This book examines the relations among work, education and leadership in philosophical and practical perspective. Among the topics included are the concepts of education and training, the nature of vocational education, the relations of art and utility in schooling, and the roles of leadership in education and work. This book draws together influences from the American Pragmatist, John Dewey, and the British Idealist R. G. Collingwood.

We examined disgust and fear responses to spiders in spider-distressed and nondistressed individuals. Undergraduate participants (N = 134) completed questionnaires concerning responses to spiders and other potentially aversive stimuli, as well as measures of disgust sensitivity, anxious arousal, worry, and anhedonic depression. In addition, we obtained self-report and facial expressions of disgust and fear while participants were exposed to a live tarantula. Both spider distressed and nondistressed individuals reported disgust and exhibited disgust facial expressions in response to a tarantula. Disgust (...) in response to spiders was not found to be part of a general disgust response to all negative stimuli, nor was it due to a general negative emotional response to spiders. Emotional responses to spiders were differentially associated with scores on personality and psychological functioning measures. The results of this study provide evidence that spiders have a specific disgust-evoking status in both distressed and nondistressed populations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:RUSSELL AND WHITEHEAD ON THE PROCESS OF GROWTH IN EDUCATION1 HOWARD WOODHOUSE Educational Foundations / University of Saskatchewan Saskatoon, Sask., Canada S7N owo 1. RUSSELL, WHITEHEAD, AND PROCESS PHILOSOPHY W ere there no similarities between the philosophies of education of Bertrand Russell and Alfred North Whitehead, one would want to know why. Russell, after all, was Whitehead 's student as an undergraduate at Cambridge, his colleague and (...) collaborator for a dozen years working on the manuscript of Pri1!cipia Mathematica published in three volumes from 1910 to 1913, as well as his friend. Moreover, it was the sight of Whitehead's wife, Evelyn, in paroxysms of pain that prompted Russell's mystical experience in 1901, during which he tells us that he became a humanist, pacifist, and advocate of free schooling.2 In this paper, I consider the question of whether or not Russell's account of the process of growth in education is compatible with that of Whitehead. The question is important because it enables one to 1 Presented ar the annual meeting of rhe Association of Process Philosophy of Education, American Philosophical Association Central Division Meeting, Chicago, 25-7 April 1991. Brian Hendley was the respondent. I would like to thank the audience for its penetrating questions, as well as Don Cochrane, Brian Hendley, John McMurtry and Viola Safr for their comments on an earlier draft. 2 Auto., I: 149. For a psychoanalytic interpretation of Russell's "mystical illumination ", see Bennett and Nancy Simon, "The Pacifist Turn: an Episode of Mystic Illumination in Russell's Life", Russell, no. 13 (Spring 1974): Il-12, 17-24. Jo Vellacott believes that the term "pragmatic pacifist" more accurately desctibes Russell's ". Russell and Whitehead on the Process ofGrowth. 139 Whitehead the precise investigation of the natural world. Both the logical method and the precision of ideas that are learned in mathematics form the foundations of science and philosophy. Indeed, the structures of the physical world mirror those of mathematics, since they, too, are based upon relations among entities.1O The kind of understanding afforded by mathematics, therefore, is also the basis of philosophy, since it puts students in contact with long-lasting ideas having fundamental value, and enables them to gain a kind of liberation from the concerns of the everyday world. (2) Both Russell and Whitehead uphold the idea· that science is based on those kinds of sense-experience to which human beings have ready access (colours, sounds, smells, and observable objects, etc.).II The problem facing science at this point is to show how its generalizations are based upon these experiences. For Russell, induction fails because we can never prove the principle on the basis of experience without thereby begging the question.I:'- This is because the prin~iple of induction appeals to the future or to those unexperienced parts of the past or present with which we are not acquainted. As a result, Russell prefers to adopt a hypothetico-deductive method by which it is possible· to move from the sense-experience of everyday life to a systematic understanding of the structures of the universe. In this way, science is able to progress by means of "an application of mathematical probability to premisses arrived at independently of induction."I3 Whitehead also argues for the need for "careful scrutiny" in the manner in which we infer the existence of "the physical world [which] is, in some general sense of the term, a deduced concept."I4 In other words, like Russell, he prefers a more deductive kind of approach, suggesting that the theory of induction is the despair of philosophy.I5 10 Whitehead, The Aims ofEducation, pp. 82, 84, 89, 134, 155-7. Russell, PoM, pp. 448-9,471; PLA in LK, p. 207. II Russell, "The Relation of Sense-Data to Physics" in Mysticism and Logic, pp. 145-79. Whitehead, of course, also includes feelings as integrating features of sense experience that allow us to relate the diverse elements of such experience into a unitary whole; see Process and Reality (New York: Free P., 1969), p. 244 and Part III. 12 Russell, PP, Chap. 6. His argument is mirrored by Whitehead, op. cit., pp. 235-6. lJ Russell, HK, p... (shrink)

