National character stereotyping often hinders teachers’ responses to an important 21st century educational theme, global awareness. While recognizing that educators have a responsibility to teach history, in remembrance of the people and events of the past and to help prevent societies from making the mistakes of their predecessors, it is also essential that teachers prepare our new generation of young students for global citizenship in a 21st century world. This research studied 114 teacher candidates in K-6 social studies methods classes (...) at two universities. Qualitative methods were used to measure and describe teacher candidates’ knowledge and beliefs about the country and people of Germany before and after experiencing a curricular intervention workshop focused on modern aspects of Germany. Pre-study data showed outdated or stereotypical views of Germany, frequently related to WWII and the Cold War. After the intervention, approximately 83% stated that their conceptions of Germany had changed, and about 12% admitted that they had actually replaced negative impressions. Teachers must adopt the pedagogies necessary to eradicate ignorance and dispel harmful national stereotypes that threaten cultural understanding and safe learning environments for all students, thus this research adds to the ongoing conversation concerning the preparation of teacher candidates in the area of global awareness. (shrink)

The consequences of a trend to marginalize social studies in the early grades are complex and widespread, as a new wave of novice teachers and K-6 students are receiving a message clearly implying that social studies education is unimportant. Convincing them of the value in teaching and learning social studies is progressively becoming more difficult for social studies methods instructors. The purpose of this study was to examine pre-service teachers’ observations of the extent to which social studies is being marginalized, (...) possible barriers involved, and the impact that this phenomenon has on pre-service teachers and K-6 students in the classroom. Through a mixed-method design, 88 pre-service teachers were asked to report their classroom observations. Over half observed social studies instruction. Of those who observed social studies instruction, about a third indicated that teachers taught 5–15 min per day. Pre-service teachers reported personal success in planning and teaching social studies lessons during their practicum experiences; likewise, K-6 students were motivated by pre-service teachers’ student-centered activities in the lessons. The results of this study provide one form of current documentation regarding the effects of social studies marginalization in K-6 schools. (shrink)

Evidence is limited on how elementary social studies preservice teachers make sense of museum settings and the use of museum artifacts for instruction, especially while consumed with learning how to teach. This study explored 81 elementary preservice teachers’ dispositional thinking toward museum pedagogy in a teacher education program. Objectives were to determine an overall dispositional thinking profile and also investigate possible distinct dimensions. The study employed descriptive and exploratory factor analysis (EFA) to establish systematically reliable factor solutions representing a profile (...) of preservice teachers’ dispositions. Results indicate preservice teachers’ museum pedagogy dispositional thinking can be measured with three dimensions and one overall generic form of dispositional thinking. Representing the dimensions are these factor structures: (a) willingness to use museum settings and their artifacts to support social studies teaching, (b) capacity to interact with museum artifacts for K-6 social studies teaching, and (c) recognizing the prospect of museum pedagogy as an approach to enhance K-6 social studies education. Based on the factor structures, we introduce a conceptual framework to represent elementary social studies preservice teachers’ dispositional thinking about museum pedagogy. Engaging in preliminary work to first understand preservice teachers’ thoughts and dispositions, before creating or adopting curricula, may deepen and strengthen their agentic growth in museum education for social studies teaching. (shrink)

It is vital that social studies be an integral part of the elementary (Kindergarten-6) curriculum to prepare all children to participate in increasingly diverse democracies. This study's purpose was to investigate how nine planned and implemented social studies professional development activities, outside traditional classrooms, could impact five volunteer K-6 pre-service teachers’ beliefs about their emergent professional identities as social studies educators. This case study explored research questions primarily through qualitative methods. Research implications contribute to possible solutions for (1) helping pre-service (...) teachers understand how professional educators, outside their local areas, create and learn public scholarship to educate diverse democracies, (2) helping pre-service teachers recognize relationships between high quality professional development, networking, organization membership, and professional identity, and (3) sense of belonging as one treatment for U.S. novice teacher attrition rates. (shrink)

