John Dewey’s willingness to endorse a remedial form of education for African American students offers us a rare glimpse of the racial assumptions underlying Dewey’s educational philosophy. By considering a variety of clues — Dewey’s silences on racial equality, his understanding of race and racial progress, and his respective prescriptions for European American and African American students — Frank Margonis offers in this essay a speculative case suggesting that the visionary child‐centered education for which Dewey was most well‐known (...) was intended for European American students and not African American students. Because of the racial assumptions operative in Dewey’s educational philosophy, Margonis suggests, Dewey’s fundamental conceptions of the “student” and “classroom community” would best be abandoned by educational philosophers hoping to write philosophy that serves all students. (shrink)

ABSTRACTEmployees who possess cross-cultural capabilities are increasingly sought after due to unparalleled numbers of cross-cultural interactions. Previous research has primarily focused on the bright side of these capabilities, including important individual and work outcomes. In contrast, the purpose of this study is to demonstrate that the cross-cultural capability of cultural intelligence can lead to both positive and negative outcomes. Applying the general theory of confluence, we propose that expatriates high in CQ excel in customer relationship performance, while simultaneously behaving opportunistically. (...) We also suggest that ethical relativism moderates these relationships. Using mixed methods, four separate studies generally support our predictions while also deepening our understanding of various forms of opportunism and the mechanism behind two seemingly opposing effects. Conceptual and managerial implications of CQ for opportunism, customer relationship performance, and ethics are discussed. (shrink)

In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the (...) strongest performances of individuals. Viewing educational events in terms of the patterns and rhythms that transpire in a particular social fields allows educators ways to create powerful educational environments even in neocolonial contexts that pit students and teachers against one another. Viewing educational events as social fields also allows us to understand how the common classroom, which focuses each student on the material in front of them, creates impotent individuals who dissociate themselves from others. (shrink)

We say that A≤LRB if every B-random set is A-random with respect to Martin–Löf randomness. We study this relation and its interactions with Turing reducibility, classes, hyperimmunity and other recursion theoretic notions.

Bill Lawson and Donald Koch's book Pragmatism and the Problem of Race offers a range of essays that explore the relation of pragmatic philosophy to race and racial injustice. The authors hope to understand and correct for the systematic ignorance regarding race that characterised the social philosophy of John Dewey. Some of the authors document Dewey's distance from racial matters, while other authors defend particular aspects of Dewey's pragmatic method; and some authors develop reconstructions of Dewey's position to enable it (...) to be sensitive to racial matters and racial inequalities. (shrink)

This article focuses upon monstrously generous teaching styles, enacted in neocolonial educational contexts, where the interactions between students and teachers are sometimes tense and mistrustful. The tensions between students and teachers are explained by discussing the ways in which schools—in the theoretical perspective of Roberto Esposito—operate to immunize the society against youth deemed improper. Utilizing the theories of Antonio Negri, James Baldwin, and W.E.B. Du Bois, the characterization of students as monstrous is discussed and an inversion is suggested, whereby students (...) deemed to be monstrous are considered the source of reinvigorating visions of society. The pedagogical approaches of teachers who seek to welcome and nurture monstrous students are described, relying upon the accounts of great teachers offered by educators and sociologists. In practice, monstrously generous teachers make supererogatory gestures in their interactions with students, as a way of signaling to heavily-armored youth that they are willing to enter reciprocal relationships with them. Once youth drop their armor and begin to share their perspectives, monstrously generous teachers develop multiple means of helping youth develop their worldviews, without surveillance or censor. (shrink)

Islam and Rationality offers an account of Abū Ḥāmid al-Ghazālī as a rational theologian who created a symbiosis of philosophy and theology and infused rationality into Sufism, and how his work was received by later Muslim, Christian and Jewish scholars.

In this review essay, Mark Brenneman and Frank Margonis address three recent book-length contributions to the ongoing discussion around cosmopolitanism and educational thought: Mark Olssen's Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy and Education, Sharon Todd's Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism, and Ilan Gur-Ze’ev's Beyond the Modern-Postmodern Struggle in Education: Toward Counter-Education and Enduring Improvisation. Brenneman and Margonis argue that these contributions exhibit a marked disenchantment with Enlightenment conceptions of human possibilities (...) as these inform concrete recommendations in the field of the philosophy of education. All three books call for a rethinking of modernist categories in educational thought, a call that is supported by the authors' respective distrust and ultimate disenchantment with the residual presence of ideas of human perfectibility harbored in the philosophical categories that animate discussions in multicultural, liberal, neoliberal, and postmodern educational discussion. Brenneman and Margonis argue that each of these books theorizes from its own respective regionally specific circumstances, and they therefore prove valuable to philosophers of education who struggle toward their own local responses to human difference and the pedagogical possibilities of educational relations. (shrink)

