It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

In Part I of his paper Cooper gives indisputable evidence regarding Plato's use of the man-made image as a step to the apprehension of a Form under discussion, whether that image be in fact a diagram or a model, or simply a verbal picture, such as his imaginative account of Justice within a community, which we find used to provide us with in Republic 443 c 4 ff. However, Cooper goes on to assure us that the divided-line figure offers us (...) only three types of object: ‘We have three kinds of objects which differ from one another in clearness and esteem, firstly, the Forms, secondly, the objects of ordinary sense-perception, and thirdly, images, shadows and reflections.’ Now the admitted fact that, as he notes, Republic 10 gives the same three orders of reality, does not entirely absolve Cooper from all the implications of Plato's decision to divide his line into four parts rather than three; for it is made quite clear in 509 b 6–10 that the Form of the Good, is the source of being as well as of knowledge, so the Line must also classify both. (shrink)

In Part I of his paper Cooper gives indisputable evidence regarding Plato's use of the man-made image as a step to the apprehension of a Form under discussion, whether that image be in fact a diagram or a model, or simply a verbal picture, such as his imaginative account of Justice within a community, which we find used to provide us with in Republic 443 c 4 ff. However, Cooper goes on to assure us that the divided-line figure offers us (...) only three types of object: ‘We have three kinds of objects which differ from one another in clearness and esteem, firstly, the Forms, secondly, the objects of ordinary sense-perception, and thirdly, images, shadows and reflections.’ Now the admitted fact that, as he notes, Republic 10 gives the same three orders of reality, does not entirely absolve Cooper from all the implications of Plato's decision to divide his line into four parts rather than three; for it is made quite clear in 509 b 6–10 that the Form of the Good, is the source of being as well as of knowledge, so the Line must also classify both. (shrink)

I. By Ictus we mean in this paper the sounds emphasized in the pattern of an utterance in the given language under discussion. So in languages like Chinese which depend on variation of tone we mean that the high notes in the intonation tune of a sentence or the rhythmic scheme of a verse carry an ictus; while in a language based, like English, on speech stress, we mean that the syllables uttered most loudly and clearly bear the ictus. Again, (...) some languages, such as Italian, emphasize a syllable by a combination of stress and raised pitch, so in these languages we say that the syllables so emphasized receive the ictus. Lastly, in a language like ancient Greek or Vedic Sanskrit where quantity is decisive in utterance, the syllables which receive emphasis are the long ones, and thus it is these which have an ictus. (shrink)

I. By Ictus we mean in this paper the sounds emphasized in the pattern of an utterance in the given language under discussion. So in languages like Chinese which depend on variation of tone we mean that the high notes in the intonation tune of a sentence or the rhythmic scheme of a verse carry an ictus; while in a language based, like English, on speech stress, we mean that the syllables uttered most loudly and clearly bear the ictus. Again, (...) some languages, such as Italian, emphasize a syllable by a combination of stress and raised pitch, so in these languages we say that the syllables so emphasized receive the ictus. Lastly, in a language like ancient Greek or Vedic Sanskrit where quantity is decisive in utterance, the syllables which receive emphasis are the long ones, and thus it is these which have an ictus. (shrink)

_The Research Review for School Leaders, Volume III_ is specifically designed as a practical resource for school leaders whose schedules preclude opportunities to locate and review key research on every issue they must address. It places comprehensive, current, and accessible reviews of educational research at their fingertips, and is organized to make the research and practices it summarizes useful to them in their professional endeavors. This is the third volume of the _Review._ Although the title has changed, its purpose and (...) substance is continuous with the work of the earlier volumes. The first _Annual Review of Research for School Leaders_ summarized research on the status of public schooling, interdisciplinary curriculum, and educational applications of computers. The second volume addressed the topics of middle-level education, the extracurriculum, mathematics education reform, and drop outs. The present _Volume III_ offers educational leaders reviews of research on five timely educational issues: * citizenship education; * multicultural education; * gifted and talented education; * classroom assessment; and * scheduling. A basic premise of this volume is that, to make sound decisions, professionals need to be up to date on current research related to the problems with which they grapple. A second premise is that research cannot simply be imposed in a formulaic way on a local setting; the nature of the particular problem to be solved will always bear upon the relevance of research to a specific context. Thus, this volume is envisioned as a helpful resource for school leaders as they engage in important discussions of the research with teachers, school board members, parents, and other interested parties as they collaboratively seek effective resolutions to local educational problems. (shrink)

