Helicopter cabin noise was simulated by combining a broadband signal (pink noise, or PN) with a triad of pure tones (PT) at 650,1900, and 5000 Hz. Each component was presented at four loudness levels (0,60,70, and 80 dB[A]), with all 16 combinations arranged in two unsystematic orders. Intelligibility was measured by means of sentences to be judged as true or false. A male speaker presented 10 sentences at each noise condition. One group of subjects heard the sentences at 50 dB(A) (...) and another group at 55 dB(A). The annoyance of each noise combination was rated by the same subjects on a 5-point scale. Both sources and their interaction were significantly related to reduced intelligibility and increased annoyance at both speech levels. In general, the PN component was more responsible for loss of intelligibility, and the PT component more responsible for annoyance. (shrink)

That process philosophy can be the foundation of the theory and practice of educating human beings is the main argument of this book. The process philosophy of Alfred North Whitehead (1861-1947) is the particular thinking on which this book is based. Readers are shown that Whitehead's process philosophy provides a frame, a conceptual matrix, that addresses their concerns about education and offers direction for their educative acts. Whitehead theorized that all living entities are connected in some way. Relatedness, connectedness, and (...) holism are recurring themes in this exploration of Whitehead's implied philosophy of education. Whitehead never wrote a philosophy of education, but his writings over a period of nearly thirty years reveal a persistent interest and concern with education. His work, ranging from Introduction to Mathematics (1911) to Adventures of Ideas (1938), is drawn on here to construct, not Whitehead's philosophy of education, but, a Whiteheadian philosophy of education. Whitehead and Philosophy of Education brings to scholars and students of education an understanding of Whitehead as an important figure in philosophy, particularly philosophy of education; an acquaintance with process philosophy; a brief treatment of Whitehead's life and an account of events and experiences that influenced his philosophizing; and an exploration of the educationally salient concepts found in Whitehead's formal and informal philosophy with special attention to Whitehead's ideas about creativity, process, rhythm, wisdom, and knowledge. Whitehead writes of phases of the rhythm of education - romance, precision, and generalization. The book is organized with attention to these three phases. Part One-Romance introduces readers to Whitehead the person, and the change of context for educating from a mechanistic world-view to an organismic one. Part Two-Precision examines Whitehead's writings, as they relate to process philosophy and to educating. Part Three-Generalization is an application of the explorations of Parts One and Two, yielding a construction of a Whiteheadian philosophy of education and suggestions for educational practice. (shrink)

This book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today's complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.

If any words are unmistakably Ciceronian, these are. Every schoolboy knew them. Generations of Latin prose composers have trotted them out with unassailable confidence. It seems almost indelicate to suggest that they are not Ciceronian at all; but it would solve the problem presented by Sallust Cat. 20.9 if this were the case. Sallust's placing of the hallowed words in the mouth of Catiline has always been something of a scandal, to be laughed off , or played down.

Religious belief can complicate the usual management of seriously ill patients when the patient is a Jehovah’s Witness and the treatment is a blood transfusion. This narrative highlights critical points in a discussion of two cases wherein the process to promote an exercise of free will also becomes an exercise for the ethics consultant and healthcare team. Despite a medical care program’s carefully considered additions to an electronic healthcare record, additional conversation, investigation, preparation, and an open mind are required. Helping (...) conflicted family members and considering whether and in what context to contact the Jehovah’s Witness Hospital Liaison Committee complicates the approach. (shrink)

Traditional analyses of the curve fitting problem maintain that the data do not indicate what form the fitted curve should take. Rather, this issue is said to be settled by prior probabilities, by simplicity, or by a background theory. In this paper, we describe a result due to Akaike [1973], which shows how the data can underwrite an inference concerning the curve's form based on an estimate of how predictively accurate it will be. We argue that this approach throws light (...) on the theoretical virtues of parsimoniousness, unification, and non ad hocness, on the dispute about Bayesianism, and on empiricism and scientific realism. * Both of us gratefully acknowledge support from the Graduate School at the University of Wisconsin-Madison, and NSF grant DIR-8822278 (M.F.) and NSF grant SBE-9212294 (E.S.). Special thanks go to A. W. F. Edwards.William Harper. Martin Leckey. Brian Skyrms, and especially Peter Turney for helpful comments on an earlier draft. (shrink)

Malcolm Jones; Innate Powers, Concepts and Knowledge: a critique of D. W. Hamlyn's account of concept possession, Journal of Philosophy of Education, Volume 15.

Puzzle solving in normal science involves a process of accommodation—auxiliary assumptions are changed, and parameter values are adjusted so as to eliminate the known discrepancies with the data. Accommodation is often contrasted with prediction. Predictions happen when one achieves a good fit with novel data without accommodation. So, what exactly is the distinction, and why is it important? The distinction, as I understand it, is relative to a model M and a data set D, where M is a set of (...) equations with adjustable parameters (i. e., M is a family of equations with no free parameters). Definition: Model M predicts data D if and only if either (a) all members of M fit D well, or (b) a particular predictive hypothesis is selected from M by fitting M to other data, and the fitted model fits D well. M merely accommodates D if and only if (i) M does not predict D, and (ii) the predictive hypothesis selected from M using other data does not fit D well. There will be cases in which a model M neither predicts nor accommodates D. These are the cases in which we are willing to say that data falsifies the model. So, the distinction between prediction and accommodation applies only when there is no falsification. (shrink)

Aristotle's Politics is widely recognized as one of the classics of the history of political philosophy, and like every other such masterpiece, it is a work about which there is deep division.

Military metaphors are pervasive in biomedicine, including HIV research. Rooted in the mind set that regards pathogens as enemies to be defeated, terms such as “shock and kill” have become widely accepted idioms within HIV cure research. Such language and symbolism must be critically examined as they may be especially problematic when used to express scientific ideas within emerging health-related fields. In this article, philosophical analysis and an interdisciplinary literature review utilizing key texts from sociology, anthropology, history, and Chinese and (...) African studies were conducted to investigate the current proliferation of military metaphors. We found the use of these metaphors to be ironic, unfortunate, and unnecessary. To overcome military metaphors we propose to give them less aggressive meanings, and/or replace them with more peaceful metaphors. Building on previous authors' work, we argue for the increased use of “journey” metaphors as meaningful, cross-culturally app... (shrink)

This article analyzes the demarcations made within psychology as a feature of the “memory wars”—the current controversy around “recovered” or “false” memory. As it is played out inside professional psychology, the dispute features clinical practitioners acting largely as proponents of recovered memory and experimentalists as proponents of false memory. Tracing a genealogy of this dispute back to a pair of original sites, we show how the traditions’engagement in three modes of scientific demonstration varies systematically in terms of the modes of (...) social relation inherent in their epistemic practices and the kinds of “reliable witness” these practices produce. We conclude that whereas the experimentalist tradition is able to transporttheir produced witnesses from oneto anothersite of demonstration with relative ease, the clinical tradition has much greater difficulty in doing so and thus has to engage in a variety of compensatory demonstrative strategies. (shrink)