In the decades after the Civil War, Southerners wrote and published their own history textbooks for secondary schools. These “mint julep textbooks,” as the Southern all-white editions were called by the 1960s, reinforced a Lost Cause narrative of the war for Southern audiences while competing with Northern versions of events. In this study, we employ both historical narrative and content analysis of six textbooks’ portrayals of John Brown, John Wilkes Booth, and Nathan Bedford Forrest. The textbooks that are compared– three (...) Southern and three Northern – were written from the 1870s through the 1910s. While subtle but important differences emerge between the Northern and Southern depiction of these three figures, an even more important trend developed when analyzing change over time. In this article we conclude that, as time progressed, Southern versions of events increasingly impacted Northern textbooks. By the 1930s, the mint julep version of these three figures became the national consensus, as reflected in the work of historian David Saville Muzzey. This consensus around events like the raid at Harpers Ferry, the assassination of Lincoln, and the massacre at Fort Pillow lasted for much of the 20th century. By the early 20th century, Northerners appeased Southern interests in the writing of history textbooks. (shrink)

Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities in a (...) southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level. (shrink)

Understanding historical empathy is a bourgeoning subfield of social studies education research. Students demonstrate historical empathy by analyzing sources 1) to determine historical context, 2) identify perspectives of historical figures, and 3) make affective connections to historical content. Therefore, the purpose of this research is to examine primary sources from educational leaders and organizations during the Progressive Era in American public school education in order to trace the origins of historical empathy as an implicit goal in the social studies curriculum. (...) Our guiding research question is “How does the work of Progressive Era organizations and educational leaders impact how Americans viewed historical empathy?” We purposefully selected documents from Progressive Era organizations and certain leaders whose work formed a strong foundation of social studies education history. We conclude with an examination of the importance of historical empathy today in order to demonstrate the importance of historical empathy as a curricular aim of social studies education. (shrink)

Evidence found in The New York Times from 1939 to 1945 and corroborating sources are used to demonstrate the impact of the Second World War on the progressive educational movement. We posit that December 7, 1941 initiated the waning of the progressive education movement in the secondary social studies curriculum. Progressive education emphasized a child-centered, experiential curriculum, an issues-centered approach to learning, and a critical analysis of society. Our findings indicate that the educational climate during the Second World War initiated (...) a shift from questioning American institutions to celebrating them. Education became more centralized and many educational organizations were mobilized to support the war effort. Specifically, the secondary social studies curriculum became one of several propaganda vehicles in support of the war. In addition, colleges and universities became training grounds for teachers, defense workers, and soldiers. A war on the home front ensued. The progressive secondary social studies curriculum itself was viewed as placing the nation at risk. While other factors such as the Back-to-Basics movement and the Cold War contributed to the waning of the secondary progressive educational movement, World War Two (WWII) set the decline in motion. (shrink)

Adopting Kant´s implicitly secular standpoint, Hegel in his first major work, the Phenomenology of the Spirit, overcomes Kant´s ambivalence by formulating an explicitly secular theory of Religion. In addition to that, he elaborates a hermeneutic approach which enables him to explain the genesis of his secular position. Therefore, it has to be acknowledged that Hegel formulated a secularization theorem referring to a dynamics inherent in Christianity, and that he did so nearly one hundred years before Max Weber.

Educational aspirations under an ideal state and educational expectations based on reality have an important impact on children’s academic development, but distinct differences between them exist. On the basis of distinguishing the differences between the two, using the national data of Tsinghua University’s China Urbanization and Child Development Survey, this article endeavors to explore the inequality of educational aspirations and expectations from the perspective of class and urban-rural areas, and lay out the influencing factors of educational aspirations, expectations, and the (...) difference between them. It is found that Chinese parents generally have high aspirations for their children’s education. There is no distinct class difference in “high hopes for children’s bright future.” However, in the sense of educational expectations, there are distinct class differences, which are deeply rooted in socioeconomic status and closely related to education level, family type, family structure, and family economic status, as well as children’s academic performance. (shrink)

This edited volume takes a new look at an old question: what is the relationship between beauty and monstrosity? How has the notion of beauty transformed through the years and how does it coincide with monstrous ontologies? Contributors offer an interdisciplinary approach to how these two concepts are interlinked and emphasizes the ways the beautiful and the monstrous pervade human experience. The two notions are explored through the axis of human transformation, focusing on body, identity and gender, while questioning both (...) how humans transform their body and space as well as how humans themselves are gradually transformed in different contexts. The pandemic, gender crisis, moral crisis, sociocultural instability, and environmental issues have redefined beauty and the relationship we have with it. Exploring these concepts through the lens of human transformation can yield valuable insights into what it means to be human in a world of constant change. The book will be of interest to scholars working in art history, archaeology, philosophy, architecture, and cultural studies. (shrink)

Erôs, Song and Philosophy in Plato suggests alternative paths of understanding the true Philosophical Muse in Plato’s works. Through the discussion of certain Platonic dialogues, it interweaves erôs, mousikê, and philosophy to unravel new insights into Plato’s philosophical thought and tension of rejecting and accepting the established culture.

