John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as (...) poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of _societal and school factors_ contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *_Community factors_--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does _not_ mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. _Black American Students in an Affluent Suburb: A Study of Academic Disengagement_ is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology. (shrink)

The Philippines sits atop vast mineral deposits estimated to be worth around 47 trillion Philippine Pesos. Yet, mining in the Philippines has a mixed track record as far as its impact on human and economic development is concerned. This paper tries to draw lessons from the Marcopper Mine in Marinduque, Philippines, using a framework—what we call a “mining and human development causality chain”—to begin to think through how extractive industries can contribute to inclusive growth. Essentially, there is a chain of (...) inputs and events that—when properly executed by various stakeholders—could lead to very strong economic and human development outcomes not just for the communities directly affected by the mine but also the country as a whole. Too often, this chain is easily broken by governance. Using a critical analysis of the Marinduque mining disaster, we illustrate how breaking this chain can completely reverse mining’s potential to assist in human development. (shrink)

This article explores evangelical perceptions of the Reformation, with particular reference to the commemoration in 1835 of the tercentenary of the publication of Coverdales English Bible. The first half of the nineteenth century saw a growth in evangelical interest in the Reformation, although historical understanding of the sixteenth century was initially unsophisticated and simplistic equations between past and present were widespread. The 1835 commemoration exposed a tendency to use history as a tool in contemporary controversies between Anglicans and Protestants Dissenters, (...) as well as in the polemics of both against Roman Catholics. It also, however, helped to stimulate the growth of serious scholarly inquiry and publication about the Reformation, notably in the formation of the Parker Society. The commemorations of the tercentenaries of the accession of Elizabeth I and of the Scottish Reformation provide concluding vantage points from which to view the development of historical understanding of the Reformation during the preceding quarter century. (shrink)

The paper starts with brief biographical details of John Rawls’s life, and indications regarding the significance of his proposal. The most relevant part of the article is dedicated to the discussion of the concept of democracy as it is included in Rawls’s theory of Justice. Rawls tries to find a solution to the incompatibility of two different motivations for democracy: the instrumental and the intrinsic defence. It followsfrom Rawls’s proposal that the two defences need not necessarily to be incompatible. (...) Participation in public decision procedures helps citizens to improve their capacities. According to the author of the paper, the main criticisms of Rawls come not so much from doubts about the validity of these arguments, but from questioning the realism of his proposals. (shrink)

Keine ausführliche Beschreibung für "Die Überwindung des mathematischen Erkenntnisideals" verfügbar.

Vernünfftige Gedancken von Gott, der Welt und der Seele des Menschen, auch allen Dingen überhaupt -- Christian Freyherrn von Wolf Erinnerung, wie er es künftig mit den Einwürfen halten will, die wider seine Schriften gemacht werden.

Des Herrn Doct. und Prof. Joachim Langens, oder, Der Theologischen Facultaet zu Halle Anmerckungen über des Herrn Hoff-Raths und Professor Christian Wolffens Metaphysicam ... nebst beygefügter Hr. Hoff-R. und Prof. Christian Wolffens gründlicher Antwort -- Herrn D. Joh. Francisci Buddei S.S. Theol. P.P.O. zu Jena Bedencken über die Wolffianische Philosophie, mit Anmerckungen erläutert von Christian Wolffen.

Utilitarianism has a curious history. Its most celebrated founders—Jeremy Bentham and John Stuart Mill—were radical progressives, straddling the worlds of academic philosophy, political science, economic theory and practical affairs. They made innumerable recommendations for legal, social, political and economic reform, often (especially in Bentham’s case) described in fine detail. Some of these recommendations were followed, sooner or later, and many of their radical ideas have become close to articles of faith of western liberalism. Furthermore many of these recommendations were (...) made expressly to improve the condition of the deprived, or of oppressed groups. Yet the moral theory which inspired this reforming zeal is, at least officially, utilitarianism, and when we teach this theory to our students we feel it our duty to point out the horrors that could be justified by any theory which assesses the moral quality of actions in terms of the maximization of good consequences over bad. No consequence is so bad that it cannot, in principle, be outweighed by a large aggregation of smaller goods. Hence there are circumstances in which utilitarianism can require slavery, the punishment of the innocent, and redistribution of resources from the poor to the rich, or from the disabled and the sick to the able bodied and healthy. Indeed, in the right circumstances, it can justify pretty much anything you can think of. For all their intelligence and imagination neither Bentham nor Mill seemed to recognise or discuss these catastrophic possibilities. (shrink)