Reading and writing are fundamental skills students need to be successful in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of (...) quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines, by the number of students taught, gender, and age. Overall the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion. (shrink)

This study examines steroid production in fathers watching their children compete, extending previous research of vicarious success or failure on men’s hormone levels. Salivary testosterone and cortisol levels were measured in 18 fathers watching their children play in a soccer tournament. Participants completed a survey about the game and provided demographic information. Fathers with higher pregame testosterone levels were more likely to report that referees were biased against their children’s teams, and pre- to postgame testosterone elevation was predicted by watching (...) sons compete rather than daughters as well as perceptions of unfair officiating. Pregame cortisol was not associated with pregame testosterone or with perceived officiating bias, but cortisol did fluctuate synergistically with testosterone during spectator competition. Although fathers showed no consistent testosterone change in response to winning or losing, pregame testosterone may mediate steroid hormone reactivity to other aspects of their children’s competition. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Designer Biology: The Ethics of Intensively Engineering Biological and Ecological Systems consists of thirteen chapters that address the ethical issues raised by technological intervention and design across a broad range of biological and ecological systems. Among the technologies addressed are geoengineering, human enhancement, sex selection, genetic modification, and synthetic biology.

Peer review is a widely accepted instrument for raising the quality of science. Peer review limits the enormous unstructured influx of information and the sheer amount of dubious data, which in its absence would plunge science into chaos. In particular, peer review offers the benefit of eliminating papers that suffer from poor craftsmanship or methodological shortcomings, especially in the experimental sciences. However, we believe that peer review is not always appropriate for the evaluation of controversial hypothetical science. We argue that (...) the process of peer review can be prone to bias towards ideas that affirm the prior convictions of reviewers and against innovation and radical new ideas. Innovative hypotheses are thus highly vulnerable to being “filtered out” or made to accord with conventional wisdom by the peer review process. Consequently, having introduced peer review, the Elsevier journal Medical Hypotheses may be unable to continue its tradition as a radical journal allowing discussion of improbable or unconventional ideas. Hence we conclude by asking the publisher to consider re-introducing the system of editorial review to Medical Hypotheses. (shrink)

Summary Coursework is an integral part of the GCSE framework, valued for its motivational qualities and its curricular validity. It is a common perception, widely reported in the national press and educational media, that coursework can be held at least partly accountable for differential performances at GCSE; coursework, it is argued, advantages girls. This article reports on an analysis of data arising from a project which offered an opportunity to study current and post-GCSE students’ perceptions of coursework. The outcomes indicate (...) that, when categorised by their relative levels of attainment, girls’ and boys’ perceptions show limited evidence of homogeneity. In other words, to suggest that girls’ and boys’ perceptions of coursework are a function of gender is a gross over-simplification. Other factors are at play and further, more specific and tailored research is essential if we are to understand how best to optimise the benefits that are claimed for coursework. (shrink)

1 Evidence-based policy requires researchers to provide the answers to ecological questions that are of interest to policy makers. To find out what those questions are in the UK, representatives from 28 organizations involved in policy, together with scientists from 10 academic institutions, were asked to generate a list of questions from their organizations. 2 During a 2-day workshop the initial list of 1003 questions generated from consulting at least 654 policy makers and academics was used as a basis for (...) generating a short list of 100 questions of significant policy relevance. Short-listing was decided on the basis of the preferences of the representatives from the policy-led organizations. 3 The areas covered included most major issues of environmental concern in the UK, including agriculture, marine fisheries, climate change, ecosystem function and land management. 4 The most striking outcome was the preference for general questions rather than narrow ones. The reason is that policy is driven by broad issues rather than specific ones. In contrast, scientists are frequently best equipped to answer specific questions. This means that it may be necessary to extract the underpinning specific question before researchers can proceed. 5 Synthesis and applications. Greater communication between policy makers and scientists is required in order to ensure that applied ecologists are dealing with issues in a way that can feed into policy. It is particularly important that applied ecologists emphasize the generic value of their work wherever possible. (shrink)