Noam Chomsky and Frances Egan argue that David Marr’s computational theory of vision is not intentional, claiming that the formal scientific theory does not include description of visual content. They also argue that the theory is internalist in the sense of not describing things physically external to the perceiver. They argue that these claims hold for computational theories of vision in general. Beyond theories of vision, they argue that representational content does not figure as a topic within formal computational theories (...) in cognitive science. I demonstrate that Chomsky’s and Egan’s claims about Marr’s theory are false. Marr’s computational theory contains a mathematical theory of visual content, based on empirical psychophysical evidence. It also contains mathematical descriptions of distal physical surfaces and objects, and of their optic projection to the perceiver. Much computational research on vision contains these types of intentional and externalist components within the formal, mathematical, theories. Chomsky’s and Egan’s claims demonstrate inadequate study and understanding of Marr’s work and other research in this area. Computational theories of vision, by containing empirically based mathematical theories of visual content, to this extent present naturalizations of semantics. (shrink)

Τhis paper revisits the luxurious Palaiologan illuminated manuscript of the New Testament, Codex 31 of the Hagia Lavra monastery in Kalavryta. Iconographic and stylistic characteristics of the miniatures are compared with others and with seals of the early fifteenth century, as well as with the wall-paintings of the Pantanassa Monastery at Μystras (ca 1430). It is argued that the codex was commissioned by Georgios Kantakouzenos Palaiologos, a close collaborator of Konstantinos Palaiologos, Despot of the Morea and subsequent emperor, who lived (...) in Kalavryta and promoted his personal library, which was enjoyed even by Ciriaco of Ancona. (shrink)

Comparing technical notions of communication and computation leads to a surprising result, these notions are often not conceptually distinguishable. This paper will show how the two notions may fail to be clearly distinguished from each other. The most famous models of computation and communication, Turing Machines and (Shannon-style) information sources, are considered. The most significant difference lies in the types of state-transitions allowed in each sort of model. This difference does not correspond to the difference that would be expected after (...) considering the ordinary usage of these terms. However, the natural usage of these terms are surprisingly difficult to distinguish from each other. The two notions may be kept distinct if computation is limited to actions within a system and communications is an interaction between a system and its environment. Unfortunately, this decision requires giving up much of the nuance associated with natural language versions of these important terms. (shrink)

The COVID-19 pandemic catalyzes new opportunities for CSR development, and companies in both China and the US, the two largest economies severely impacted by the pandemic, are seeking innovative ways to engage with publics on social media through CSR communication. This study draws on the care ethics theory to examine different manifestations of care values in corporations’ CSR messages and their relationships with publics’ behavioral and emotional engagement on social media. A quantitative content analysis of Weibo and Twitter posts from (...) Fortune 500 companies in China (_n_ = 30) and the United States (_n_ = 30), respectively, revealed that companies in both countries employ multifaceted care-based CSR messages, but in distinct ways and with varying types and levels of public engagement on social media. We interpreted the differences from institutional, cultural, and relational perspectives. The results of this research add to theorizing CSR communication from a feminist ethical viewpoint and with contextualized interpretations. Our findings also guide post-pandemic CSR communication development, particularly relevant to public relations practitioners in the Chinese and US markets. (shrink)

Buddhism perspectives on death; criticism on the thoughts of Buil khyup On Chan, a political leader and Shyan Ukkattha, a famous Buddhist monk in Burma.

On historical development of medical education in Myanmar, ethics for medical doctors and current situations on unethical practice in Myanmar.