The U.S. Civil Rights Movement (CRM) is a relevant K-6 topic to learn foundational concepts of social justice and participatory citizenship. Year after year, though, U.S. elementary school lessons typically focus on a Martin Luther King, Jr.-Rosa Parks centered narrative, adapted for character education. This qualitative inquiry invited 66 pre-service teachers to explore social justice education embedded at the core of existing K-6 historical topics. Examining pre-service teachers' knowledge, beliefs, and what and how they plan to teach their future students (...) revealed dated educational philosophies. They held limited content knowledge and sociopolitical critical thinking needed to teach the CRM's civic significance and were conflicted by wanting to both empower students and withhold information. This study describes actions designed to model replicable, justice-oriented lessons and help K-6 pre-service teachers reflect on pedagogical choices and ideologies they adopt. It also calls attention to the challenges of K-6 teacher education and school reform when teachers lack content knowledge and political/cultural awareness. (shrink)

Sober (1992) has recently evaluated Brandon's (1982, 1990; see also 1985, 1988) use of Salmon's (1971) concept of screening-off in the philosophy of biology. He critiques three particular issues, each of which will be considered in this discussion.

The exceptional intellectual richness of seventeenth-century Safavid Iran is epitomised by the philosophical school of Isfahan, and in particular by its ostensible founder, Mir Damad (d. 1631), and his great student Mulla Sadra (aka Sadr al-Din Shirazi, d. 1636). Equally important to the school is the apophatic wisdom of Rajab 'Ali Tabrizi that followed later (d. 1669/70). However, despite these philosophers' renown, the identification of the 'philosophical school of Isfahan' was only proposed in 1956, by the celebrated French Iranologist Henry (...) Corbin, who noted the unifying Islamic Neoplatonist character of some 20 thinkers and spiritual figures; this grouping has subsequently remained unchallenged for some fifty years. In this highly original work, Janis Esots investigates the legitimacy of the term 'school', delving into the complex philosophies of these three major Shi'i figures and drawing comparisons between them. The author makes the case that Mulla Sadra's thought is independent and actually incompatible with the thoughts of Mir Damad and Rajab Ali Tabrizi. This not only presents a new way of thinking about how we understand the 'school of Isfahan', it also identifies Mir Damad and Rajab Ali Tabrizi as pioneers in their own right. (shrink)

The Hubbard model is studied at half filling, using two complementary variational wave functions, the Gutzwiller ansatz for the metallic phase at small values of the interaction parameter U and its analog for the insulating phase at large values of U. The metallic phase is characterized by the Drude weight, which exhibits a jump at the critical point Uc. In the insulating phase the system behaves as a collection of dipoles which increase both in number and in size as (...) U gets smaller. The two wave functions are able to describe the two asymptotic regimes (small and large values of U, respectively), but they can no longer be trusted in the region of the Mott transition (U≈Uc). More powerful methods are needed to study, for instance, the divergence of the electric susceptibility for U→Uc. (shrink)

We show that transverse phonons in a set of trapped ions under the action of lasers are described by an interacting boson model whose parameters can be externally adjusted. If the radial trapping frequency is large enough, the system is described by a Bose–Hubbard model, in which hopping of the phonons between different ions is provided by the Coulomb interaction. On the other hand, the non-linear terms in the interaction of the ions with a standing-wave provide us with the (...) phonon–phonon interaction. We investigate the possibility of observing several quantum many—body phenomena, including (quasi)Bose–Einstein Condensation as well as a superfluid-Mott insulator quantum phase transition. (shrink)

This well organized and interesting anthology concerns the image of the self-directed individual as replaced by a deterministic model of his behavior. Since legal, personal-social, and religious institutions still see man as self-controlled and therefore responsible, Mr. Klausner views this replacement as particularly troublesome. The first third of the book is predominantly historical and draws from an extremely tolerant range of sources including yoga, philosophy, psychology, hypnosis and self-help publications. The remainder of the volume is psychological and sociological, with emphasis (...) on the individual acting under stress, and with the traditional philosophical problems completely ignored. While the thematic problem is not obviously tackled there is fruitful examination of significant concepts with detailed and well-researched relationships of these concepts with a manifold of phenomena. There are several extensive bibliographies accompanying the readings. Not including introductory contributions the book includes: "Self-Control in the Perspective of History": Klausner, B. Nelson, Moses Hadas; "Self-Control in a Sociological Perspective": S. M. Dornbusch, M. K. Opler, Guy E. Swanson; "Self-Control in Psychological Perspective": I. L. Janis, S. J. Korchin, H. Liddel; "Self-Control in Psychiatric Perspective": M. T. Orne, O. McK, Rioch, K. Goldstein; and "Scientific Hermeneutics": Klausner.—D. A. G. (shrink)