Exceptionally preserved fossils are the product of complex interplays of biological and geological processes including burial, autolysis and microbial decay, authigenic mineralization, diagenesis, metamorphism, and finally weathering and exhumation. Determining which tissues are preserved and how biases affect their preservation pathways is important for interpreting fossils in phylogenetic, ecological, and evolutionary frameworks. Although laboratory decay experiments reveal important aspects of fossilization, applying the results directly to the interpretation of exceptionally preserved fossils may overlook the impact of other key processes that (...) remove or preserve morphological information. Investigations of fossils preserving non-biomineralized tissues suggest that certain structures that are decay resistant are rarely preserved, and decay-prone structures can fossilize, albeit rarely. As we review here, decay resistance is an imperfect indicator of fossilization potential, and a suite of biological and geological processes account for the features preserved in exceptional fossils. Organisms decayed experimentally in seawater have been used as direct analogs for soft-bodied fossil taxa, with fossils representing a snapshot of a particular stage of decay. We argue that numerous geological and biological processes account for fossilization and that all of these should be considered when reconstructing extinct organisms. (shrink)

Exceptionally preserved fossils are the product of complex interplays of biological and geological processes including burial, autolysis and microbial decay, authigenic mineralization, diagenesis, metamorphism, and finally weathering and exhumation. Determining which tissues are preserved and how biases affect their preservation pathways is important for interpreting fossils in phylogenetic, ecological, and evolutionary frameworks. Although laboratory decay experiments reveal important aspects of fossilization, applying the results directly to the interpretation of exceptionally preserved fossils may overlook the impact of other key processes that (...) remove or preserve morphological information. Investigations of fossils preserving non-biomineralized tissues suggest that certain structures that are decay resistant are rarely preserved, and decay-prone structures can fossilize, albeit rarely. As we review here, decay resistance is an imperfect indicator of fossilization potential, and a suite of biological and geological processes account for the features preserved in exceptional fossils. Organisms decayed experimentally in seawater have been used as direct analogs for soft-bodied fossil taxa, with fossils representing a snapshot of a particular stage of decay. We argue that numerous geological and biological processes account for fossilization and that all of these should be considered when reconstructing extinct organisms. (shrink)

The naturalistic fallacy is a source of much confusion. In what follows I will explain what G. E. Moore meant by the naturalistic fallacy, give modern day examples of it then mention some of the different types of views it has spawned. Finally, I will consider a few criticisms of it.

Classicists have long been wary of comparisons, partly for ideological reasons related to the incomparability of ‘the Classical’, partly because of the often problematic basis and limited illumination afforded by such efforts as have been made: the -reception of the work of the Cambridge ritualists — such as J.G. Frazer and Jane Harrison — is a case in point in both respects. Interestingly, even the specifically comparative interests of the much more rigorous projects of the Paris School, at the Centre (...) Louis Gernet, have not had much resonance outside France, notwithstanding the enormous influence of their work concerning purely Greek subject matter. In part, perhaps, this was a result of the shift from Vernant's originally Marxist framework, in which societies were comparable in terms of an evolutionary sociological scheme, to a structuralist one, entailing an emphasis on the uniqueness of different cultural traditions. The emphasis on the uniqueness of the Classical world was only reinforced by post-structuralism and post-modernism, which in their strongest forms suggested that cultures, like languages, were fundamentally incommensurable, and thus not accessible to outsider knowledge, let alone comparable. Indeed, so virulent was the post-structuralist virus that disciplines to which we might have expected to be able to turn for guidance, like comparative religion, are only now recovering the courage ‘to compare religious phenomena, theologies or artefacts outside of footnotes or less heavily policed epilogues’. (shrink)

In his Tanner Lecture of 1979 called ‘Equality of What?’ Amartya Sen asked what metric egalitarians should use to establish the extent to which their ideal is realized in a given society. What aspect of a person’s condition should count in a fundamental way for egalitarians, and not merely as cause of or evidence of or proxy for what they regard as fundamental?

