In the first of these prospective representations, I am using a sort of hollowedout upright box in the turnstile that represents belief ; below I will use a filled-in upright box to represent knowledge. I suspect that the second way I am imagining writing it - by putting the content believed in a thinly framed box (knowledge by contrast having something more, a heavy frame) - would have some advantages – for example when we consider some of the other phenomena (...) we might want to find latent in this material, e.g. action, acting together. It is a defect of all of the whole setup that the representation of atomic unembedded knowledge attributions does not bring out the fact that the one who makes them is committed to the proposition, i.e., that knowledge is ‘factive’. (shrink)

Whereas writing a dissertation can be a fear-inducing experience for a doctoral student, there exists the possibility of not only learning but also self-transformation that can take place through the process. In this article, I reflect on how my choice of a research approach provided me with a transformative research experience. I will describe portraiture as a critical feminist research method that was culturally relevant in undertaking my study of African women leaders. Through this process of conducting research utilizing portraiture (...) as method, I became a supplicant learner. (shrink)

This article casts its attention on acts of supplication in institutional settings. The article focuses upon institutions geared towards the provision of care, that is, sites that are designed to provide services to those in need. The article claims that every act of supplication is an act of violence deployed upon the supplicant by his/her interlocutor and the institution more broadly. This is not violence of an overt type; it is tacit and subtle and takes root at the very (...) essence of the supplicant, that is, his/her being. The article draws on Jacques Derrida’s provocative reading of the impossibility of the gift, an analysis that is indebted to Marcel Mauss’ exposition of the gift as obligatory and, thus, an existential nullity. Drawing upon both theorists, the article theorizes the violence of the gift and proceeds to read the violence in/of care/caring. The article explicates the grounding of this violence and how it is written into each request for care. (shrink)

Chryses' supplication of Agamemnon at the beginning of the Iliad is anomalous in three interconnected ways: neither the language nor the gestures is typical of supplications in the Iliad, and there is no mention of the family of the person supplicated. These apparent difficulties, however, allow Chryses' supplication to play its role in the economy of the narrative. In some ways Chryses' supplication matches Priam's supplication of Achilles, since in both incidents a father asks for the return of his child. (...) But in other ways Chryses' supplication does not match this or other typical supplications in the epic. Chryses' supplication is described by the narrator with the verb λίσσομαι but most of the uses of λίσσομαι occur in situations which are not strong supplications. In general, supplication is characterized by the verbs γουνοῦμαι and γουνάζομαι often coupled with the action of grasping the knees, but Chryses does not use submissive language and gestures. Chryses, like Achilles, can invoke divine aid when he is wronged. If Chryses' speech act had not been a supplication, the parallel with Priam's situation would be impossible, but if it had been typical, then the parallel with Agamemnon's treatment of Achilles would be impossible. Moreover, the lack of an appeal to familial pity may be interpreted as a subtle allusion to the story of the sacrifice of Iphigeneia at Aulis and as a comment on the characterization of both Chryses and Agamemnon; and the lack of the language or gestures of submission allows Achilles to interpret and to re-interpet this first event, to place himself in two different roles, the supplicant and the supplicated, as his own understanding of the events of the story grows and deepens. (shrink)

