This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

Throughout more than two millennia philosophers adhered massively to ideal standards of scientific rationality going back ultimately to Aristotle’s Analytica posteriora . These standards got progressively shaped by and adapted to new scientific needs and tendencies. Nevertheless, a core of conditions capturing the fundamentals of what a proper science should look like remained remarkably constant all along. Call this cluster of conditions the Classical Model of Science . In this paper we will do two things. First of all, we will (...) propose a general and systematized account of the Classical Model of Science. Secondly, we will offer an analysis of the philosophical significance of this model at different historical junctures by giving an overview of the connections it has had with a number of important topics. The latter include the analytic-synthetic distinction, the axiomatic method, the hierarchical order of sciences and the status of logic as a science. Our claim is that particularly fruitful insights are gained by seeing themes such as these against the background of the Classical Model of Science. In an appendix we deal with the historiographical background of this model by considering the systematizations of Aristotle’s theory of science offered by Heinrich Scholz, and in his footsteps by Evert W. Beth. (shrink)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case study uses primary data (...) from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case study uses primary data (...) from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

Evidence points to nurses as possessing particular skills which are important for public health leadership; in particular, investigators have found that a nurse public health director is strongly associated with positive health department performance. To better understand this association and to guide the effective deployment of nurse leaders, researchers sought to explore the specific leadership strategies used by nurse public health directors, using a critical thematic analysis approach to examine these leadership strategies in the context of certain ideologies, power differentials, (...) and social hierarchies. Data were collected via semistructured interviews conducted from July to September 2020 with 13 nurse public health directors from across the United States. Major themes illustrate a distinct picture of the nursing approach to public health leadership: (a) approaching their work with an other-focused lens, (b) applying theoretical knowledge, (c) navigating the political side of their role, and (d) leveraging their nursing identity. Findings articulate the nurse public health director's distinctive combination of skills which reflect the interprofessional nature of public health nursing practice. Such skills demonstrate a specialized approach that may set nurse leaders apart from other types of leaders in carrying out significant public health work. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Art of Teaching MusicBetty Anne YounkerEstelle R. Jorgensen, The Art of Teaching Music(Bloomington, IN: Indiana University Press, 2008)I have had the pleasure of reading the book manuscript, The Art of Teaching Music, by Estelle Jorgensen. The content explores a variety of ideas that are covered in the myriad of courses experienced by undergraduate students and introduces new ones that are critical to the development of musicians and (...) prospective teachers. Some of these ideas might be alluded to or briefly discussed in methods classes, but not at the level of thoughtful detail as they are entertained and examined in the book. This level of depth would require students and teachers to discuss, dialogue, debate, and reflect over time within and across semesters and courses. I dare to suggest that some of the ideas might not be brought to students’ attention at all throughout the undergraduate experience, which is of a concern and suggests an even greater need for such a book.My overall impression of the book is that the content and the depth of writing would serve the undergraduate students throughout their undergraduate experience and the graduate population for similar and yet different reasons. In terms of the undergraduates, there are parts of the book that would be relevant during their first year in a foundations class, second year in technique classes, third year in methods (for lack of a better word) classes, and student teaching [End Page 109] seminar experiences as they prepare to enter the profession. Utilizing a book across an undergraduate’s experience could generate interesting conversation amongst faculty members as discussions about why, how, what, and when parts of the book would be relevant would need to evolve. Some chapters could be revisited while others visited for the first time at differing places and spaces across the four years. I cannot think of another book that could be utilized in this way and thus serve the undergraduate student throughout her four-year experience and this prospect I find exciting.The book is organized around fourteen chapters, all of which are followed by an afterward. The flow of the chapters invites the reader to examine aspects of becoming and being a music educator at various levels of growth and understanding.The first chapter is titled “Teacher” and requires the reader to think at broader and deeper levels when discussing the notions of role and identity, self-awareness, motivation to enter the profession, and reflective practice. While reading the text, I imagined conversations that would include a comparative analysis of students’ experiences, which could in turn provide larger contexts for the topics. Such a discussion is necessary when examining aspects of being and becoming a teacher in various contexts. The notion of situatedness is highlighted when individual cases are heard and examined and compared across other cases, carefully noting what might or might not be comparable and taking that bit of analysis into consideration. Having such discussions across the four years of undergraduate life allows students to re-visit what was and is, and to speculate about what is to come. Such reflection can be just as fruitful at the graduate level. Students enter graduate school with a variety of teaching experiences and time is needed to reflect on the transition from being a teacher to being a student again. Realization of the continuum on which they travel between learner and teacher becomes apparent in that the place on the continuum shifts regardless of their present position; that is, as a student or teacher. For doctoral students, this reflection is rich as they begin to engage with undergraduate students and forge a new path as budding teachers of teachers and researchers and continue to be musicians.Chapter Two took me to the writings of Dewey1 particularly as I read about a student-centered focus and the experience-based approach. So much of our profession has been driven by content and theories that the student has been removed from the center of the focus and thought of as peripheral. I welcome the idea of placing the students at the center of our thinking and conversations. These ideas have been articulated in... (shrink)