This essay deals with a conspicuous feature of early modern experimental reports: references to multiple repetitions. I examine an episode from the history of research on venomous snakes, the dispute between Francesco Redi and Moyse Charas about the cause of death from viper bites. I identify different kinds of repetitions that are described and specify the various different roles that are attributed to repetitions in experimental reports. I argue that repetition (the successive reproduction of one's own experimental trials) should be (...) distinguished from replication (reproducing other investigators' experiments). At first, replications played hardly any role in the exchange, but references to repetitions were crucial to show that contingencies had been obviated, to support inductive generalizations, and to specify the exact cause of an experimental effect. Notably, it appears that the replication of effects by different experimental means was not part of the repository of methodological notions that Redi and Charas brought to bear on their experiments. Reruns and repetitions with variations (including complementary trials) bore the epistemic weight. -/- . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A COMMENT ON POLANYI AND KUHN MABEN WALTER POIRIER Concordia University Montreal, Quebec FOR SOME TIME NOW we have noted tha:t the names Michael Polanyi and Thomas S. Kuhn are frequently mentioned together in articles and books dealing with specialized topics in the philosophy of science. And if we genera.Ily accept what is said in these publications, there appears to be a belief afield, which is broadly shared amongst (...) students of scientific thought, to the effect that the philosopher of science, Michael Polanyi, and the historian of science, Thomas Kuhn, are in some fundametal manner in accord with one another as to the chara.cter and nature of scientific thinking. In fact, there seems to be no disputing this question amongst some of the most prestigious philosophers of science, nor does there seem to be even the slightest suspicion that maybe Polanyi does not belong to the same school of thought as Kuhn. We are told explicitly, or we are led to believe, that PoJanyi and Kuhn are in lea;gue to do battle against empiricism and empiricists, and that as a result they share a number of perspectives on scientific thinking. This is taken to mean tha;t they broadly hold the same point of view when it comes to thinking about various issues. Now, it is largely true that both are opposed to empiricism, and to the understanding that empiricists have about the way that scientific knowledge is advanced. However, this does not mean that Polanyi and Kuhn are in funOLANYI AND KUBN ~6'/ cessive the,ories grow ever closer to, or approximate more and more closely to, the truth. Apparently generalizations like that refer not to the puzzle-solutions and the concrete predictions derived from a theory but rather to its ontology, to the match, that is, b~tween the entities with which theory populates nature and what is " really there." · Perhaps there is some other way of salvaging the notion of ' truth' for application to whole theories, but this one will not do. There is, I think, no theory-independent way to reconstruct phrases like 'really there'; the notion of a match between the ontology of a theory and its "real" counterpart in nature now seems to me illusive in principle.6 This is no afterthought with Kuhn, nor is it a course correction which he may have felt was required when he wrote "Postscript-1969," for we read the following in the main part of his magnum opus1 in which there are many similar passages: We may,... have to relinquish the notion, explicit or implicit, that changes of paradigm carry scientists and those who learn from them closer and closer to the truth [and to the real].1 Clearly this is not Michael Polanyi's point of view on this matter. Polanyi may not be an empiricist, but he is by no means a relativist either, radical or otherwise. He is simply not prepared to deny the existence of reality, or to claim that it is nothing more than a fabrication of the creative imagination of practicing natural scientists, great though they ma.y be. He repeatedly makes it very clear that natural scientists investigate what is real-what exists independently of themselves, in the world 'beyond their minds-and not some subjective entity which is a construction of their minds. It is true that Polanyi believ,es that it is very difficult to establish beyond a doubt that this is what the natural scientist investigates, but the fact is that at no point does Polanyi sa.y or even imply that the natural scientist is exploring, either in an arbitrary or reasonable manner, his imaginative constructions. For Polanyi, scientists are simply not engaged in the exploration of s Thomas S. Kuhn, The Btruoture of Boientifio Revolutions, p. 206. 1 Ibid., p. 170. 268 MABEN W.ALTER POIRIER imaginative constructions which are resident in the mind. They are involved in the exploration of what is other and of what is real. He makes this point in many ways and on a number of different occasions during his career as a philosopher of ·science. For example, in the following paissage from his work The... (shrink)

We introduce a novel set-intersection operator called ‘most-intersection’ based on the logical quantifier ‘most’, via natural density of countable sets, to be used in determining the majority chara...

Novello, Henry The New Testament is undoubtedly a book of joy. The verb chairein, which means to rejoice, occurs seventy-two times in the New Testament and the noun chara, which means joy, occurs sixty times. The word chairein is found both at the beginning of the gospel story and at the end: at the annunciation the angel greets Mary by saying, 'Joy be with you', and on the resurrection morning the risen Jesus greets the women who had come to (...) mourn him by saying, 'Joy be with you'. The triumphant message of joy forms the framework of the gospel story and rings resoundingly throughout the pages of the New Testament. Paul makes it very clear in his letters to the Corinthians that he is committed to helping them in their progress and joy in the faith and almost the last thing that he writes to the Corinthians is: 'Joy be with you!'. When Paul writes to his Philippian friends, again joy is a constant theme: 'Rejoice in the Lord'. This command is repeated in Paul's first letter to the Thessalonians. In a key text in his letter to the Colossians, Paul prays that they may increase in their knowledge of God and live a virtuous life worthy of the Lord, and his prayer ends with the words 'with joy'. The hallmark of the Christian life for Paul is that every virtue and every tribulation and all knowledge should be irradiated with joy. (shrink)

MIT Press, 1999 Review by Paul Bohan Broderick, Ph.D. on May 26th 2002 Volume: 6, Number: 21.