Ulf Schmidt, writing on “Medical Ethics and Nazism” in the recently published Cambridge World History of Medical Ethics, states:In 1920, the lawyer Karl Binding and the psychiatrist Alfred Hoche published their tract Permission for the Destruction of Life Unworthy of Life. … Their positivistic theory was a combination of legal norms and medical arguments that granted the state fundamental rights while overriding the rights of individuals. The traditional moral belief system that advocated care and compassion for the weak and (...) unproductive was radically called into question. The book was written in the wake of World War I; readers were asked to compare the “battlefields littered with.. (shrink)

Hisashi Nasu, Lester Embree, George Psathas, and Ilja Srubar (eds.), Alfred Schutz and His Intellectual Partners; Sandra P. Thomas and Howard R. Pollio, Listening to Patients, A Phenomenological Approach to Nursing Research and Practice; Matthew Ratcliffe, Rethinking Commonsense Psychology: A Critique of Folk Psychology, Theory of Mind and Simulation.

Hisashi Nasu, Lester Embree, George Psathas, and Ilja Srubar (eds.), Alfred Schutz and His Intellectual Partners; Sandra P. Thomas and Howard R. Pollio, Listening to Patients, A Phenomenological Approach to Nursing Research and Practice; Matthew Ratcliffe, Rethinking Commonsense Psychology: A Critique of Folk Psychology, Theory of Mind and Simulation.

Alfred North Whitehead's SCIENCE AND THE MODERN WORLD, originally published in 1925, redefines the concept of modern science.

Philospher, mathematician, and general man of science, Alfred North Whitehead was a polymath whose interests and generous sympathies encompassed entire worlds.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 40.4 (2006) 1-20 MuseSearchJournalsThis JournalContents[Access article in PDF]"This-with-That": A Dialectical Approach to Teaching for Musical ImaginationEstelle R. JorgensenAmong the various approaches to music education, my dialectical and epistemological view offers a way of thinking about music and education and deciding how to go forward in teaching and learning music. 1 In this article I show how this particular philosophical perspective can play out in (...) teaching for the development of musical imagination in a particular musical piece, in particular, Johannes Brahms's Intermezzo, op. 118, no. 2. Three questions lie at the center of this analysis: What is meant by my dialectical approach? 2 How is musical imagination implicated, for example, in a performer's reading of this Intermezzo? How ought one to teach for the development of musical imagination?My response to the first of this trio of questions is predicated on my previous writing, most recently in Transforming Music Education and an essay, "Four Philosophical Models of the Relationship of Theory and Practice." 3 My response to the second applies Mary Reichling's model of images of imagination to a reflection on my approach to this Brahms Intermezzo—a piece I have played over a musical lifetime—with reference to a few of its more obvious features. 4 And my response to the third builds on my extension of Vernon Howard's analysis of learning in Transforming Music Education by drawing on Alfred North Whitehead's elegant model of teaching and learning formulated almost a century ago in his The Aims of Education and Other Essays, again with reference to the self-same piece. 5 In addressing these questions, I show how my dialectical approach can work practically and how the various tensions between aspects of imagination can play out in opposite, even paradoxical, modes of teaching for musical imagination. [End Page 1]What Is Meant by My Dialectical Approach?In choosing a "this-with-that" approach rather than a both/and synthesis or either/or approach to the choices between alternatives in music education, I recognize that in the phenomenal world, educational decisions (as with decisions in other areas of life) are often difficult to arrive at and problematic in their outcomes. I see dialectics as seepages and tensions that arise between alternatives viewed comparatively. 6 These alternatives are not always logically compatible, equally feasible, or easily reconcilable. Rather, resolutions are made on the basis of incomplete information, consequences that flow from decisions are often unexpected, some things are easier to meld than others, and constituent value judgments are sometimes dissonant, even impossible, to reconcile logically and practically. My interest is in describing the epistemological quandaries in which musician-teachers and their students sometimes find themselves practically speaking. I do not seek a "one-size-fits-all" approach because it is impossible to realize practically even if it could be shown to be desirable. Music instruction takes place in the phenomenal world—a world of sometimes messy or fuzzy categories in which the teacher's and student's interests often lie at the margins, where one thing seems to become another 7 —and I seek to describe my own approach to tackling the sorts of practical dilemmas in which I find myself as teacher and student. As such, I am preoccupied with the question, How does one decide what to do as a music teacher or learner?For me, the best angle from which to address this question has been from a dialectical perspective. I came to this position as I reflected on my experience as a music teacher. 8 Things in the phenomenal world were never as simple as the theoretical models upon which I drew supposed. I was often faced with choices, and these choices were sometimes easily made and sometimes not. This practical experience resonated with that of others on a similar journey. For example, I. A. Richards remarks that Socrates enjoyed the friendship of those who were able to see both the "one-and-the-many... (shrink)