Introduction: The language of power, by H. D. Lasswell. Style in the language of politics, by H. D. Lasswell. Why be quantitative? By H. D. Lasswell.--Technique: The problem of validating content analysis, by I. L. Janis. The reliability of content analysis categories, by Abraham Kaplan and J. M. Goldsen. Recording and context units, four ways of coding editorial content, by Alan Grey, David Kaplan and H. D. Lasswell. The feasibility of the use of samples in content analysis, by Alexander Mintz. (...) The coefficient of imbalance, by I. L. Janis and Raymond Fadner.--Applications: Detection; propaganda detection and the courts, by H. D. Lasswell. Trend; May Day slogans in Soviet Russia, 1918-1943, by Sergius Yakobson and H. D. Lasswell. Interaction; the Third International on its change of policy, by Nathan Leites. Interaction; the response of communist propaganda to frustration, by Nathan Leites and I. de Sola Pool. (shrink)

An outline is given in the following memoir of some of the earlier results of an inquiry which I am still prosecuting, and a comparatively new statistical process will be used in it for the first time in dealings with psychological data. It is that which I described under the title of "Statistics by Intercomparison" in the Philosophical Magazine of Jany., 1875.

Political agenda of Sikh philosophy; historical perspective.

The Vaiyākaraṇasiddhāntabhūṣaṇa of Kauṇḍabhaṭṭa, part 1, with the Nirañjanī Commentary by Ram-yatna Shukla and Prakāsa Explanatory Notes by K. V. Ramakrishnamacharyulu. Critically edited by K. V. Ramakrishnamacharyulu. South Asian Perspectives, no. 6; Shree Somnath Sanskrit University Shastragrantha Series, no. 2. Pondichery: Institut Français de Pondichéry; Veraval, Gujarat: Shree Somnath Sanskrit University, 2015. Pp. xl + 592. Rs. 1200, €52.

Human reproductive technology; law and legislation; religious aspects; Islam.

It is shown that the existence of d-wave superconductivity in the two-dimensional Hubbard model close to half-filling can be inferred from a renormalization group analysis at one-loop level.

Numerical studies of the Hubbard model and its strong-coupling form, the t-J model, show evidence for antiferromagnetic, $d_{x^{\text{2}} - y^2 } $ -pairing and stripe correlations which remind one of phenomena seen in the layered cuprate materials. Here, we ask what these numerical results imply about various scenarios for the pairing mechanism.

ABSTRACTStudies examining the interpretation that is given to if–then statementstypically use what are referred to as basic conditionals, which give contextless relations between two unrelated concrete terms. However, there is some evidence that basic conditionals require a more abstract form of representation. In order to examine this, we presented participants with truth-table tasks involving either basic conditionals or conditionals referring to imaginary categories, and standard conditional inference tasks with abstract and familiar premises. As expected, fewer typical defective conditional interpretations were (...) given to basic conditionals. In addition, partial correlations showed a unique relationship between the interpretation of basic conditionals and abstract inferential reasoning. Results suggest that people process basic conditionals as a form of abstract reasoning, and that the interpretation of conditionals... (shrink)

D. H. Mellor; VI*—Conscious Belief, Proceedings of the Aristotelian Society, Volume 78, Issue 1, 1 June 1978, Pages 87–102, https://doi.org/10.1093/aristotelian.

Everything we do relies on causation. We eat and drink because this causes us to stay alive. Courts tell us who causes crimes, criminology tell us what causes people to commit them. D.H. Mellor shows us that to understand the world and our lives we must understand causation. _The Facts of Causation_, now available in paperback, is essential reading for students and for anyone interested in reading one of the ground-breaking theories in metaphysics. We cannot understand the world and our (...) place in it without understanding causation. Yet a complete account of the nature and implications of causation does not exist. D.H Mellor's new book is that account. (shrink)

D. H. Mellor; VI*—Conscious Belief, Proceedings of the Aristotelian Society, Volume 78, Issue 1, 1 June 1978, Pages 87–102, https://doi.org/10.1093/aristotelian.