The present studies investigated children’s and adults’ intuitive beliefs about the physical nature of essences. Adults and children (ranging in age from 6 to 10 years old) were asked to reason about two different ways of determining an unknown object’s category: taking a tiny internal sample from any part of the object (distributed view of essence), or taking a sample from one specific region (localized view of essence). Results from three studies indicated that adults strongly endorsed the distributed view, and (...) children showed a developmental shift from a localized to distributed view with increasing age. These results suggest that even children go beyond mere placeholder notions of essence, committing to conceptual frameworks of how essences might be physically instantiated. (shrink)

In this thorough compendium, nineteen accomplished scholars explore, in some manner the values they find inherent in the world, their nature, and revelence through the thought of Frederick Ferré. These essays, informed by the insights of Ferré and coming from manifold perspectives—ethics, philosophy, theology, and environmental studies, advance an ambitious challenge to current intellectual and scholarly fashions.

In this thorough compendium, nineteen accomplished scholars explore, in some manner the values they find inherent in the world, their nature, and revelence through the thought of Frederick FerrZ. These essays, informed by the insights of FerrZ and coming from manifold perspectives—ethics, philosophy, theology, and environmental studies, advance an ambitious challenge to current intellectual and scholarly fashions.

There is a great deal of justified concern about continuity through scientific theory change. Our thesis is that, particularly in physics, such continuity can be appropriately captured at the level of conceptual frameworks using conceptual space models. Indeed, we contend that the conceptual spaces of three of our most important physical theories—Classical Mechanics, Special Relativity Theory, and Quantum Mechanics —have already been so modelled as phase-spaces. Working with their phase-space formulations, one can trace the conceptual changes and continuities in transitioning (...) from CM to QM, and from CM to SRT. By offering a revised severity-ordering of changes that conceptual frameworks can undergo, we provide reasons to doubt the commonly held view that CM is conceptually closer to SRT than QM. (shrink)

Several studies demonstrate that an intuitive link between agents and order emerges within the first year of life. This appreciation seems importantly related to similar forms of inference, such as the Argument from Design. We suggest, however, that infants and young children may be more accurate in their tendencies to infer agents from order than older children and adults, who often infer intentional agents when there are none. Thus, the earliest inferences about intentional agents based on order may be quite (...) accurate and resistant to non-intentional foils, but with further cognitive development and overgeneralization, links between order and agents may emerge that, with the right socio-cultural prompts, can lead to the Argument from Design. (shrink)

The neural cell adhesion molecule (N‐CAM) is believed to be a key regulator of adhesive events in the nervous system and skeletal muscle. The recent isolation of N‐CAM cDNAs from different tissues has identified a high degree of diversity in primary amino acid sequence between different isoforms. In this article, we review these recent studies and discuss methods for unravelling the functional consequences of the generation of multiple N‐CAM polypeptides using gene transfection approaches.

We have conducted an experimental study of V-type electromagnetically induced transparency in sodium. Its principles are elucidated by a simple model. Measurements show decreased fluorescence and absorption depending on the detuning of the driving and probe fields, which is in agreement with the results of numerical simulation.

The human sentence processor is able to make rapid predictions about upcoming linguistic input. For example, upon hearing the verb eat, anticipatory eye-movements are launched toward edible objects in a visual scene. However, the cognitive mechanisms that underlie anticipation remain to be elucidated in ecologically valid contexts. Previous research has, in fact, mainly used clip-art scenes and object arrays, raising the possibility that anticipatory eye-movements are limited to displays containing a small number of objects in a visually impoverished context. In (...) Experiment 1, we confirm that anticipation effects occur in real-world scenes and investigate the mechanisms that underlie such anticipation. In particular, we demonstrate that real-world scenes provide contextual information that anticipation can draw on: When the target object is not present in the scene, participants infer and fixate regions that are contextually appropriate. Experiment 2 investigates whether such contextual inference requires the co-presence of the scene, or whether memory representations can be utilized instead. The same real-world scenes as in Experiment 1 are presented to participants, but the scene disappears before the sentence is heard. We find that anticipation occurs even when the screen is blank, including when contextual inference is required. We conclude that anticipatory language processing is able to draw upon global scene representations to make contextual inferences. These findings are compatible with theories assuming contextual guidance, but posit a challenge for theories assuming object-based visual indices. (shrink)

Artificial intelligence and the interrogation game; Scientific method and explanation; Godel's incompleteness theorem; Determinism and uncertainty; Axioms, theorems and formalisation; Creativity; Consciousness and free will; Pragmatics; A ...