Harry G. Frankfurt begins his inquiry by asking, “What is it about human beings that makes it possible for us to take ourselves seriously?” Based on The Tanner Lectures in Moral Philosophy, Taking Ourselves Seriously and Getting It Right delves into this provocative and original question. The author maintains that taking ourselves seriously presupposes an inward-directed, reflexive oversight that enables us to focus our attention directly upon ourselves, and “[it] means that we are not prepared to accept ourselves just (...) as we come. We want our thoughts, our feelings, our choices, and our behavior to make sense. We are not satisfied to think that our ideas are formed haphazardly, or that our actions are driven by transient and opaque impulses or by mindless decisions. We need to direct ourselves—or at any rate to believe that we are directing ourselves—in thoughtful conformity to stable and appropriate norms. We want to get things right.” The essays delineate two features that have a critical role to play in this: our rationality, and our ability to love. Frankfurt incisively explores the roles of reason and of love in our active lives, and considers the relation between these two motivating forces of our actions. The argument is that the authority of practical reason is less fundamental than the authority of love. Love, as the author defines it, is a volitional matter, that is, it consists in what we are actually committed to caring about. Frankfurt adds that “The object of love can be almost anything—a life, a quality of experience, a person, a group, a moral ideal, a nonmoral ideal, a tradition, whatever.” However, these objects and ideals are difficult to comprehend and often in conflict with each other. Moral principles play an important supporting role in this process as they help us develop and elucidate a vision that inspires our love. The first section of the book consists of the two lectures, which are entitled “Taking Ourselves Seriously” and “Getting It Right.” The second section consists of comments in response by Christine M. Korsgaard, Michael E. Bratman, and Meir Dan-Cohen. The book includes a preface by Debra Satz. (shrink)

Volume 39 of the Tanner Lectures on Human Values includes lectures initially scheduled during the academic year 2019-2020. Owing to the global coronavirus pandemic, some were delivered at a later date. The Tanner Lectures are published in an annual volume. In addition to permanent lectures at nine universities, the Tanner Lectures on Human Values funds special one-time lectures at selected higher educational institutions in the United States and around the world.

Nietzsche and Shaw are famous and infamous: famous for their innovative and influential forms of writing, but infamous for their apparent support of totalitarianism and Nazism. However, while it has long been shown that Nietzsche’s provocative language about “breeding” and “masters and slaves” was intended to enhance culture through competition, it is still an open question how and when Shaw supported biological eugenics. Via Nietzsche’s “philosophical breeding,” this article presents a new reading of Shaw’s Man and Superman: on the one (...) hand, it contrasts Nietzsche’s philosophical Übermensch with Shaw’s eugenic Superman; and on the other hand, it connects Nietzsche’s agonistic enhancement of culture with Shaw’s philosophical reflections in “Don Juan in Hell.” In contrast to Tanner’s support of eugenic breeding in his Revolutionist’s Handbook, Shaw’s Don Juan remarkably resembles Nietzsche’s notion of “philosophical breeding” toward a more competent, truthful, and autonomous orientation that is needed in increasingly complex global politics. (shrink)

The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values and transcend ethnic, national, religious, or ideological distinctions. Volume 33 features lectures given during the academic year 2012-2013 at Stanford University; the University of Michigan; the University of Oxford; the University of California, Berkeley; Harvard University; the (...) University of Utah; and the U.S. Ambassador’s Palace, Paris, France._ William G. Bowen_, “Costs and Productivity in Higher Education” and “Prospects for an Online Fix: Can We Harness Technology in the Service of Our Aspirations?”_ Craig Calhoun_, “The Problematic Public: Revisiting Dewey, Arendt, and Habermas”_ Michael Ignatieff_, “Representation and Responsibility: Ethics and Public Office”_ F. M. Kamm_,_ “_Who Turned the Trolley?” and _“_How Was the Trolley Turned?”_ Claude Lanzmann, “_Resurrection”_ Robert Post, “_Representative Democracy: The Constitutional Theory of Campaign Finance Reform” and _“_Campaign Finance Reform and the First Amendment”_ Michael J. Sandal_, “The Moral Economy of Speculation: Gambling, Finance, and the Common Good”. (shrink)

