Can we understand brain lateralization in humans by analysis in terms of an evolutionarily stable strategy? The attempt to demonstrate a link between lateralization in humans and that in, for example, fish appears to hinge critically on whether the isomorphism is viewed as a matter of homology or homoplasy. Consideration of human handedness presents a number of challenges to the proposed framework.

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / (...) E.D. Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

This paper explores early Australasian philosophy in some detail. Two approaches have dominated Western philosophy in Australia: idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. Idealism in Australia often reflected Kantian themes, but it also reflected the revival of interest in Hegel through the work of ‘absolute idealists’ such as T. H. Green, F. H. Bradley, and Henry Jones. A number of the early New Zealand philosophers were also educated in the idealist (...) tradition and were influential in their communities, but produced relatively little. In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who might therefore be said to have influenced both main strands of Australian philosophical thought. (shrink)

. Freedom of thought as freedom of expression: Hate crime sentencing enhancement and first amendment theory. Criminal Justice Ethics: Vol. 11, No. 2, pp. 29-42.

The honour of being the first to teach philosophy in Australia belongs to the Congregationalist minister Barzillai Quaife (1798–1873), in the 1850s, but teaching philosophy did not formally begin until the 1880s, with the establishment of universities (Grave 1984). -/- Two approaches have dominated Western philosophy in Australia: Idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. It was particularly associated with the work of the first professional philosophers in Australia, such as Henry Laurie (...) (1837–1922), Francis Anderson (1858–1941), William Mitchell (1861–1962) (who rejected the label) and a second generation including W. R. Boyce Gibson (1869–1935). Idealism in Australia often reflected Kantian themes, together with the British, particularly Scottish, revival of interest in Hegel through the work of the ‘Absolute Idealists’ T. H. Green (1836–1882), F. H. Bradley (1846–1924) and Henry Jones (1852–1922), the latter of whom conducted a popular lecture tour of Australia (Boucher 1990). -/- A number of the early New Zealand philosophers, including Duncan MacGregor (1843–1906), William Salmond (1835–1917), and Francis W. Dunlop (1874–1932) were educated in the Idealist tradition and were influential in their communities, but produced relatively little. William Anderson (1889–1955), at Auckland, brother of John at Sydney, was the only New Zealand philosopher that seemed to retain Idealist views. -/- In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who can be said to have influenced both strands of Australian philosophical thought. (shrink)

This book is a cultural phenomenology of doing physics. It describes the ways physicists actually do their work--their motives, and their ways of making sense of the world--so that outsiders can understand it. Martin H. Krieger explains that physicists employ a small number of everyday notions to get at the world experimentally and conceptually.

Two perspectives from which memories can be retrieved have been distinguished: field resembles the view from the first-person vantage point of original experience, whereas observer resembles the view from the third-person vantage point of a spectator. There is evidence that the incidences of the two types of perspective differ between at least two different cultural groups. It is hypothesised here that this is a special case of a more general relation between memory perspective and cultural individualism, such that field and (...) observer perspectives are more prevalent among people from, respectively, relatively individualist and relatively collectivist societies. Memory perspectives adopted by participants from a range of different countries were recorded, and were found to vary in the predicted manner. Regression analysis showed that the potential effects of three other cultural variables – uncertainty avoidance, masculinity and, to a lesser extent, power distance – were eclipsed by the influence of individualism, and the implications are discussed. (shrink)

We say that a Hausdorff locale is compactly generated if it is the colimit of the diagram of its compact sublocales connected by inclusions. We show that this is the case if and only if the natural map of its frame of opens into the second Lawson dual is an isomorphism. More generally, for any Hausdorff locale, the second dual of the frame of opens gives the frame of opens of the colimit. In order to arrive at this conclusion, we (...) generalize the Hofmann–Mislove–Johnstone theorem and some results regarding the patch construction for stably locally compact locales. (shrink)

This paper presents the results of a study of the effect of a business ethics course in enhancing the ability of students to recognize ethical issues. The findings show that compared to students who do not complete such a course, students enrolled in a business ethics course experience substantial improvement in that ability.

Questions about the validity of eye fixations in the blocks task as a memory indicator are discussed. Examples from reading research illustrate the influence of extraneous factors.