Everything we do relies on causation. We eat and drink because this causes us to stay alive. Courts tell us who causes crimes, criminology tell us what causes people to commit them. D.H. Mellor shows us that to understand the world and our lives we must understand causation. _The Facts of Causation_, now available in paperback, is essential reading for students and for anyone interested in reading one of the ground-breaking theories in metaphysics. We cannot understand the world and our (...) place in it without understanding causation. Yet a complete account of the nature and implications of causation does not exist. D.H Mellor's new book is that account. (shrink)

It might be expected that it would suffice for the entry for “moral anti-realism” to contain only some links to other entries in this encyclopedia. It could contain a link to “moral realism” and stipulate the negation of the view there described. Alternatively, it could have links to the entries “anti-realism” and “morality” and could stipulate the conjunction of the materials contained therein. The fact that neither of these approaches would be adequate—and, more strikingly, that following the two procedures would (...) yield substantively non-equivalent results—reveals the contentious and unsettled nature of the topic. -/- “Anti-realism,” “non-realism,” and “irrealism” may for most purposes be treated as synonymous. Occasionally, distinctions have been suggested for local pedagogic reasons (see, e.g., Wright 1988a; Dreier 2004), but no such distinction has generally taken hold. (“Quasi-realism” denotes something very different, to be discussed in the supplement Projectivism and quasi-realism below.) All three terms are to be defined in opposition to realism, but since there is no consensus on how “realism” is to be understood, “anti-realism” fares no better. Crispin Wright (1992: 1) comments that “if there ever was a consensus of understanding about ‘realism’, as a philosophical term of art, it has undoubtedly been fragmented by the pressures exerted by the various debates—so much so that a philosopher who asserts that she is a realist about theoretical science, for example, or ethics, has probably, for most philosophical audiences, accomplished little more than to clear her throat.” This entry doesn't purport to do justice to the intricacy and subtlety of the topic of realism; it should be acknowledged at the outset that the fragmentation of which Wright speaks renders it unlikely that the label “moral anti-realism” even succeeds in picking out a definite position. Yet perhaps we can at least make an advance on clearing our throats. (shrink)

'Why did the window break when it was hit by the stone? Because the window is brittle and the stone is hard; hardness and brittleness are powers, dispositional properties or dispositions.' Dispositions are essential to our understanding of the world. This book is a record of the debate on the nature of dispositions between three distinguished philosophers - D. M. Armstrong, C. B. Martin and U. T. Place - who have been thinking about dispositions all their working lives. Their distinctive (...) accounts cover many of the issues surrounding dispositions such as the nature of mind, matter, universals, existence, laws of nature and causation. Dispositions illuminates this central topic in analytic philosophy and at the same time highlights deeper concerns of metaphysics. (shrink)

This paper argues that the concept and role of ‘institutional racism’ in contemporary discussions of race should be reconsidered. It starts by distinguishing between ‘intrinsic institutional racism’, which holds that institutions are racist in virtue of their constitutive features, and ‘extrinsic institutional racism’, which holds that institutions are racist in virtue of their negative effects. It accepts intrinsic institutional racism, but argues that a ‘disparate impact’ conception of extrinsic conception faces a number of objections, the most serious being that it (...) has no plausible account of what it is that makes extrinsically racist institutions racist. It also argues that claims about the explanatory indispensability of institutional racism are overstated (individual racism is at least as important), critiques structural approaches to racial inequality, and suggests that there is reason to doubt whether institutional reform can provide us with all that morality may require in the racial domain. (shrink)

