STS represents a significant reform effort in science/technology education in grades kindergarten through the undergraduate collegiate years. It focuses on use of constructivism as a way of learning and a broader view of science, and as a way of assessing learning for real understanding. Basic to STS is teaching and the assessment of learning in multiple domains, namely, concepts, processes, the application of both to new situations, the nature and history of science, creativity skills, and attitude. When education occurs in (...) STS classrooms, students grow significantly in all domains and more so than in traditional classrooms. (shrink)

The major advantage of STS is the kind of teaching it allows and demands. Twelve middle school teachers who were enthused with STS teaching selected two sections for a research study. One section was the experimental STS section; the other followed the course syllabus and textbook closely. The major findings indicate the advantages for STS as a teaching approach. Students at the STS approach learned as many science concepts as students who were taught such concepts directly. But the students in (...) the STS sections were superior in all other aspects, including understanding and use of 14 process skills, use of creative thinking skills, development of more positive attitudes, better ability to apply and connect ideas and skills to other situations, and developing a better understanding of the nature and history of science. (shrink)

Six African countries participated in an intercontinental professional development workshop developed by the science and math staff at the University of Iowa and supported by the Africa-America Institute. The 11-day workshop was designed to produce changes in goal setting, assessment practices, instruction, and curriculum structures for high school teachers. The article provides a detailed description of the workshop and discusses evidence of workshop successes. Preworkshop and postworkshop vision statements and curriculum units were used to track the progression of five Kenyan (...) educators as they moved toward constructivist-based practices. Teachers enhanced their views of science and math learning outcomes and learning environment as the workshop progressed. Specifically, teachers moved from emphasizing better grades and exam scores to greater student use of science and math skills. They also shifted from a heavily teacher-centered classroom view to a more student-centered classroom view. (shrink)

Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. (...) Public support for science and science education was at a low point for the 30 year period in 1975. (shrink)

The purpose of this study was to examine how different inquiry experiences affect in-service science teachers’ performance in terms of their questions and classroom actions. Teachers in a workshop experience proceeded through structured, guided, and full inquiry stations where materials to make foam were provided. Participants were 26 in-service science teachers who were enrolled in an 8-day workshop learning about science-technology-society (STS) approaches to teaching. Those who experienced full inquiry first resulted in more curiosity, more questions, and more unique experiments (...) than at the other two stations. Success in guided inquiry was observed when the guidance was provided by more open-ended questions posed by the leader teachers. The study raises questions concerning the limitations on student thinking when in structured and guided laboratories that characterize traditional science teaching. An analysis of this study may contribute important direction and information for science teaching and learning and encourage more moves for STS successes. (shrink)

More and more people would like to migrate, but find that every state places barriers in their way. At the same time, most governments not only permit but court foreign investment. Can this difference between the treatment of people and the treatment of money be justified? This book asks this question from the point of view of five different ethical perspectives: liberal egalitarianism, libertarianism, Marxism, natural law and political realism. -- FROM BOOK JACKET.

The work of Lawrence Kohlberg has become the central focus in both the research and applied dimensions of moral education. While teachers and academics are generally familiar with Kohlberg's account of his six stages of moral development, his hints about a highest and culminating seventh stage have had no sustained critique. This essay attempts to provide a detailed account and critique of all of Kohlberg's writings dealing with stage seven, from a philosophical standpoint. This essay critiques Kohlberg's analysis of Moore's (...) naturalistic fallacy, and rejects his attempt to disarm the fallacy by adopting a strategy of ?parallelism?, or ?complementarity?. I argue that it might be better to accept the fact that one cannot derive an ought from an is, and then to view ought-claims as selected or preferred is-claims. This allows morality to remain sui generis, and the support for a moral choice must arise from the complete ?story? or world-view in which it is embedded. Stage seven is not just any ?whole story?, however, but the best or ideal whole story. As well, it serves as the answer to the fundamental ethical question, ?but why should I be moral in the first place?? Stage seven gains its justificatory power from its stance of empathetic identification of the moral agent with others, and with the cosmos as a whole, as thinkers as varied as Marcus Aurelius and Teilhard de Chardin have suggested. If stage seven is, as Kohlberg argues, an ethics of love, and if the first six stages are to be thought of as comprising an ethics of justice, then what is to be done if they conflict? Kohlberg deals with this question, and eventually decides in favour of justice, even given the seventh stage as somehow the ground of all normativity in his system. I argue that he cannot consistently adopt a parallelist thesis here, but needs to recognize the normatively fundamental character of his own seventh stage. It serves as his ?whole story?, on which the previous six stages all rest. Kohlberg's own thesis forces him to retain an ethics of justice only until one reaches the level of agape. Then, as with all higher stages, the lower stages are not abandoned, but are taken up and enriched by the thinking and acting which emerge from the higher stage perspective. Neither justice nor agape can stand alone as sufficient basis for an adequate ethics. But it is agape that is the more fundamental, and which enriches justice without rejecting its generally overwhelming claims. Stage seven consciousness simply reminds one that justice is not enough, even though it does constitute the largest part of ethics. (shrink)

