How are children raised in different cultures? What is the role of children in society? How are families and communities structured around them? Now in its third edition, this deeply engaging book delves into these questions by reviewing and cataloging the findings of over 100 years of anthropological scholarship dealing with childhood and adolescence. It is organized developmentally, moving from infancy through to adolescence and early adulthood, and enriched with anecdotes from ethnography and the daily media, to paint a nuanced (...) and credible picture of childhood in different cultures, past and present. This new edition has been expanded and updated with over 350 new sources, and introduces a number of new topics, including how children learn from the environment, middle childhood, and how culture is 'transmitted' between generations. It remains the essential book to read to understand what it means to be a child in our complex, ever-changing world. (shrink)

In recent literature in the philosophy of mind and language, one finds a variety of examples that raise serious problems for the traditional analysis of belief as a two-term relation between a believer and a proposition. My main purpose in this essay is to provide a critical test case for any theory of the propositional attitudes, and to demonstrate that this case really does present an unsolved puzzle. Chapter I defines the traditional, propositional analysis of belief, and then introduces a (...) distinction, motivated by the intuitions that underlie Kripke's arguments for direct reference, between purely qualitative and individual propositions. Beliefs typically expressed using proper names, indexicals or demonstratives appear to relate the believer to individual propositions with the entity that may be referred to as subject constituent. Chapter II presents the critical test case . In this and Chapters III-VI it is used to show that the latter sorts of beliefs are not analyzable as dyadically relating the believer to individual propositions. The case constitutes a genuine counterexample to the traditional analysis only if it is possible for a believer to believe an individual proposition with a contingent thing other than herself as a constituent; and the believer in the case is in optimum conditions for believing an individual proposition. In Chapters III, IV, and VI, I criticize views prompted by rejection of , and in Chapter V, I criticize Stalnaker's view, which rejects . Chapter VI also considers the non-traditional, triadic analyses of belief proposed by Kaplan and Richard; they fall prey to the main criticisms of Chapter V. In the Postscript, I give a comparative assessment of approaches to resolving the Two Tubes Puzzle, and I place it in historical context by pointing out the puzzle's similarities to the 'problem of sense data' . Correlatively, I indicate the bearing of Methodological Solipsism on future attempts to solve the puzzle. My conclusion is that although the puzzle remains a puzzle, it gives us reason to supplement, rather than completely abandon, the use of propositions in the analysis of thought; and I say what a supplementing solution must do to remain faithful to the intuitions of Chapter I. (shrink)

This paper points to the need in ape language research to shift from experimentation to ethnography. We cannot determine what goes on inside the head of an ape when it communicates with a human being, but we can learn about the nature and content of the communication that occurs in such face-to-face interaction. This information is fundamental for establishing a baseline for the abilities of an ape-human common ancestor.

Delivered as the 55th Annual John Dewey Lecture, sponsored by the John Dewey Society, at the annual meeting of the American Educational Research Association in San Francisco, April 27, 2013. I want to say up front that I’m here under false pretenses. I’m not a Dewey scholar or a philosopher; I’m a sociologist doing history in the field of education. And the title of my lecture is a bit deceptive. I’m not really going to talk about what college is good (...) for. Instead, I’m going to talk about how the institution we know as the modern American university came into being. As a sociologist, I’m more interested in the structure of the institution than in its philosophical aims. It’s not that I’m opposed to these aims. .. (shrink)