In this unusual and much-needed reappraisal of Freud's clinical technique, M. Guy Thompson challenges the conventional notion that psychoanalysis promotes relief from suffering and replaces it with a more radical assertion, that psychoanalysis seeks to mend our relationship with the real that has been fractured by our avoidance of the same. Thompson suggests that, while avoiding reality may help to relieve our experience of suffering, this short-term solution inevitably leads to a split in our existence. M. Guy (...) class='Hi'>Thompson forcefully disagrees with the recent trend that dismisses Freud as an historical figure who is out of step with the times. He argues, instead, for a return to the forgotten Freud, a man inherently philosophical and rooted in a Greek preoccupation with the nature of truth, ethics, the purpose of life and our relationship with reality. Thompson's argument is situated in a stunning re-reading of Freud's technical papers, including a new evaluation of his analyses of Dora and the Rat Man in the context of Heidegger's understanding of truth. In this remarkable examination of Freud's technical recommendations, M. Guy Thompson explains how psychoanalysis was originally designed to re-acquaint us with realities we had abandoned by encountering them in the contest of the analytic experience. This provocative examination of Freud's conception of psychoanalysis reveals a more personal Freud than we had previously supposed, one that is more humanistic and real. (shrink)

RESUMEN Los años setenta son el período más explícitamente militante en la trayectoria de Foucault. Un concepto clave en la primera mitad de estos años y que resultará fundamental, tanto para entender el nacimiento de la prisión como el de la delincuencia, es el de los ilegalismos. El propósito de este artículo es el de rastrear la influencia que, en el desarrollo de este concepto de ilegalismos, tuvieron las lecturas de la obra de E.P. Thompson por parte de Foucault, (...) el diálogo silencioso que se establece entre ambos autores en torno a dos conceptos: el motín de subsistencia y los ilegalismos. Así como el análisis de la distinta significación y objetivo que va adquiriendo este concepto en la obra de Foucault. ABSTRACT The seventies are the most explicitly militant period in Foucault's career. A key concept in the first half of these years, and one that will prove fundamental, both in understanding the birth of prison and of crime, is that of illegalities. The purpose of this article is to trace the influence that readings of E.P. Thompson's work by Foucault had on the development of this concept of illegalisms, the silent dialogue established between the two authors around two concepts: the subsistence riot and illegalisms. As well as the analysis of the different meaning and objective that this concept is acquiring in Foucault's work. (shrink)

Los años setenta son el período más explícitamente militante en la trayectoria de Foucault. Un concepto clave en la primera mitad de estos años y que resultará fun-damental, tanto para entender el nacimiento de la prisión como el de la delincuencia, es el de los ilegalismos. El propósito de este artículo es el de rastrear la influencia que, en el desarrollo de este concepto de ilegalismos, tuvieron las lecturas de la obra de E.P. Thompson por parte de Foucault, el (...) diálogo silencioso que se establece entre ambos autores en torno a dos conceptos: el motín de subsistencia y los ilegalismos. Así como el análisis de la distinta significación y objetivo que va adquiriendo este concepto en la obra de Foucault. (shrink)

In European countries (excluding the UK and Ireland), official statistics do not use racial or ethnic categories, but instead rely on proxies to collect data about discrimination. In the German microcensus, the proxy category adopted is ‘migration background’ (Migrationshintergrund): an individual has a ‘migration background’ when one or more of their parents does not have German citizenship by birth. We apply a coupled ethical-epistemic analysis to the ‘migration background’ category to illuminate how the epistemic issues contribute to ethical ones. Our (...) central claim is that these ethical-epistemic issues with the ‘migration background’ category are best analysed in terms of Charles Mills's ‘white ignorance’. Appealing to Annette Martín's structural account of white ignorance, we highlight the cyclical reinforcement of ignorance and racial injustice in the use of the ‘migration background’ variable. Colourblind eliminativism about race perpetuates the use of ‘migration background’, which sustains and intensifies racial injustices. (shrink)

The non-credit bearing and ongoing education and development of mid- to late-career corporate executives is known by the compound term executive education. Reductively stated, executive education, for its corporate consumers and its business school providers, is predicated on the relationship between an order and its execution ; a relationship I call the “order-execution cognate”. With the word execution derived from Greek for sequence, and with the sequence of an execution following-on from its corresponding order, sequentiality is the essence of execution, (...) and the cognate. Executive education involves the amelioration of this order-execution cognate, to the ends of increased profits and competitiveness for the corporation concerned, and increased career prospects for the individual executive. Concerning sequentiality, and as a thesis on the philosophy of executive education, I apply a strand of ontological reflection to examine this cognate, namely philosophy concerning time and temporal succession. To aid in this task I use the English translations of writings on time by the German philosopher Martin Heidegger. Emerging from Heidegger’s thought are two temporal types that acknowledge and critique temporal succession; chronological time and Kairotic time respectively. By associating Heidegger’s philosophic method with that of early German Romantic philosophy, I articulate how it is possible to reconceive the temporal sequence of the order-execution cognate as a productive oscillation between chronic and Kairotic time; I call this oscillation “ironic temporality,” and its productivity “ironic productivity”. My philosophical analysis of commercially lucrative and neoliberal executive education is at odds with traditional knowledge-based analyses, affording a critique of the capitalist order which the educative event serves. Disrupting temporal notions of that event then becomes a dangerous political act; becomes the means to frame the educative event for the management of our age; and becomes the new orders for executive education. (shrink)