Supercommentary on Anuvyākhyāna, verse commentary by Madhva, 13th cent., on Brahmasūtra by Bādarāyaṇa, representing Dvaita point of view; with twenty five supercommentaries : Nyāyasudhābindu by Vijayindratīrtha ; Parimaḷa by Rāghavendratīrtha ; Vāgvajra by Pādarājatīrtha ; Gurvarthadīpikā by Vādirājatīrtha ; Ṭippaṇī by Yadupatyācārya ; Vākyārthavivr̥ti by Vaṃśapallī Śrīnivāsācārya ; Ānanda by Galagalī Narasiṃhācārya ; Vivr̥ti by Kambālūru Rāmacandratīrtha ; Ṭippaṇī by Śrīnidhitīrtha ; Vākyārthacandrikā by Vidyādhīsatīrtha ; Śeṣavākyārthacandrikā by Pāṇḍuraṅgī Keśavācārya ; Vākyārtharatnamālā by Pāṇḍuraṅganarasiṃhācārya ; Sudhāvivr̥tti by Satyavrtatīrtha ; Rasakūlaṅkaṣa by (...) Kuṇḍalagiriācārya ; Durghaṭavākyārthavicāra by Satyanāthatīrtha ; Ṭippaṇī by Viṭṭhalabhaṭṭa ; Rasarañjanī by Viṣṇutīrtha ; Laghurasarañjanī by Aḍavī Kr̥ṣṇācārya ; Caṣaka by Mannārī Kr̥ṣṇācārya ; Upasparśa by Erī Bālācārya ; Kāśī ṭippaṇī by Kāśī Ācārya ; Guḍhakar̥trkā by Gudhakaratr̥kācārya ; Pradīpa by Pradīpakāra ; Ṭippaṇī by Pāndhrī Śrīnivāsācārya ; Huggi by Kallāpūra Satyādhirājācārya. (shrink)

Teleological terms such as "function" and "design" appear frequently in the biological sciences. Examples of teleological claims include: A (biological) function of stotting by antelopes is to communicate to predators that they have been detected. Eagles' wings are (naturally) designed for soaring. Teleological notions were commonly associated with the pre-Darwinian view that the biological realm provides evidence of conscious design by a supernatural creator. Even after creationist viewpoints were rejected by most biologists there remained various grounds for concern about the (...) role of teleology in biology, including whether such terms are: 1. vitalistic (positing some special "life-force"); 2. requiring backwards causation (because future outcomes explain present traits); 3. incompatible with mechanistic explanation (because of 1 and 2); 4. mentalistic (attributing the action of mind where there is none); 5. empirically untestable (for all the above reasons). Opinions divide over whether Darwin's theory of evolution provides a means of eliminating teleology from biology, or whether it provides a naturalistic account of the role of teleological notions in the science. Many contemporary biologists and philosophers of biology believe that teleological notions are a distinctive and ineliminable feature of biological explanations but that it is possible to provide a naturalistic account of their role that avoids the concerns above. Terminological issues sometimes serve to obscure some widely-accepted distinctions. (shrink)

This article endeavors to identify the strongest versions of the two primary arguments against epistemic scientific realism: the historical argument—generally dubbed “the pessimistic meta-induction”—and the argument from underdetermination. It is shown that, contrary to the literature, both can be understood as historically informed but logically validmodus tollensarguments. After specifying the question relevant to underdetermination and showing why empirical equivalence is unnecessary, two types of competitors to contemporary scientific theories are identified, both of which are informed by science itself. With the (...) content and structure of the two nonrealist arguments clarified, novel relations between them are uncovered, revealing the severity of their collective threat against epistemic realism and its “no-miracles” argument. The final section proposes, however, that the realist’s axiological tenet “science seeks truth” is not blocked. An attempt is made to indicate the promise for a nonepistemic, purely axiological scientific realism—here dubbed “Socratic scientific realism.”. (shrink)