The human face conveys a myriad of social meanings within an overlapping array of features. Herein, we examine such features within the context of gender-emotion stereotypes. First we detail the pervasive set of gender-emotion expectations known to exist. We then review new research revealing that gender cues and emotion expression often share physical properties that represent a confound of overlapping features characteristic of low versus high facial maturity/dominance. As such, gender-related facial appearance and facial expression of emotions often share social (...) meaning and physical resemblance. Thus, stereotypic and phenotypic information conveyed by the face are intertwined—sometimes confounded, sometimes clashing. We discuss implications of this work for gender-emotion stereotypes, as well as for emotion and face processing more generally. (shrink)

This chapter contains sections titled: The Validity of Anselm's Ontological Argument The Truth of the Anselmian Premises On Whether Anselm's Ontological Argument Begs the Question On Parodies The Validity of the Ontological Argument of Descartes and Leibniz On the Truth of the Descartes–Leibniz Premises Critiques of the Descartes–Leibniz Ontological Argument Ontological Arguments of the Twentieth Century Gödel's Ontological Argument On Whether Gödel's Argument is Sound The Modal Perfection Argument The Temporal‐Contingency Argument Conclusion References Appendix 1. Logic Matters Appendix 2. Formal (...) Proofs of Some Modal Arguments. (shrink)

The democratic egalitarian ideal requires that everyone should enjoy equal power over the world through voting. If it is improper to vote twice in the same election, why should it be permissible for dual citizens to vote in two different places? Several possible excuses are considered and rejected.

'Justice' and 'democracy' have alternated as dominant themes in political philosophy over the last fifty years. Since its revival in the middle of the twentieth century, political philosophy has focused on first one and then the other of these two themes. Rarely, however, has it succeeded in holding them in joint focus. This volume brings together leading authors who consider the relationship between democracy and justice in a set of specially written chapters. The intrinsic justness of democracy is challenged, the (...) relationship between justice, democracy and impartiality queried and the relationship between justice, democracy and the common good examined. Further chapters explore the problem of social exclusion and issues surrounding sub-national groups in the context of democracy and justice. Authors include Keith Dowding, Richard Arneson, Norman Schofield, Albert Weale, Robert E. Goodin, Jon Elster, David Miller, Phillip Pettit, Julian LeGrand and Russell Hardin. (shrink)

abstract Complicity with wrongdoing comes in many forms and many degrees. We distinguish subcategories cooperation, collaboration and collusion from connivance and condoning, identifying their defining features and assessing their characteristic moral valences. We illustrate the use of these distinctions by reference to events in refugee camps in and around Rwanda after the 1994 genocide, and the extent to which international organizations and nongovernment organizations were wrongfully complicit with the misuse of refugees as human shields by the perpetrators of the genocide (...) who were allowed to run those camps. (shrink)

Cognition means different things to different psychologists depending on the position held on the mind-matter problem. Ecological psychologists reject the implied mind-matter dualism as an ill-posed theoretic problem because the assumed mind-matter incommensurability precludes a solution to the degrees of freedom problem. This fundamental problem was posed by both Nicolai Bernstein and James J. Gibson independently. It replaces mind-matter dualism with animal-environment duality -- a better posed scientific problem because commensurability is assured. Furthermore, when properly posed this way, a conservation (...) law is suggested that encompasses a psychology of transactional systems, a biology of self-actional systems, and a physics of interactional systems. For such a solution, a theory of cognition for goal-directed behaviour is needed. A sketch is supplied for how such a theory might be pursued in the spirit of the new physics of evolving complex systems. (shrink)