At a time when mysticism is at last emerging as a respectable field of study for philosophers and religious phenomenologists, we find this new field in considerable disarray. We see, for example, Eliot Deutsch defending as philosophically intelligible and as significant śankara's non-dualistic interpretation of the mystic's experience. 1 There is R. C. Zaehner, on the other hand, labelling śankara's mysticism ‘profane’ and sharply distinguishing it from the fuller, or ‘sacred’, mysticism of the theist. 2 A third modern-day interpreter, W. (...) T. Stace, finds both the ‘monism’ of śankara and the dualism of the theist inadequate and proposes ‘pantheism’ as the most plausible interpretation of the mystic's experience. 3 Still another interpreter, Ben-Ami Scharfstein, rejects, as did Bertrand Russell much earlier, 4 every metaphysical claim put forward by the mystic; any such claim, be it monist, pantheist, or dualist, is but an ‘ontological fairy tale’. 5. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Art of Teaching MusicBetty Anne YounkerEstelle R. Jorgensen, The Art of Teaching Music(Bloomington, IN: Indiana University Press, 2008)I have had the pleasure of reading the book manuscript, The Art of Teaching Music, by Estelle Jorgensen. The content explores a variety of ideas that are covered in the myriad of courses experienced by undergraduate students and introduces new ones that are critical to the development of musicians and (...) prospective teachers. Some of these ideas might be alluded to or briefly discussed in methods classes, but not at the level of thoughtful detail as they are entertained and examined in the book. This level of depth would require students and teachers to discuss, dialogue, debate, and reflect over time within and across semesters and courses. I dare to suggest that some of the ideas might not be brought to students’ attention at all throughout the undergraduate experience, which is of a concern and suggests an even greater need for such a book.My overall impression of the book is that the content and the depth of writing would serve the undergraduate students throughout their undergraduate experience and the graduate population for similar and yet different reasons. In terms of the undergraduates, there are parts of the book that would be relevant during their first year in a foundations class, second year in technique classes, third year in methods (for lack of a better word) classes, and student teaching [End Page 109] seminar experiences as they prepare to enter the profession. Utilizing a book across an undergraduate’s experience could generate interesting conversation amongst faculty members as discussions about why, how, what, and when parts of the book would be relevant would need to evolve. Some chapters could be revisited while others visited for the first time at differing places and spaces across the four years. I cannot think of another book that could be utilized in this way and thus serve the undergraduate student throughout her four-year experience and this prospect I find exciting.The book is organized around fourteen chapters, all of which are followed by an afterward. The flow of the chapters invites the reader to examine aspects of becoming and being a music educator at various levels of growth and understanding.The first chapter is titled “Teacher” and requires the reader to think at broader and deeper levels when discussing the notions of role and identity, self-awareness, motivation to enter the profession, and reflective practice. While reading the text, I imagined conversations that would include a comparative analysis of students’ experiences, which could in turn provide larger contexts for the topics. Such a discussion is necessary when examining aspects of being and becoming a teacher in various contexts. The notion of situatedness is highlighted when individual cases are heard and examined and compared across other cases, carefully noting what might or might not be comparable and taking that bit of analysis into consideration. Having such discussions across the four years of undergraduate life allows students to re-visit what was and is, and to speculate about what is to come. Such reflection can be just as fruitful at the graduate level. Students enter graduate school with a variety of teaching experiences and time is needed to reflect on the transition from being a teacher to being a student again. Realization of the continuum on which they travel between learner and teacher becomes apparent in that the place on the continuum shifts regardless of their present position; that is, as a student or teacher. For doctoral students, this reflection is rich as they begin to engage with undergraduate students and forge a new path as budding teachers of teachers and researchers and continue to be musicians.Chapter Two took me to the writings of Dewey1 particularly as I read about a student-centered focus and the experience-based approach. So much of our profession has been driven by content and theories that the student has been removed from the center of the focus and thought of as peripheral. I welcome the idea of placing the students at the center of our thinking and conversations. These ideas have been articulated in... (shrink)