The original, prescientific Western belief that the mantis is a pious, helpful creature became a widely held explanation for the mantid's unique resting posture, and for one of its cryptic displays. This belief was a characteristic part of a broader discourse about nature in which ancient authority, religious beliefs, and superstition, but few original observations, mixed freely. Gradually, the belief in mantid gentleness and piousness became a commonplace through the continual retelling of the myths and superstitions surrounding this fascinating insect.By (...) the seventeenth century, a growing interest in observation had begun to replace blind reliance on established wisdom and ancient authority. However, the various young sciences to which the period gave rise did not progress equally, and neither did the subdisciplines within each scientific field; biology, especially entomology, was particularly slow to free itself from past beliefs and contemporary superstitions. In the specific case of the praying mantis, the situation may have been at its worst.Early observers of nature found evidence that seemed, at first, to disconfirm the well-established belief that mantids are gentle creatures. These few observers, faced with startling firsthand information about mantid voraciousness, created a new characterization of mantids as merciless predators and then often juxtaposed the two images in their descriptions. However, it was not until the beginning of the nineteenth century that the two characterizations-gentleness versus cruelty— became reconciled.An amalgamation of these seemingly mutually exclusive characterizations was achieved by an interesting accommodation of each to the other. That is, while it could no longer be maintained that mantids are simply gentle insects, neither could it be accepted that they are all cruelty and viciousness. The melding of the two characterizations yielded a hybrid explanation which claimed that the praying mantis actually hastwo sides to its character! On the one hand, and like other creatures, mantids must nourish themselves, and do so quite reasonably by capturing small insects for food. However, even when “well nourished,” and without “the excuse of hunger,” their other, vicious side may surface; when this happens, the darkest of behaviours, cannibalism, is the result.To understand the remainder of the story one must pause to consider what had happened in the other sciences up to this point. In the mid-seventeenth century, professional scientific societies were established throughout Europe. The societies, and the various journals and periodicals that they produced or encouraged, represented an institutionalization of both science and its special, structured discourse. However, as we have stated, entomology lagged behind; and in the case of some insects, superstitions and anthropomorphisms did not fade from descriptions of their behavior for centuries to come.By the time the new scientific discourse was applied to mantids the creatures were already firmly shackled with a dual personality, and this assumption was never challenged. In fact, it was functionally impossible to disconfirm. Captures of small prey were considered part of the mantid's normal side; captures of large prey were considered part of the mantid's abnormal side. There was no alternative explanation.As luck would have it, by the time that the strictures of scientific discourse had tightened sufficiently to disallow the use of anthropomorphisms in the explanation of insect behavior, another acceptable explanation of mantid cannibalism became immediately available: cannibalism became part of mantid mating behavior. That is, the fundamental explanatory model remained unchanged; it was merely couched in more appropriate terms. The acceptance of this new explanation for cannibalism was virtually immediate and complete. For instance, no one ever asked the following questions: If the headless male remains able to mate as a putative precaution against female cannibalism, for what reason does the headless female remain able to fashion “a perfectly constructed ootheca”? Or: If female-on-male cannibalism plays a role in mating behavior, what role is played by genderindifferent cannibalism, especially that among immature mantids? The latter phenomena were simply ignored — they were just uninteresting artifacts of insect life. However, the grand logic of nature was immediately apparent in the headless male's ability to mate. The ruling theory, to use Chamberlin's term, had been able to accommodate itself to, and assimilate, the new scientific discourse. It remained unscathed.A persistent question posed by several historians of this particular topic has been, Why did not the results of Ken Roeder's experiments debunk the myth that males are regularly cannibalized by the females with which they mate? The reason, which we hope is now clear, is that there were two interdependent ruling theories operating here. If one accepts the argument that mantids' cannibalism is simply a normal part of their prey-catching behavior, then one attacks not only the theory that mantids have two separate predatory strategies, but also the more recent theory that mantids have evolved to be the ideal fly-catching machines. This second theory found its first confirming support in the centuries-old practice of feeding flies to captive mantids. Again, the disconfirming evidence of mantids eating prey of various sizes had no impact on the theory. Confirming observations were accepted: disconfirming observations were seen as anomalies.Additional confirmation of both ruling theories was garnered in experiments done in the mid-twentieth century. These experiments were based on the assumption that the original conceptualizations were correct, and consequently they did not test other hypotheses. The combined strength of the two theories is evidenced especially in the Raus' failure to account for the fact that their empirical observations were at odds with many of the conclusions that they drew, and in the fact that Roeder's work is still used to support the belief in the regularity of mating-related cannibalism despite the fact that Roeder, himself, argued the opposite. with both theories well entrenched, it is virtually impossible to promote an alternative theory of mantid behavior: namely, that mantids are generalized, opportunistic predators that manage to survivein spite of the fact that cannibalism sometimes occurs. (shrink)

The symmetrical inter-displacements of corresponding blocks of text between strophes and antistrophes in lyrical odes, earlier proposed for A. Supp. 88–90 ∼ 93–95, 872–75 ∼ 882–84, and 906–7 ∼ 909–10, have affected all parts sung or spoken by the Egyptian herald in the amoibaion in Supp. 843–910. An ancestral text similar to a modern musical score, in which the corresponding lines of strophe and antistrophe run parallel with musical notation, could explain this type of corruption. Such a hypothetical ancestor in (...) the textual tradition would also explain apparent interpolations in Supp. 852 and 865 from 842 and 843. The corruptions may have arisen very early in the tradition, the hypothetical textual arrangement possibly being that of the author himself. (shrink)