The reliable covariation between numerosity and spatial extent is considered as a strong constraint for inferring the successor principle in numerical cognition. We suggest that children can derive a general number concept from the (experientially) infinite succession of spatial positions during object manipulation.

This two-volume set provides a comprehensive overview of the multidisciplinary field of Embodied Cognition. With contributions from internationally acknowledged researchers from a variety of fields, Foundations of Embodied Cognition reveals how intelligent behaviour emerges from the interplay between brain, body and environment. Drawing on the most recent theoretical and empirical findings in embodied cognition, Volume 2 _Conceptual and Interactive Embodiment_ is divided into four distinct parts, bringing together a number of influential perspectives and new ideas. Part one introduces the field (...) of embodied language processing, before part two presents recent developments in our understanding of embodied conceptual understanding. The final two parts look at the applied nature of embodied cognition, exploring the embodied nature of social co-ordination as well as the emerging field of artificial embodiment. Building on the idea that knowledge acquisition, retention and retrieval are intimately interconnected with sensory and motor processes, _Foundations of Embodied Cognition_ is a landmark publication in the field. It will be of great interest to researchers and advanced students from across the cognitive sciences, including those specialising in psychology, neuroscience, intelligent systems and robotics, philosophy, linguistics and anthropology. (shrink)

We assessed the automaticity of spatial-numerical and spatial-musical associations by testing their intentionality and load sensitivity in a dual-task paradigm. In separate sessions, 16 healthy adults performed magnitude and pitch comparisons on sung numbers with variable pitch. Stimuli and response alternatives were identical, but the relevant stimulus attribute (pitch or number) differed between tasks. Concomitant tasks required retention of either color or location information. Results show that spatial associations of both magnitude and pitch are load sensitive and that the spatial (...) association for pitch is more powerful than that for magnitude. These findings argue against the automaticity of spatial mappings in either stimulus dimension. (shrink)

In these times of rapid change and constant upheaval, can we learn to think and communicate more effectively-at home, in school, on the job, and as citizens of the larger world? This book (like its predecessor Sensible Thinking for Turbulent Times), which is based on the formulations of general semantics, says yes, yes, and yes! Topics in it include practical ways to improve your thinking ability, emotional self-management, understanding of the media, and analysis of important social issues.

This book, which is based on the formulations of general semantics, offers useful information on a wide variety of topics (e.g., managing stress, enhancing creativity, communicating more effectively). It also provides cogent analysis of social issues (e.g., America's current foreign policy, communication in the internet age); offers ideas to help people be more successful at work (e.g., "How to Become a More Successful Leader," "How to Effectively Manage Your Career"); and includes suggestions to help children be more successful in school (...) (e.g.," Reducing School-Age Bullying," "Anger and Violence Prevention"). (shrink)

Mathematical theorems are cultural artifacts and may be interpreted much as works of art, literature, and tool-and-craft are interpreted. The Fundamental Theorem of the Calculus, the Central Limit Theorem of Statistics, and the Statistical Continuum Limit of field theories, all show how the world may be put together through the arithmetic addition of suitably prescribed parts (velocities, variances, and renormalizations and scaled blocks, respectively). In the limit — of smoothness, statistical independence, and large N — higher-order parts, such as accelerations, (...) are, for the most, part irrelevant, affirming that, in the end, most of the world's particulars may be averaged over (a very un-Scriptural point of view). (We work out all of this in technical detail, including a nice geometric picture of stochastic integration, and a method of calculating the variance of the sum of dependent random variables using renormalization group ideas.) These fundamental theorems affirm a culture that is additive, ahistorical, Cartesian, and continuist, sharing in what might be called a species of modern culture. We understand mathematical results as useful because, like many other such artifacts, they have been adapted to fit the world, and the world has been adapted to fit their capacities. Such cultural interpretation is in effect motivation for the mathematics, and might well be offered to students as a way of helping them understand what is going on at the blackboard. Philosophy of mathematics might want to pay more attention to the history and detailed technical features of sophisticated mathematics, as a balance to the usual concerns that arise in formalist or even Platonist positions. (shrink)