In this accessible book, leading scholars Jason Brennan and Hélène Landemore ask, what good is democracy and is there any better alternative? Brennan argues that democracy suffers from built-in systematic flaws. There is no way to fix these flaws--we can only contain them, or jettison democracy for a better system of representative government. Landemore argues that our problem is that we have not been using real democracy. Real democracy--in which citizensexercise more genuine power--can overcome the problems we see in modern (...) republican governments. The book concludes with each author responding to the other's arguments, ultimately helping readers see how their views of justice depend in part on how they think democracy functions. (shrink)

This book, based on a critical/collective/auto/ethnographic research project, describes an assemblage of theoretically informed, arts-based methods that aim to promote multiplicity and thinking. It explores multiplicities of knowing, sensing, doing and being, generated by analyzing knowing frames, poetry, reading aloud, fableing, playwriting and other inventive, playful and scholarly ways of working with experiences and stories. By offering engaging and inspiring strategies that can disturb standardizations and interrupt cultural normativities, the book sheds light on the conditions that might be present (...) in cultural contexts that enable diversity and creativity. The research project on which this book is based originated from a contradictory set of conditions characterized on the one hand by a marked interest in creative research methods and novel knowledge practices and, on the other hand, by a widespread concern that we live in increasingly standardized times, featuring systems that specify objectives ahead of time, demand compliance and narrow the possibilities for human action. The book takes readers on an arts-based journey designed to enhance the opportunities for imaginative and ethical professional practice in education, human services and the arts. (shrink)

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this (...) paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups. (shrink)

Recent research has suggested that young children may have primitive knowledge of ratio and proportions. However, it is unclear how precisely young children represent ratio magnitudes and how well...

The self-reference effect refers to better memory for self-relevant than for other-relevant information. Generally, the SRE is found in conditions in which links between the stimuli and the self are forged in the encoding phase. To investigate the possibility that such conditions are not prerequisites for the SRE, this research developed two conditions by using two recognition tasks involving abstract geometric shapes. One was the cue-in-encoding condition in which self- and other-cues were presented to construct links with AGSs during (...) the encoding phase, and the other was the cue-in-retrieval condition in which self- and other-cues were presented to construct links with AGSs during the retrieval phase. The SRE was found in both conditions. The findings reveal that self-cues merely presented during the retrieval phase are sufficient to induce the SRE. Links between the stimuli and the self constructed during the encoding phase may not be necessary prerequisites for the SRE. (shrink)

Meaningful and long-lasting progress in equity, diversity, and inclusion (EDI) continue to elude academics, practitioners, and policymakers. Extending Chater & Loewenstein's arguments to the EDI space, we argue that, despite conventional focus on individual-level solutions (i-frame), increasing EDI also requires a systemic focus (s-frame). We thus call for the design, testing, and implementation of multipronged s-frame interventions.

Reissuing seminal works originally published between 1916 and 1995, Routledge Library Editions: Alchemy (7 volume set) offers a selection of scholarship covering various facets of alchemical traditions. Some texts examine alchemy itself while some offer insight into the motives for alchemical research and others outlay portraits of people such as Giordano Bruno and John Dee.

Author’s Comments: Economic Foundations for Creative Ageing Policy, Volume I .

Noam Chomsky (1928 – ) Noam Chomsky is an American linguist who has had a profound impact on philosophy. Chomsky’s linguistic work has been motivated by the observation that nearly all adult human beings have the ability to effortlessly produce and understand a potentially infinite number of sentences. For instance, it is very likely that … Continue reading Noam Chomsky →.

Loci personarum, ‘topics for persons’ were used in Latin rhetoric for the description of persons, their external circumstances, physical attributes, or qualities of character. They stood in the way of fusing rhetoric and dialectic, the goal of sixteenth-century ‘humanistic’ logic: the project of a unified theory of invention depends on the exclusion of loci personarum from the domain of dialectic proper. But still they cannot easily be replaced in the class room. Bartholomaeus Keckermann resolved these difficulties: he proposed to abandon (...) the notion that loci personarum could play a role in finding new arguments concerning persons. So they pose no risks for a unified theory of invention, because they can only be used for the exposition of information that we already have. Since loci personarum are concerned with individuals, the knowledge about individuals that is available to us is inescapably circumstantial and contingent, defying the claim of generality or necessity of dialectic made by Keckermann’s sixteenth-century predecessors. However, our thinking about persons is primarily interested in those aspects that we do not share with other members of our species. For Keckermann, persons are therefore logically different from most individuals belonging to other species. (shrink)

We prove a partition theorem for analytic sets, namely, if X is an analytic set in a Polish space and [X]n = K0 ∪ K1 with K0 open in the relative topology, and the partition satisfies a finitary condition, then either there is a perfect K0-homogeneous subset or X is a countable union of K1-homogeneous subsets. We also prove a partition theorem for analytic sets in the three-dimensional case. Finally, we give some applications of the theorems.

This contribution to a symposium on Samantha Frost’s Lessons From a Materialist Thinker discusses its groundbreaking approach to Hobbes’s thought and raises two questions that are still to be answered by future scholars: what does a materialist politics or a materialist ethics look like, and how can we understand juridical relations from a materialist standpoint?

_Art and Authority: Moral Rights and Meaning in Contemporary Art_GOVERK. E.Oup. 2018. pp. 208. £40.00.