In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, (...) in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. (shrink)

Moral virtue is, for Aristotle, a state to which an agent’s motivation is central. For anyone interested in Aristotle’s account of moral development this invites reflection on two questions: how is it that virtuous motivational dispositions are established? And what contribution do the moral learner’s existing motivational states make to the success of her habituation? I argue that views which demand that the learner act with virtuous motives if she is to acquire virtuous dispositions misconstrue the nature and (...) structure of the habituation process, but also obscure Aristotle’s crucial insight that the very practice of virtuous actions affords a certain discovery and can be transformative of an agent’s motivational states. Drawing attention, in Aristotle’s account, to an asymmetry between the agential perspective and the observation of others, I consider what the agential perspective affords the learner, and offer a novel interpretation of the role a learner’s existing motives play in her habituation. (shrink)

In a previous article I discussed some textual and metrical issues in the lyric-iambic stanzas Supplices 71–8/79–86, and the problematic persona and constitution of the Chorus. The preceding maternal κεсα in four ionic stanzas presents fewer textual problems; but here too there is a challenging crux, at 45 in the first strophe; and there is more to be said about the ode's metrical structure. I begin with a metrical reappraisal, which will prove to have a bearing on the textual problem. (...) Unless otherwise stated, the text given is identical with those of both Diggle and Collard, except in lineation. (shrink)

The first choral ode of Euripides' Supplices, or the Parodos if that term can be used for an ode which is not an ‘entry’, ends with two stanzas of lyric-iambic threnody, following four stanzas of supplication in ionic metre As Collard comments, this structure is broadly similar to, and very possibly modelled upon, A. Pers. 65–114, 115–39. But there is an important difference here: prima facie, the ‘further∕different concerted lament’ in 71ff. is sung and performed by the πρсπολοι mentioned in (...) 72, ‘taking over’ in a kind of antiphon to the Seven Mothers'lamenting κεсα. (shrink)

This chapter contains sections titled: Learner Student Speaker Coda Notes References.

In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, (...) in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end. (shrink)

This is the reading of M. presumably arose from a dittography . has been generally accepted. The adverbial use of an adjective qualifying the subject of an imperative appears to be at least unusual; no examples are quoted by Kühner–Gerth, i. 274–6. Robortello, followed by Tucker, preferred : but the earliest certain appearance of the adverb seems to be in Aristotle. I would propose : cf. Supp. 1015, Th. 34. This is no less satisfactory palaeographically, and the participle is demonstrably (...) idiomatic Greek. (shrink)

Recent work in folk metaethics finds a correlation between perceived consensus about a moral claim and meta-ethical judgments about whether the claim is universally or only relatively true. We argue that consensus can provide evidence for meta-normative claims, such as whether a claim is universally true. We then report several experiments indicating that people use consensus to make inferences about whether a claim is universally true. This suggests that people's beliefs about relativism and universalism are partly guided by evidence-based reasoning. (...) In a final study, we show that the rejection of universalism does not generate a simple subjectivism but is associated with a more moderate relativism on which highly atypical positions are regarded as mistaken. (shrink)

Learner Voice, Learner Choice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable (...) role in their own learning. This wealth of pedagogical ideas-from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical-will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys. (shrink)

Why do learners fail to seek help, when doing so would be beneficial? Principles of rational decision suggest that seeking help is not an optimal action if its costs are greater than its expected b...

People draw subtle distinctions in the normative domain. But it remains unclear exactly what gives rise to such distinctions. On one prominent approach, emotion systems trigger non-utilitarian judgments. The main alternative, inspired by Chomskyan linguistics, suggests that moral distinctions derive from an innate moral grammar. In this article, we draw on Bayesian learning theory to develop a rational learning account. We argue that the ‘size principle’, which is implicated in word learning, can also explain how children would use scant and (...) equivocal evidence to interpret candidate rules as applying more narrowly than utilitarian rules. (shrink)