In response to the unsettled state of modern intellectual history, a model is offered for categorizing its subject matter. Two challenges to intellectual history are first examined: the relation of intellectual to social history and the relation of intellectual history to other disciplines which purport to deal with thought. The model proposed breaks down the "ideas" of intellectual historians into two sorts: 1) systems, complex bodies of thought related in a coherent fashion; and 2) embodiments, a way of fixating or (...) condensing a complex of meanings into a single expression. Each entails a distinct mode of communication, the former by processes of education or socialization, the latter by single symbols or slogans. The distinction between systems and embodiments is clarified by comparison to the abstract-concrete and the discursive-mythical thought distinctions. The "ideas" of intellectual history should ideally include both systems and embodiments as their components, as in the case of the Lutheran Reformation and the French Revolution. By showing their relation to other disciplines, these distinctions can be seen to demarcate the space in which intellectual history can operate. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On the NoseDavid F. Bell (bio)I recently underwent a COVID test. As the technician inserted the rather ominous cotton-tipped probe into my nostril, she told me that it was going to feel as if she were tickling my brain. Indeed… This experience, shared by many during the past three years, and likely multiple times, prompted me to think about my nose. Not since cocaine reentered American mainstream culture in (...) the 1970s and '80s—and found its way into countless movies that reflect the trend—has the nose been so central to a certain state of public life. It's difficult to find a film dealing with American culture from that period and beyond, from Scarface to The Wolf of Wall Street, in which there is not a scene depicting characters snorting the obligatory line or spoon of cocaine. Yes, snorting, sniffing, sneezing, ingesting the line through the nose and finishing leftover dust by collecting it with a moist finger, rubbing it lovingly against the front gum of the mouth. Freud's "Über Coca" looms ominously in the background, the work of a phase in Freud's professional career complicated by his obscure relationships with Parke-Davis (now a subsidiary of Pfizer) and Merck, pharmaceutical companies that supplied him with early samples to tickle his nose (Freud; Merkel). The Sacklers of the moment. In our day, Pfizer wants to transform our noses into defenses against the virus rather than conduits toward mind-altering dreams. In the wake of the Freud and William Halsted cocaine addictions chronicled by Howard Merkel, the irony of the contemporary link between Pfizer and the nose is patent.The nose: that orifice through which the virus creeps, the first stage in breathing, the first filter for air-borne pollutants. Recently, important immunological analyses of COVID have focused on the question of viral load, how much virus is necessary to overcome the nose's filtering function and reach the deeper airways leading to the lungs. The processes triggered by any of the major vaccines prepare antibody blueprints and actual antibodies that can be dispatched to the linings of the nose to counter the virus as soon as the body detects its presence. The Delta, Omicron, and subsequent variants remind us that the virus has mechanisms to challenge this response, namely, increased viral load that intensifies transmissibility and the potential to overwhelm antibodies. It seems, however, that [End Page 231] so-called breakthrough infections are still well controlled by the body's vaccinated immune system. Hysteria about the dangers of such incursions is partially a product of biased and often incorrect or incomplete media coverage of the COVID vaccine, which has terrified the vaccinated and fueled the skepticism of the unvaccinated.The virus tries to overpower and confuse the filtering nose in another way, more immediately apparent to our conscious selves. As many as eighty-five percent of COVID infections result in the loss of smell, generally recovered in about two to three weeks in sickened people who overcome the infection. About five percent of COVID victims, however, have not recovered their sense of smell six months or more after they have shed the virus.1 What might it mean to lose one's sense of smell? In our vision-oriented culture, both sound (the ear) and smell (the nose) have been less recognized as primary defense mechanisms than in other cultures. When one hears a sound, the first reaction is to prepare for a threat, before the sonic source is seen or understood. Orientation in the world, knowing from which direction the sound emanates, is key to preparing the body for an encounter with an unknown phenomenon: "To sound (an alarm) means to warn. Isn't any emerging sound understood as a warning? Any unexpected sonic occurrence is seen as an indication of something that is to come and that must be clarified rapidly" (Deshays 34). By the same token, to sample surroundings by sniffing what is in the air signals whether one should inhale or somehow try to hold one's breath in search of cleaner, more palatable air. Without olfaction, we are at potentially heightened risk of asphyxiation. We are more likely to... (shrink)