Rationale: Deep brain stimulation (DBS) of the hippocampus is proposed for enhancement of memory impaired by injury or disease. Many pre-clinical DBS paradigms can be addressed in epilepsy patients undergoing intracranial monitoring for seizure localization, since they already have electrodes implanted in brain areas of interest. Even though epilepsy is usually not a memory disorder targeted by DBS, the studies can nevertheless model other memory-impacting disorders, such as Traumatic Brain Injury (TBI). Methods: Human patients undergoing Phase II invasive monitoring for (...) intractable epilepsy were implanted with depth electrodes capable of recording neurophysiological signals. Subjects performed a delayed-match-to-sample (DMS) memory task while hippocampal ensembles from CA1 and CA3 cell layers were recorded to estimate a multi-input, multi-output (MIMO) model of CA3-to-CA1 neural encoding and a memory decoding model (MDM) to decode memory information from CA3 and CA1 neuronal signals. After model estimation, subjects again performed the DMS task while either MIMO-based or MDM-based patterned stimulation was delivered to CA1 electrode sites during the encoding phase of the DMS trials. Each subject was sorted (post hoc) by prior experience of repeated and/or mild-to-moderate brain injury (RMBI), TBI, or no history (control) and scored for percentage successful delayed recognition (DR) recall on stimulated vs. non-stimulated DMS trials. The subject’s medical history was unknown to the experimenters until after individual subject memory retention results were scored. Results: When examined compared to control subjects, both TBI and RMBI subjects showed increased memory retention in response to both MIMO and MDM-based hippocampal stimulation. Furthermore, effects of stimulation were also greater in subjects who were evaluated as having pre-existing mild-to-moderate memory impairment. Conclusion: These results show that hippocampal stimulation for memory facilitation was more beneficial for subjects who had previously suffered a brain injury (other than epilepsy), compared to control (epilepsy) subjects who had not suffered a brain injury. This study demonstrates that the epilepsy/intracranial recording model can be extended to test the ability of DBS to restore memory function in subjects who previously suffered a brain injury other than epilepsy, and support further investigation into the beneficial effect of DBS in TBI patients. (shrink)

Barron discusses not only the deep spirituality within Aquinas' theological writings, but also the saint's little known spiritual writings on prayer and more. Throughout, Barron applies these teachings to daily life. (Catholic).

Arnold Berleant has produced once again a stimulating set of reflections on “vitally important topics” in the aesthetic field. The present book is more a collection than a treatise. This characteristic is the source both of the book’s very real value and of its shortcomings, minor as they may be from the substantive point of view. Berleant’s prior books and articles make up a most impressive scholarly and intellectual achievement, and they clearly inform the discussions and arguments brought forth in (...) this latest installment of his philosophical project. This book continues, recapitulates, reformulates, and extends the analyses of his earlier work. It exemplifies the prime characteristics of all of Berleant’s work: .. (shrink)

If the obstacles to human development lie in the paucity of resources, in insuperable technical barriers, the task would be hopeless. We know instead that it is too often a lack of political commitment, not of resources, that is the ultimate cause of human neglect. United Nations, Human Development Report, 1991.

Robert Schofield explores the rational elements of British experimental natural philosophy in the 18th century by tracing the influence of two opposing concepts of the nature of matter and its action—mechanism and materialism. Both concepts rested on the Newtonian interpretation of their proponents, although each developed more or less independently. By integrating the developments in all the areas of experimental natural philosophy, describing their connections and the influences of Continental science, natural theology, and to a lesser degree social and (...) institutional changes, the author demonstrates that mechanistic concepts dominated interpretations from about 1687 to 1740, when they were replaced by materialistic concepts. A revival of the mechanistic approach early in the next century made England a fertile field for ideas on the dynamic interaction of forces. Originally published in 1970. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)