Counters the long-standing, solemn interpretation of Plato’s dialogues with one centered on the philosophical and pedagogical significance of Socrates as a comic figure. Plato was described as a boor and it was said that he never laughed out loud. Yet his dialogues abound with puns, jokes, and humor. Sonja Madeleine Tanner argues that in Plato’s dialogues Socrates plays a comical hero who draws heavily from the tradition of comedy in ancient Greece, but also reforms laughter to be applicable to (...) all persons and truly shaming to none. Socrates introduces a form of self-reflective laughter that encourages, rather than stifles, philosophical inquiry. Laughter in the dialogues—both explicit and implied—suggests a view of human nature as incongruous with ourselves, simultaneously falling short of, and superseding, our own capacities. What emerges is a picture of human nature that bears a striking resemblance to Socrates’ own, laughable depiction, one inspired by Dionysus, but one that remains ultimately intractable. The book analyzes specific instances of laughter and the comical from the Apology, Laches, Charmides, Cratylus, Euthydemus, and the Symposium to support this, and to further elucidate the philosophical consequences of recognizing Plato’s laughter. Sonja Madeleine Tanner is Associate Professor of Philosophy at the University of Colorado, Colorado Springs, and the author of In Praise of Plato’s Poetic Imagination. (shrink)

In this paper I will examine two responses to the argument from marginal cases; the argument from kinds and the similarity argument. I will argue that these arguments are insufficient to show that all humans have moral status but no animals do. This does not prove that animals have moral status but it does shift the burden of proof onto those who want to maintain that all humans are morally considerable, but no animals are.

If we are going to treat other species so very differently from our own — killing, eating and experimenting on pigs and sheep, for example, but never human beings — then it seems we need to come up with some morally relevant difference between us and them that justifies this difference in treatment. Otherwise it appears we are guilty of bigotry (in just the same way that someone who discriminates on the basis of race or sex is guilty of bigotry). (...) But what is this morally relevant difference? Julia Tanner's article examines, and rejects, some of the most popular answers to this question. -/- . (shrink)

A set of qubit channels has a classical representation when it is isomorphic to the convex closure of a group of classical channels. From Crowder and Martin (Proceedings of Quantum Physics and Logic, Electronic Notes in Theoretical Computer Science, 2009), we know that up to isomorphism there are five such sets, each corresponding to either a subgroup of the alternating group on four letters, or a subgroup of the symmetric group on three letters. In this paper, we show that the (...) classical representation of a qubit channel also carries its information theoretic data—in particular, both the Holevo capacity and the scope of a unital qubit channel can be completely calculated from a systematically determined classical channel. (shrink)

This paper attempts to demonstrate Max Scheler’s anticipation of and continued relevance to a burgeoning trend of essence-based accounts of modality, chief among them being Kit Fine’s landmark 1994 “Essence and Modality.” I argue that Scheler’s account of the material a priori not only anticipates the picture of essence-based modality suggested by Fine, but moreover offers resources with the potential to resolve key challenges for the Finean program. In particular, Fine’s account runs into problems in explaining how formal logical necessities (...) are to be grounded in essences, challenges that put pressure on the essentialist to adopt a non-propositional account of the nature of logical principles. I argue that one such account can be found in Scheler’s notion of the material a priori, according to which all necessary propositional truth is grounded in a realm of experientially given yet a priori "phenomenological facts." After showing the general rapprochement between Scheler’s and Fine’s accounts of regional modality, I then turn to address Scheler’s attempt to ground formal logical principles in essences. On Scheler’s picture, propositions expressing formal logical truths are true in virtue of the domain of essences in two senses: In terms of what Scheler calls objective necessity, they are true insofar as they coincide with the essential facts and interconnections shared by all possible regions of being; In terms of what he calls subjective necessity, they are true in virtue of these same essential facts and interconnections insofar as they have become “functionalized” into law-like patterns of cognition. (shrink)

All else being equal, can granting the objective purport of moral experience support a presumption in favor of some form of moral objectivism? Don Loeb (2007) has argued that even if we grant that moral experience appears to present us with a realm of objective moral fact—something he denies we have reason to do in the first place—the objective purport of moral experience cannot by itself provide even prima facie support for moral objectivism. In this paper, I contend against Loeb (...) that granting the objective purport of ordinary moral experience is sufficient to support a defeasible presumption in favor of moral objectivism, and this by constituting non-explanatory, comparative confirmation that incrementally raises the prima facie likelihood that moral facts exist. More specifically, I appeal to a modest confirmation principle shared by Likelihoodists and Bayesieans - namely, the Weak Law of Likelihood - in an effort to show that (i) at a minimum, moral experience establishes a middling scrutable probability for a sufficient but not necessary condition of moral objectivism being true, and that (ii) this moderate probability in turn constitutes evidence that makes it prima facie more probable than not that some form of moral objectivism is true. (shrink)