Objective—To determine the prevalence of, and attitudes towards, observed and personal research misconduct among newly appointed medical consultants. Design—Questionnaire study.Setting—Mersey region, United Kingdom.Participants—Medical consultants appointed between Jan 1995 and Jan 2000 in seven different hospital trusts (from lists provided by each hospital's personnel department). Main outcome measures—Reported observed misconduct, reported past personal misconduct and reported possible future misconduct.Results—One hundred and ninety-four replies were received (a response rate of 63.6%); 55.7% of respondents had observed some form of research misconduct; 5.7% of (...) respondents admitted to past personal misconduct; 18% of respondents were either willing to commit or unsure about possible future research misconduct. Only 17% of the respondents reported having received any training in research ethics. Anaesthetists reported a lower incidence of observed research misconduct (33.3%) than the rest of the respondents (61.5%) (p<0.05). Conclusion—There is a higher prevalence of observed and possible future misconduct among newly appointed consultants in the UK than in the comparable study of biomedical trainees in California. Although there is a need for more extensive studies, this survey suggests that there is a real and potential problem of research misconduct in the UK. (shrink)

It was proposed that the data from Monte Carlo statistical investigations be subjected to analysis of variance methods rather than the conventional techniques of tabling, graphing, and inspecting the data. Two examples in which analysis of variance methods were applied to published Monte Carlo studies were presented. It was suggested that balanced factorial designs should be used whenever possible in Monte Carlo studies so that analysis of variance methods would be directly applicable. Finally, three advantages of analysis of variance methods (...) over conventional techniques were described and analysis of variance methods were contrasted with a possible alternative analytical method, multiple regression analysis. (shrink)

This is Part 1 of a paper on fibred semantics and combination of logics. It aims to present a methodology for combining arbitrary logical systems L i , i ∈ I, to form a new system L I . The methodology `fibres' the semantics K i of L i into a semantics for L I , and `weaves' the proof theory (axiomatics) of L i into a proof system of L I . There are various ways of doing this, we (...) distinguish by different names such as `fibring', `dovetailing' etc, yielding different systems, denoted by L F I , L D I etc. Once the logics are `weaved', further `interaction' axioms can be geometrically motivated and added, and then systematically studied. The methodology is general and is applied to modal and intuitionistic logics as well as to general algebraic logics. We obtain general results on bulk, in the sense that we develop standard combining techniques and refinements which can be applied to any family of initial logics to obtain further combined logics. The main results of this paper is a construction for combining arbitrary, (possibly not normal) modal or intermediate logics, each complete for a class of (not necessarily frame) Kripke models. We show transfer of recursive axiomatisability, decidability and finite model property. Some results on combining logics (normal modal extensions of K) have recently been introduced by Kracht and Wolter, Goranko and Passy and by Fine and Schurz as well as a multitude of special combined systems existing in the literature of the past 20-30 years. We hope our methodology will help organise the field systematically. (shrink)

Purpose. The research is devoted to the analysis of the urgent problem of the information society: the overload of a person with information and, as a result, the impossibility of adequate formation and development of the personality; as well as the problem of "digitization" of human existence and the formation of a new reality of dataism. Theoretical basis. A lot of modern scientific works are devoted to the analysis of the information society, its problems and features. The information society is (...) a logical continuation of the scientific and technological revolution, which led to the rapid growth of scientific knowledge and the technology development. In the 20th century, technologies have touched the sphere of knowledge and information, as a result of which the formation and development of the information society, or "knowledge society", takes place. Information becomes the main resource in it, and, one way or another, a person’s life is inextricably connected with the information space. With the information society formation, the problem of information search and processing becomes one of the most urgent. It turns out that despite the abundance and availability of information, it is very difficult to determine its relevance. A lot of effort is spent on developing information retrieval algorithms. Another problem is related to the person’s inability to process large amounts of data. This situation begins to influence not only the education process and professional activity, but also the formation of a person’s personality. A person is "lost" in the information space and gradually loses his/her "I". Algorithms for data analysis come to the rescue, but gradually, instead of giving a person material for thought, they begin to make decisions on their own, and therefore, live life instead of a person. With the advent of Big Data processing algorithms, a new ideological paradigm appears – dataism, which predicts the merger of a person with the general data flow. Originality. The authors make assumptions that the dataistic future is "natural". A lot of works, including in the framework of philosophy, are focused on the problem of "dissolving" a person in the information space and finding ways to overcome it. But, in our opinion, this process is a completely logical continuation of human evolution. Conclusions. Existence of a person as a data flow is not a problem and a threat, but a new dimension of his/her being, and, therefore, requires a careful study and formulation of the main principles of this form of existence. (shrink)