stress and explained variance, and semantic configurations that were interpretable in terms of linguistic analyses of the target adverbs. The results confirmed the feasibility of using MDS in this context. Study 2 replicated the results with Canadian English speakers on the same task. Semantic analyses and stress decomposition analysis were performed on the Australian and Canadian data sets, revealing similarities and differences between the two groups. Overall, the results support using MDS to study comprehension of words critical for health communication, including in future studies, for example, second language speaking patients and/or practitioners. More broadly, the results indicate that the techniques described should be promising for comprehension studies in many communicative domains, in both clinical settings and beyond, and including those targeting other aspects of language and focusing on comparisons across different speech communities. (shrink)

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen (...) a large body of literature has developed related to the teaching andlearning about nature of science – see, for example, the Lederman and Meichtry reviews cited below. As well there has been intensephilosophical, historical and philosophical debate about the nature of scienceitself, culminating in the much-publicised ‘Science Wars’ of recent time. Thereferences listed here primarily focus on the empirical research related to thenature of science as an educational goal; along with a few influential philosophicalworks by such authors as Kuhn, Popper, Laudan, Lakatos, and others. Whilenot exhaustive, the list should prove useful to educators, and scholars in otherfields, interested in the nature of science and how its understanding can berealised as a goal of science instruction. The authors welcome correspondenceregarding omissions from the list, and on-going additions that can be made to it. (shrink)

Mindfulness for the High Performance World provides a unique approach to mindfulness training, built upon the principles of Buddhist philosophy written in line with the Dalai Lama’s description of meditation and mindfulness as “Science of the Mind”. This unique volume explores mindfulness as a learnable skill in context with the underpinnings of the teachings of Eastern psychology. The authors, Norm, a physician, cancer researcher and triathlete and Karolynn, a psychotherapist, mindfulness meditation teacher and marathoner, live and work in a high-stress, (...) high-expectation world. Their approach is rooted in an understanding that thoughts produce biochemical and physiological changes and provides a strategic framework to instruct an individual on how to categorize types of thoughts. After harnessing this ability, one is positioned to become both more aware of his or her thoughts as well as the specific patterns of sensations they produce, or Sentinel SitesSM. The awareness of what the mind is doing and the ability to interrupt a thought pattern and/or control the response almost instantly leads one to having a healthier life, improved relationships with others and better adaptability to one’s environment. Emphasizing the importance of physical activity and nutrition, the authors present a systematic approach for people who want to learn and incorporate mindfulness and transform how they live without having to divert their lives and careers. Offering itself as an accessible and skill-based introduction to the principles, practices, and benefits of mindfulness, Mindfulness for the High Performance World is a useful resource for students, athletes and professionals living and working in high-performance, high-stress environments and also for mindfulness practitioners seeking to deepen their skill level. (shrink)

In The Ethics of Food, Gregory E. Pence brings together a collection of voices who share the view that the ethics of genetically modified food is among the most pressing societal questions of our time. This comprehensive collection addresses a broad range of subjects, including the meaning of food, moral analyses of vegetarianism and starvation, the safety and environmental risks of genetically modified food, issues of global food politics and the food industry, and the relationships among food, evolution, and human (...) history. (shrink)