This study addressed the question of whether L2 learners are able to utilize verb’s argument structure information in online structural analysis. Previous L2 research has shown that L2 learners have difficulty in using verb’s intransitive information to guide online syntactic processing. This is true even though L2 learners have grammatical knowledge that is correct and similar to that of native speakers. In the present study, we contrasted three hypotheses, the initial inaccessibility account, the intransitivity overriding account, and the fuzzy subcategorization (...) frame account, to investigate whether L2 learner’s knowledge of intransitive verbs is in fact ignored in L2 online structural analysis. The initial inaccessibility account and the fuzzy subcategorization frame account predicted that L2 learners cannot access intransitivity information in building syntactic structures in any situation. The intransitivity overriding account predicted that intransitivity information is accessed in L2 parsing, but this process is overridden by the strong transitivity preference when a verb is followed by a noun phrase. Importantly, the intransitivity overriding account specifically predicted that L2 learners would be able to use intransitive information in online syntactic processing when a noun phrase does not appear immediately following a verb. We tested the three accounts in an eye-tracking reading experiment using filler-gap dependency structures. We manipulated verb’s transitivity information and lexically based plausibility information and tested English native speakers as a control L1 group and Japanese-English L2 participants. The results showed that L2 learners as well as native speakers processed sentences differently depending on the subcategorization information of the verb, and adopted transitive analysis only when the verb was optionally transitive, providing support for the intransitivity overriding. The results further demonstrated that L2 learners had strong expectations for the transitive structure, which is consistent with the view proposed by the hyper-active gap-filling hypothesis. In addition, the results showed that the semantic mismatch in the incorrect transitive analysis facilitated native speaker’s processing but caused difficulty for L2 learners. Together, the current study provides evidence that L2 learners use intransitive information of the verbs to guide their structural analysis when there are no overriding constraints. (shrink)

Online discussion forums are an essential and standard setup in online courses to facilitate interactions among learners. However, learners’ inadequate participation in online discussion forums is a long-standing challenge, which necessitates instructor intervention and the design consideration of online learning platforms. This research proposes and studies the role of mandatory participation, i.e., learners’ participation in online course forums by instructors’ requirements, in fostering their voluntary participation and boosting their learning performance. This novel effect link between mandatory participation and voluntary participation (...) has not been assessed in previous research. An empirical study is conducted using a large-scale dataset of 27,767 learners from a leading massive open online course platform in China. The findings indicate that besides its direct effect on learning performance, learners’ mandatory participation has a significant positive effect on their voluntary participation in online course forums, enhancing learning performance. Moreover, the effect of mandatory participation on voluntary participation varies across learner groups, being more prominent for early registrants than late registrants and part-time learners than full-time learners. This research contributes to the online learning literature by introducing mandatory participation as a viable approach to foster voluntary participation and boost learning performance through enhanced voluntary participation. It provides evidence on the effectiveness of the novel design feature of MOOC platforms that enables and facilitates the mandatory participation mechanism in online learning. (shrink)

This educators’ introduction to semiotics describes a communications phenomenon that has permeated and influenced learner attitudes, behaviors and cognition in any learning environment but especially formal mediated learning environments. Relevant semiotic theory is meaningfully integrated into each chapter.

Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride toward narrowing (...) this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed. (shrink)

The primary purpose of this study is to identify differences in at­tainment of learning outcomes for ethics courses delivered using two distinct teaching approaches. The first approach uses a case based method in the context of applied moral issues within medical practice. The second approach surveys moral theories in the context of applied moral issues. Significant differences are found in the attainment of learner outcomes between the two groups. In particular, attainment of outcomes related to moral decision-making is higher (...) in those students who take the course with a case based method. In contrast, attainment of outcomes related to personal beliefs about applied moral issues is higher in those students who take an introductory ethics course surveying moral theories in the context of applied issues. Neither of these results is especially surprising. What may be surprising, however, is that students in the case-based course do not appear attain learner outcomes with regard to applied moral issues despite studying those issues in detail. Finally, the assessment tool developed and refined through this study may be of use for assessment in a variety of ethics courses. (shrink)