In 1738, Jacques Vaucanson unveiled his masterpiece before the court of Louis XV: a gilded copper duck that ate, drank, quacked, flapped its wings, splashed about, and, most astonishing of all, digested its food and excreted the remains. The imitation of life by technology fascinated Vaucanson's contemporaries. Today our technology is more powerful, but our fascination is tempered with apprehension. Artificial intelligence and genetic engineering, to name just two areas, raise profoundly disturbing ethical issues that undermine our most fundamental beliefs (...) about what it means to be human. In The Vital Machine, David Channell examines the history of our relationship with technology and argues that, while the resolution of these issues may not be imminent, a philosophical framework for dealing with them is already in place. The source of our fears, he suggests, lies in an outmoded distinction between organic life and machines, a distinction rooted in the two world-views that have defined and guided Western civilization: the mechanical and the organic. The mechanical view holds that the universe is basically a machine--we can understand it by breaking it down into its smallest components. Even organisms are machines. The organic view claims that there is something more, some vital, directive force. The whole is more than just the sum of its parts. Even machines are organisms. Channell presents these polar views in a fascinating chronicle of human thought and achievement, ranging over the discoveries of Galileo, Copernicus, Newton, and Einstein, the philosophies of Plato, Descartes, Kant, and Marx, the fields of alchemy, physics, astrology, and biology. We see not only how the two views progressed independently, but also how they influenced each other, not only how they persisted, but also how they changed. Most fascinating of all, we follow the emergence of a third, all-embracing world view as developments in genetics, relativity, quantum mechanics, and computer intelligence force both science and philosophy to come to a more complex understanding of the universe. As a central metaphor for this third view Channell proposes "the vital machine." And in this stimulating work by the same name, he reveals how this new metaphor may provide us with the philosophical understanding we need to address the ethical issues our science has created. (shrink)

I am becoming increasingly disturbed by the lack of under standing of science revealed by politicians, industrialists and the general public. I am also concerned about the widespread mis use of the word "scientific" which is more and more being used in situations where it is quite inappropriate. As a result, in some circumstances gross overestimates are made as to what science can do. In other circumstances the real power of science is foolishly underestimated and the contributions which it can (...) make are squandered. Science is God is an attempt to explain just what is meant by the scientific approach and to define more closoJ. y what the word "scientific" indicates. It is deliberately brief and controversial because I want it to be read. In fact, the material dealt with in each single chapter really deserves a whole book to itself. In the future I hope that I may be able to give to each subject such full treatment. Meanwhile I hope that this book will stimulate discussion about science and will increase understanding of it. DAVID F. (shrink)

Although it is rarely named, the majority of societies in the ethnographic record demarcate a period between early childhood and adolescence. Prominent signs of demarcation are, for the first time, pronounced gender separation in fact and in role definition; increased freedom of movement for boys, while girls may be bound more tightly to their mothers; and heightened expectations for socially responsible behavior. But above all, middle childhood is about coming out of the shadows of community life and assuming a distinct, (...) lifetime character. Naming and other rites of passage sometimes acknowledge this transition, but it is, reliably, marked by the assumption or assignment of specific chores or duties. Because the physiological changes at puberty are so much more dramatic, the transition from middle childhood is more often marked by a rite of passage than the entrance into this period. There is also an acknowledgment at the exit from middle childhood of near-adult levels of competence—as a herdsman or hunter or as gardener or infant-caretaker. (shrink)

Bernard Harcourt, Against Prediction: Profiling, Policing, and Punishing in an Actuarial Age Chicago: University of Chicago Press, 2006, 336pp.

