SummaryIn this article I argue that Darwin was the author, quite contrary to his original intentions, of a fundamental revolution in the theory of scientific knowledge. In 1838, in order to meet the anti-evolutionist challenge of his professional colleague, William Whewell, he began to sketch a transmutationist theory of the origin of human ideas which would explain the success of inductive science: its discovery of what Whewell and his contemporaries thought were necessary and certain truths. But though it explained how (...) scientific ideas originated, Darwin's theory implied also that theoretical certainty in science was impossible. Thus Darwin's evolutionism when combined with Whewell's a priorism led to a thorough-going fallibilism. This was worked out in detail by W. K. Clifford, a Cambridge evolutionist, Kantian and fallibilist. (shrink)

Historians should not use their own up-to-date methodologies to judge the rationality or correctness of the research strategies of scientists in history. For the history of science is, in part, the history of the rational growth of methodology and the historian's own up-to-date methodology is, in part, a product of the scientific revolutions of the past. Historians who use their own methodologies to judge the rationality of past research strategies are being too wise after the event. I show, using the (...) case of Charles Darwin, how we can judge the rationality and correctness of research strategies and revolutions without being too wise after the event. I do this by rejecting the idea that methodologies double as rationality theories and by drawing instead on Popper's competing view of rationality as critical debate. (shrink)

In this study, 172 elementary teachers were surveyed to determine the state of social studies teaching in their classrooms. Data was collected during the spring of 2004 in various geographic locations within an urban district in southern California. The survey measured teachers’ time teaching core subjects, how teachers chose to spend their time teaching social studies and types of strategies used to teach social studies. Teachers revealed that many were dissatisfied with how much time they spent teaching social studies while (...) negotiating mandates to teach language arts and mathematics. Although teachers reported they felt well prepared to teach social studies, many use lecture, readings, and worksheets to teach the California Content Standards. We recommend qualitative research be conducted to explore how teachers who spent more time teaching social studies despite mandates can share those strategies with those who did not teach social studies regularly. (shrink)

ArgumentDespite the fact that “empathy” is often simply used as a translation ofEinfühlung, the two terms have distinct meanings and distinct disciplinary affiliations. This text considers the manner in which the moving image invites spatial forms of engagement akin to those described both by historical accounts ofEinfühlung, a form of engagement that pertains not only to the activities of humans represented within images, but also to the aesthetic qualities of images in a more abstract sense and to the forms to (...) be found there. (shrink)

The work argues that the self is composed of words and deeds that are founded on an emotional appreciation of reality, which includes notions of what reality is really like; an existential sense of what it means to be human, either abstractly or as part of one’s specific culture/religion; and a sense of how human beings relate to one another, as part of a social system that includes morality. The author compares conclusions from social scientists and historians of religion with (...) insights from the Philosophy of Mind to argue that each self has a tripartite foundation that is emotional, existential, and social.When I turn my reflexion on myself, I never can perceive this self without some one or more perceptions; nor can I ever perceive any thing but the perceptions. 'Tis the composition of these, therefore, which forms the self.—David Hume. (shrink)

Heritage in the Classroom consisted of workshops designed to assist teachers in developing lesson plans that use Louisiana cultural resources as content to address curriculum standards. Teachers created lesson plans and activities that were piloted during the 2001-02 school year. The Cultural Heritage Attitude Survey measured students' attitudes toward cultural resources before and after these lessons. This measure was administered to 373 4 th and 8 th grade students at pretest: 226 who received the lessons and 147 controls. Two hundred (...) and eighty were also available at posttest: 169 who received lessons and 111 controls. Those who received Heritage in the Classroom lessons maintained high positive attitudes towards cultural resources while controls did not. (shrink)

William Whewell tried to explain how scientific knowledge of necessary and certain truth was possible by tracing it to ideas that arose not out of experience but had an independent origin in the mind. Although Whewell has generally been regarded as an a priorist in some sense and as a proponent of hypothetico-deductivism, Snyder tries to show that he can be assimilated to the twentieth-century inductivist mainstream. She fails to make her case, however, in part because she fails to pay (...) sufficient attention to Whewell’s insistence that scientific discovery is beyond the reach of method and always involves happy guesses. (shrink)

Relationships between men and women can change rapidly, yet simultaneously can resist change. This paradox is addressed by a theory of social organization in the "personality and social structure" tradition, which attempts to explain what aspects of gender relations change most readily and what aspects are most resistant to change, in terms of 1) institutional models of organization and 2) the contrasting ways in which status and role affect identity. Changes in gender relations appear first in the public sphere, but (...) are more likely to persist if they are institutionalized in both public and domestic spheres, and are embodied in identities. (shrink)

Several recent commentators have suggested that for fully rational agents who find themselves in iterated prisoner's dilemmas of indefinite length, co-operation is the rational strategy. Their argument is that these fully rational agents can be taught, through the co-operative actions of other agents, to bypass the dominant move of noncooperation and co-operate instead. The proponents of the “teaching strategy” seem to have ignored the compelling argument of Jordan Howard Sobel. While the teaching argument may work for agents who are less (...) than purely rational, Sobel has pointed out that hyperrational utility maximizers cannot be taught; they reason deductively, not inductively, as the “teaching argument” requires. (shrink)

We report on an action research study undertaken to explore how integrating the Arts in social studies education can increase student participation and motivation, and impact student achievement through that increased motivation and participation. Initial lesson plans addressed multiple intelligences while integrating Arts activities and were adjusted based on the teacher's reflective notes and student feedback. Although not anticipated, we found that giving students' choice in what type of activities to complete had the greatest perceived impact on their motivation and (...) participation. Many students' social studies grades increased in response to the integration of Arts activities and student choice. (shrink)

This book has been written in the hopes of equipping teachers-in-training—that is, teacher candidates—with the skills needed for action research: a process that leads to focused, effective, and responsive strategies that help students succeed.

While the preponderance of recent literature on David Gauthier's Morals by Agreement has focused on his theory of bargaining,1 Joseph DeMarco calls into question the foundation of Gauthier's project.2 DeMarco argues that Gauthier's project depends on the incorporation of extra‐rational values, thereby undermining his attempt to derive morality from the non‐moral premises of rational choice. On DeMarco's account, there are at least three points where Gauthier depends on extra‐rational values. DeMarco finds the first two of these points problematic because he (...) misunderstands Gauthier's theory of rational choice. The third point is more serious; Gauthier does not offer an apparatus sufficient to respond to DeMarco's charge. To disarm DeMarco's third objection, I shall offer a justification of the rationality of autonomous preference formation. (shrink)

We all experience loneliness at some time in our lives and it often motivates people, consciously or otherwise, to enter treatment. Yet it is rarely explicitly addressed in psychoanalytic literature. Loneliness and Longing rectifies this oversight by thoroughly exploring this painful psychological state. In this book contributors address the inner sense of loneliness âe" that is feeling alone even in the company of others âe" by drawing on different aspects of loneliness and longing. Topics covered include: loneliness in the consulting (...) room the relationship between loneliness and love the effects of social networking and the internet how loneliness changes throughout the life-cycle healing the analystâe(tm)s loneliness. Loneliness and Longing draws on both theory and practice to discuss ways to help people to understand and cope with this important emotional state, encouraging them to make loneliness and longing less pervasive in their lives. This will be ideal reading for analysts, psychotherapists, and related practitioners facing the challenges of loneliness in their consulting rooms. (shrink)