In response to the COVID-19 outbreak in many parts of the world, online education has become a more viable option. Some studies have assessed undergraduate students’ readiness for online learning, while others examined students’ anxiety about online learning at home. The relationship between readiness and anxiety about online learning is, however, not well explored. This paper has two purposes: to develop a new and valid instrument—the Home-based Online Learning Readiness Questionnaire —to measure students’ readiness to study online at home based (...) on a theoretical framework of self-regulated learning. As a replacement for the previous readiness scale, this new instrument adds a section on learning strategies and updates and develops new items. to investigate the relationship between readiness and anxiety in online learning. In order to explore those issues, 527 undergraduate students in China were surveyed in this study. The results indicated that HOLRQ was validated in the following six domains: motivation, self-efficacy, information technology skills, resource management, learning strategies and help-seeking. Chinese undergraduate students were more prepared in resource management, motivation, and help seeking, but less prepared in learning strategies, information technology skills, and self-efficacy. However, the regression analysis showed that readiness did not predict online learning anxiety. It means even highly prepared self-regulated learners may experience anxiety when learning online from home. The findings provide insights for instructors and administrators to determine how students really feel about learning from home with online education. (shrink)

We exhibit a family of computably enumerable sets which can be learned within polynomial resource bounds given access only to a teacher but which requires exponential resources to be learned given access only to a membership oracle. In general, we compare the families that can be learned with and without teachers and oracles for four measures of efficient learning.

In Aeschylus' "Supplices" the Danaids flee their cousins and take refuge at Argos. Scholars have noted similarities between the Argos of the play and contemporary Athens. Yet one such correspondence has generally been overlooked: the Danaids are awarded sanctuary in terms reflecting mid fifth-century Athenian μετοιϰία, a process providing for the partial incorporation of non-citizens into polis life. Danaus and his daughters are of Argive ancestry and take up residence within the city, yet do not become citizens. Instead, they receive (...) the right μετοιϰεῖν τῆσδε γῆς . As metics they retain control of their person and property, and are not liable to seizure by another. They are not permitted to own immovable property , but receive rent-free lodgings. Pelasgus and the other Argive citizens serve as their citizen representative . Casting the Danaids as metics highlights the similarities between Pelasgus and his predecessor, Apis. Both leaders were confronted by violent strangers demanding to live among the Argives, and sought to protect the autochthony and territory of Argos. Yet as suppliants the Danaids cannot be forcibly expelled. Pelasgus' solution is a grant of μετοιϰία approved by the Argive assembly. The emergence of μετοιϰία as a formal status at Athens is difficult to date. Most scholars place it between the reforms of Cleisthenes and Pericles' citizenship law . The "Supplices" provides evidence for a date in the 460s, and functions as a charter myth legitimizing μετοιϰία, much the way the Eumenides does for the Areopagus. The "Supplices" also fits well within the context of immigration and urban development leading to Pericles' law. The fact that the Danaid trilogy won first prize may be due to the Athenians' empathy for Argos as a risk-taking polis committed both to defending its identity and to acknowledging divinely sanctioned claims to refuge. (shrink)

In Aeschylus' "Supplices" the Danaids flee their cousins and take refuge at Argos. Scholars have noted similarities between the Argos of the play and contemporary Athens. Yet one such correspondence has generally been overlooked: the Danaids are awarded sanctuary in terms reflecting mid fifth-century Athenian μετοιϰία, a process providing for the partial incorporation of non-citizens into polis life. Danaus and his daughters are of Argive ancestry and take up residence within the city, yet do not become citizens. Instead, they receive (...) the right μετοιϰεῖν τῆσδε γῆς. As metics they retain control of their person and property, and are not liable to seizure by another. They are not permitted to own immovable property, but receive rent-free lodgings. Pelasgus and the other Argive citizens serve as their citizen representative. Casting the Danaids as metics highlights the similarities between Pelasgus and his predecessor, Apis. Both leaders were confronted by violent strangers demanding to live among the Argives, and sought to protect the autochthony and territory of Argos. Yet as suppliants the Danaids cannot be forcibly expelled. Pelasgus' solution is a grant of μετοιϰία approved by the Argive assembly. The emergence of μετοιϰία as a formal status at Athens is difficult to date. Most scholars place it between the reforms of Cleisthenes and Pericles' citizenship law. The "Supplices" provides evidence for a date in the 460s, and functions as a charter myth legitimizing μετοιϰία, much the way the Eumenides does for the Areopagus. The "Supplices" also fits well within the context of immigration and urban development leading to Pericles' law. The fact that the Danaid trilogy won first prize may be due to the Athenians' empathy for Argos as a risk-taking polis committed both to defending its identity and to acknowledging divinely sanctioned claims to refuge. (shrink)