In Losing Our Virtue: Why the Church Must Recover Its Moral Vision, theologian David Wells argues that the Church is in danger of losing its moral authority to speak to a culture whose moral fabric is torn. Although much of the Church has enjoyed success and growth over the past years, Wells laments a "hollowing out of evangelical conviction, a loss of the biblical word in its authoritative function, and an erosion of character to the point that today, no (...) discernible ethical differences are evident in behavior when those claiming to have been reborn and secularists are compared." The assurance of the Good News of the gospel has been traded for mere good feelings, truth has given way to perception, and morality has slid into personal preference. Losing Our Virtue is about the disintegrating moral culture that is contemporary society and what this disturbing loss means for the church. Wells covers the following in this bold critique: how the theologically emptied spirituality of the church is causing it to lose its moral bearings; an exploration of the wider dynamic at work in contemporary society between license and law; an exposition of the secular notion of salvation as heralded by our most trusted gurus -- advertisers and psychotherapists; a discussion of the contemporary view of the self; how guilt and sin have been replaced by empty psychological shame; an examination of the contradiction between the way we view ourselves in the midst of our own culture and the biblical view of persons as created, moral beings. Can the church still speak effectively to a culture that has become morally unraveled? Wells believes it can. In fact, says Wells, no time in this century has been more opportune for the Christian faith -- if the church can muster the courage to regain its moral weight and become a missionary of truth once more to a foundering world. - Publisher. (shrink)

Medical students' professional identity formation is an adaptive, developmental process. PIF is shaped by values implicit in educational practices and in the culture of the learning environment. In 2003, educational leaders at Harvard Medical School created the Cambridge Integrated Clerkship as a new model of clinical education to support PIF intentionally. The CIC, a longitudinal integrated clerkship, differs in structure, processes, and venues from traditional block rotations, while...

David Kelsey's Eccentric Existence. A Theological Anthropology is read in the context of the traditions of Christian theology, especially in Europe and North America, and of Kelsey's Yale colleagues. Its theocentric, scriptural and thoughtfully experimental contribution to theological anthropology from the perspectives of creation, consummation and reconciliation is analysed, appreciated and assessed. Implications of Kelsey's identification of three distinct plotlines in the Bible are explored. Questions are raised about the range of his Christian conversations, the limitations of his reliance (...) on narrative, his neglect of significant parts of the Bible and Christian tradition, and his focus on the interaction with secular rather than religious dimensions of the contemporary world. (shrink)

This article presents an Activity Cycle Theory of mental imagery.

In this essay David Labaree examines the tension between two competing visions of the purposes of education that have shaped American public schools. From one perspective, we have seen schooling as a way to preserve and promote public aims, such as keeping the faith, shoring up the republic, or promoting economic growth. From the other perspective, we have seen schooling as a way to advance the interests of individual educational consumers in the pursuit of social access and social advantage. (...) In the first half of the essay Labaree shows the evolution of the public vision over time, from an emphasis on religious aims to political ones to economic ones and, finally, to an embrace of individual opportunity. In the second half, he shows how the consumerist vision of schooling has not only come to dominate in the rhetoric of school reform but also in shaping the structure of the school system. (shrink)

Corballis presents a plausible evolutionary mechanism to explain the tight linkage between cerebral lateralization for language and for handedness in humans. This argument may be bolstered by invoking Stokoe's notion of semantic phonology to explain the role of Broca's area in grammatical functions.

Introduction / David F. Wright -- The natural ethic / Oliver O'Donovan -- Using the Bible in ethics / Howard Marshall -- From Christendom to pluralism / John Briggs -- Towards a theology of the state / Haddon Wilmer -- The challenge of Marxism / David Lyon -- Man in society / E. David Cook -- Human rights / John Gladwin -- Epilogue : tasks which await us / John Stott.

This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing one (...) or the other position (or neither) and are left unable to link the two sides of the discussion. Such an educational process is not one that produces free and reasoned discernment. In this paper, we briefly relate how we came to be aware of the disconnect and its harms. We present evidence that a pedagogical gulf exists within the teaching of markets and capitalism at American universities - faculty interviews, course syllabi, portions of the corpus of material generally referred to as Catholic Social Thought, as well as references to traditional, mainstream economic theory. Further, we give evidence of the confusion and frustration among students this gulf causes. We suggest possible reasons for the gulf-primarily through an investigation of the differences in underlying assumptions and misperceptions that exist between two divisions within universities. We conclude by suggesting a set of curricular changes designed to improve teaching. The authors' aim is not to change people's minds. It is to change their teaching. The authors believe that these curricular changes will leave students less frustrated and better prepared for a life of significant service - with improved critical thinking skills. (shrink)