The three major schools of Vedanta— a kara's Advaita, R m nuja's Viśi dvaita, and Madhva's Dvaita—all claim to be based on the Upanishads, but they have evolved very different views of Brahman, or the Supreme Reality, and the soul's relation to that Reality once it is liberated from rebirth, when mok a or eternal life commences. Advaita teaches that liberated souls merge into the seamless blissful Brahman, the only Reality, and finally escape their earth dreams of sin and suffering, (...) even to the point of forfeiting individuality. Both Viśi dvaita and Dvaita are resolutely realist systems and see essential differences between Brahman and souls that are never transcended, even in the world of the liberated, visualized in these systems as a glorious paradise where God (Vishnu) reigns in splendor over blissful souls devoted to Him everlastingly. But whereas Madhva sees innate differences in souls, each with a greater or lesser capacity for bliss, R m nuja sees a universal sameness in the quality and degree of bliss, even to the point of equating it with the bliss of God Himself. The author points out these and other contrasts between the three views of mok a , critiques each, then develops a view of the liberated state more satisfactory (in his view) than any of the three in a marriage of East and West. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Enviornment 6.2 (2001) 119-124 [Access article in PDF] Book Review Eugene Odum: Ecosystem Ecologist and Environmentalis Eugene Odum: Ecosystem Ecologist and Environmentalist. Betty Jean Craige. The University of Georgia Press, Athens, 2001, pp. 226. $34.95. ISBN 0-8203-2281-4 (Hardback) A serendipity initiated this review. A half hour before checking my voice mail and receiving the invitation to write this review, I stood at the University of (...) Georgia Press table at the Association for the Study of Literature and the Environment (ASLE) conference in Flagstaff, Arizona. Picking up Betty Jean Craige's new text, I thought to myself, "This book looks interesting! I'm going to have to read it!" Not only did that wish come true; now I have the opportunity to share my thoughts.Prima facie, it may seem odd to print a review on a biography of a scientific ecologist in an environmental ethics journal. In fact, however, nothing could be more appropriate. The science of ecology is directly relevant--even essential--to the ethics of the environment: the human/nonhuman dynamic is contingent upon the identity of human beings, the essence of natural systems, and the interactive relationship between the two. As an environmental philosopher, it was this realization which directed me to the life sciences. [End Page 119]I recommend that environmental philosophers read Craige's book for at least three reasons. First, as just mentioned, the science of ecology addresses some of the necessary conditions for developing an environmental ethic--the ontology of natural systems and the relationship of biota (including Homo sapiens) with the abiotic environment.Second, and more specifically, Odum is a scientist of special concern to environmental philosophers--not to mention moral philosophers and philosophers of science--with his reticence to take seriously the is/ought (or fact/value) gap first identified by the great David Hume. As is widely known, philosophers and scientists who maintain the existence of such a gap contend that it is logically impossible to derive value-laden statements, such as ethical statements, from value-free statements, such as factual statements. According to this line of reasoning, the only way to move from the observation that human activity is causing species extinction to the imperative PRESERVE SPECIES! is another normative assumption that anthropogenic species extinction is bad. Thus Odum is at loggerheads with Bertrand Russell when the philosopher writes: "... questions as to 'values' lie wholly outside the domain of knowledge. That is to say, when we assert that this or that has 'value,' we are giving expression to our own emotions, not to a fact[.]" Siding with Russell against Odum, many ecologists refrain from making ethical (and hence environmentalist) injunctions.What makes Odum especially fascinating is that he recovered from the hangover of Modernity which numerous scientists and philosophers still suffer from: the inability of moving from descriptive science to prescriptive ethics. As Craige remarks over and over again, Odum moves easi-ly between ecology and environmentalism (p. 64): "His inclusion of human beings in ecosystems turned ecosystem ecologists into environmentalists--that is, advocates of policies and social behaviors protective to the natural environment--erasing the line traditional to Western thought between science and politics" (p. 45. See also p. xvii, p. 41). Odum's attitude marks a major breakthrough for the project of grounding environmental ethics in ecological science.Third, Odum is a great scientist whose work is relevant to a host of other philosophical issues. In our recent book, The Philosophy of Ecology: From Science to Synthesis (University of Georgia Press, 2000), Frank Golley and I struggled not to include a piece by Odum in every section of the book. Odum's work has implications for every area in the philosophy of ecology: the ontology of the ecological entity, the reductionism/holism [End Page 120] debate, the rationalism/empiricism debate, evolutionary ecology, and the relationship of ecology to ethics. In light of my work in the philosophy of ecology and familiarity with Odum's research--not to mention meeting him personally several times--I find several of Craige's statements perplexing. When she writes... (shrink)