Alfred North Whitehead was a prominent English mathematician and philosopher who co-authored the highly influential Principia Mathematica with Bertrand Russell. Originally published in 1919, and first republished in 1925 as this Second Edition, An Enquiry Concerning the Principles of Natural Knowledge ranks among Whitehead's most important works; forming a perspective on scientific observation that incorporated a complex view of experience, rather than prioritising the position of 'pure' sense data. Alongside companion volumes The Concept of Nature and The Principle of (...) Relativity, it created a framework for Whitehead's later metaphysical speculations. This is an important book that will be of value to anyone with an interest in the relationship between science and philosophy. (shrink)

This classic text in American Philosophy by one of the foremost figures in American philosophy offers a concise analysis of the various factors in human nature which go toward forming a religion, to exhibit the inevitable transformation of religion with the transformation of knowledge and to direct attention to the foundation of religion on our apprehension of those permanent elements by reason of which there is a stable order in the world, permanent elements apart from which there could be no (...) changing world. (shrink)

Hydrogen is troublesome in any periodic table classification. This being so it may as well be placed in a position that confers desirable attributes to the arrangement of the elements, while notionally recognising its lineage to the group 1 alkali metals and the group 17 halogens. Since the noble gases bridge the halogens and the alkali metals, and hydrogen encompasses the transition from the alkali metals to the halogens, there is more to the idea of hydrogen over helium. (Meyer 1870, (...) p. 357) (Proust 1927, p. 559). (shrink)

An exploration of Immanuel Kant's account of war and the controversies that have arisen from its interpretation. This book brings the ideas of Kant's critical philosophy to bear on one of the leading political and legal questions of our age: under what circumstances, if any, is recourse to war legally and morally justifiable?

This book shows how the traditional concerns of political theory push it increasingly into the study of international relations. This is done, first, by demonstrating how many of the issues usually dealt with by political theory, such as democracy and justice, arise within an increasingly global context and, secondly, by considering how international issues, such as colonialism and war, are best illuminated by building on the work of political theorists. The book suggests that political theory and international relations theory can (...) now both be successfully engaged in as a joint enterprise only. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The book is a comparative analysis of all the major social science/political science grand theories. It focuses on developmentalism, dependency theory, the world systems approach, Marxism, institutionalism, rational choice, psychoanalysis, political sociology, sociobiology, environmentalism, neuro-politics, transitions to democracy, and non-Western systems of analysis. To facilitate comparison and analysis, a common framework and outline are employed throughout. An integrating introduction and conclusion help tie the book together.

The principal findings of experimental economics are that impersonal exchange in markets converges in repeated interaction to the equilibrium states implied by economic theory, under information conditions far weaker than specified in the theory. In personal, social, and economic exchange, as studied in two-person games, cooperation exceeds the prediction of traditional game theory. This book relates these two findings to field studies and applications and integrates them with the main themes of the Scottish Enlightenment and with the thoughts of F. (...) A. Hayek. (shrink)

Modes-of-being figure centrally in Heidegger's masterwork Being and Time. Testimony to this is Heidegger's characterisation of two of his most celebrated enquiries—the Existential analytic and the Zeug analysis—as investigations into the respective modes-of-being of the entities concerned. Yet despite the importance of this concept, commentators disagree widely about what a mode-of-being is. In this paper, I systematically outline and defend a novel and exegetically grounded interpretation of this concept. Strongly opposed to Kantian readings, such as those advocated by Taylor Carman (...) and Cristina Lafont, I interpret a mode-of-being as a universal that defines a district —that is, a natural class of entities that ought to be conceptualised in a special way. As such, every mode-of-being plays an important metaphysical and epistemic role: serving both to unify a natural class of a high degree of generality and as the interpretandum of an act yielding the basic-concepts pertaining to the entities therein. In explicating and arguing for this interpretation, I attribute a characteristically Aristotelian philosophical position to the early Heidegger, encompassing both metaphysical and epistemological realism and a conceptualist theory of universals. (shrink)

In challenging the prevailing paradigm for understanding how the human mind works, Patterns, Thinking, and Cognition is certain to stimulate fruitful debate.

Autonomous Agents addresses the related topics of self-control and individual autonomy. "Self-control" is defined as the opposite of akrasia-weakness of will. The study of self-control seeks to understand the concept of its own terms, followed by an examination of its bearing on one's actions, beliefs, emotions, and personal values. It goes on to consider how a proper understanding of self-control and its manifestations can shed light on personal autonomy and autonomous behaviour. Perspicuous, objective, and incisive throughout, Alfred Mele makes (...) a convincing case for the value of individual autonomy. (shrink)

The formation of segments in the Drosophila early embryo is understood in greater detail than any other complex developmental process. Now, by studying other types of insect embryo, we can hope to deduce something of the ancestral mechanism of segmentation and the ways in which it has been modified in evolution. The parasitic wasp, Copidosoma floridanum, is spectacularly atypical of insects in that the small egg cell divides extensively, with no initial syncytial phase, and forms eventually some 2000 embryos(1). This (...) process raises intriguing questions about the control of embryonic polarity and segmentation. (shrink)

Examines independent documentary film production in India within a political context.