N. R. Hanson's discussion of experience is criticized. Experience, though necessary for knowing, is insufficient as a basis for understanding in either science or religion. Experience alone can be misleading. We may begin with experience, but we cannot claim to understand until experience has been mediated by theory. The article is excerpted from Metaphoric Process: The Creation of Scientific and Religious Understanding (Gerhart and Russell 1984), Chapter 2.

Less than two decades ago, Halpern (1998) presented a convincing approach for teaching critical thought. However, nowhere in her article did she explain how to “get” faculty to teach to thinking skills to transfer across domains of knowledge using: “(a) dispositional or attitudinal component, (b) instruction in and practice with critical thought, (c) structure–training activities, and (d) a metacognitive component used to direct and assess thinking.” (p. 451) It is an open question as to what type of strategies will faculty (...) need to demonstrate to create productive, knowledgeable, thinking citizenry? In this paper I focus on the faculty’s role in promoting the teaching of critical thought, that is, critical thought processes, with particular reference to dental education. Many students can develop processes of critical thought with frequent practice involving the active use of multiple types of ill-structured problems and situations designed to require the ability (1) to recall useful information, (2) to use pattern recognition, (3) to discern pertinent information, (4) to think ahead, and (5) to anticipate outcomes and problems while (6) remaining composed enough so that their emotions do not hinder decision-making skills. (shrink)

We use phenomenology to reflect on the experience of being with others as mediated by screens through videoconferencing platforms, a phenomenon accelerated by the Covid-19 pandemic and social isolation measures. We explore two directions to explain the intersubjective experience of a videoconference. One direction introduces a conceptual background based on previous contributions in phenomenology, while the other one is more speculative: we introduce the novel idea of a phantom other. First, we understand this phenomenon either as a correlate of image (...) consciousness or as a paradoxical perception. Then, we introduce the phantom other using ideas offered in phenomenological descriptions in which the phantom limb appears as a quasi-presence. The phantom other is the same flesh and blood body with whom I co-constitute senses of the world. In a videoconference, the other appears as a whole body with which I coordinate, although she appears as a phantom other. (shrink)