Do we directly perceive physical objects? What is the significance of the qualification ‘directly’ here? Austin famously denied that there was a unique interpretation by which we could make sense of the traditional debate in the philosophy of perception. I look here at Thompson Clarke’s discussion of G. E. Moore and surface perception to answer Austin’s scepticism.

By closely examining the sources, movements, and persons of the Renaissance and the Reformation, Voegelin reveals the roots of today's political ideologies in this fourth volume of his _History of Political Ideas._ This insightful study lays the groundwork for Voegelin's critique of the modern period and is essential to an understanding of his later analysis. Voegelin identifies not one but two distinct beginnings of the movement toward modern political consciousness: the Renaissance and the Reformation. Historically, however, the powerful effects of (...) the second have overshadowed the first. In this book, Voegelin carefully examines both periods and their presence in modern thought. The Renaissance, represented by the works of Niccolò Machiavelli, Desiderius Erasmus, and Thomas More, is characterized by a struggle for balance. Machiavelli and Erasmus both looked to a virtuous prince to achieve order, one calling for brute force and the other for Christian spirituality to reach their goal. Also a participant in the first beginning of modernity, More was a complex thinker identified as a saint both of the church and of the communist movement. The issues he explored in _Utopia,_ as Voegelin demonstrates, indirectly gave rise to concepts that have profoundly affected Western history: colonization, imperialism, national socialism, and communism. Exploring the transition from the Renaissance to the Reformation is a brilliant chapter, "The People of God," which examines the sectarian movement. These pages contain the rich historical background that led to Voegelin's later conclusions about Gnosticism and its modern influences. Voegelin offers a controversial view of the Reformation as well as the political and religious situation directly preceding it. Yet he sheds light on the strengths and inadequacies of its key figures, Martin Luther and John Calvin. The driving force behind the Reformation stemmed solely from the powerful personality of Luther. What began as an abstract, purely technical discussion developed into a full-blown revolt. Later in the period, Calvin confronted the problems left behind by Luther and endeavored to create his own universal church to supplant the Catholic Church. His theory of a new elite would have a distinct impact on history. By examining the political ideas that first emerged during the Renaissance and Reformation, this fascinating volume provides a foundation for understanding the events of centuries to follow. (shrink)

Rev. version of the author's Habilitationsschrift, Martin-Luther-Universitèat.

This chapter contains section titled: Discussion.

The paper is an attempt to set the social and historical background against which the Royal Institution was founded, and to trace the events in its very early history. The founder of the Institution was Benjamin Thompson, Count Rumford, that soldier of fortune who took service with the Elector Palatine of Bavaria, and it was in the course of his duties in Munich that his interest in the practical problems of philanthropy was aroused.In London, in the concluding years of (...) the eighteenth century, he was drawn into the group of philanthropists and reformers among whom William Wilberforce was the leading figure, and Sir Thomas Bernard, Treasurer of the Foundling Hospital, one of the most active members. The focus of their activities was the Society for Bettering the Condition and Increasing the Comforts of the Poor, and to this Society Rumford submitted his proposals for a new scientific institution in London, designed to improve the lot of the poor and the working classes by the application of science to useful purposes.It was decided to make an appeal for funds, Rumford's proposals were circulated, and the Count succeeded in interesting the President of the Royal Society, Sir Joseph Banks, who took the Chair at the early meetings and allowed them to be held at his house, 32 Soho Square. At a meeting held there on 7 March 1799, the new institution was formed by resolution of the subscribers of 50 guineas each, who became the first Proprietors of the Royal Institution of Great Britain, as it was afterwards named in its Royal Charter. (shrink)

Scholars have long been captivated by the parallels between birdsong and human speech and language. In this book, leading scholars draw on the latest research to explore what birdsong can tell us about the biology of human speech and language and the consequences for evolutionary biology. They examine the cognitive and neural similarities between birdsong learning and speech and language acquisition, considering vocal imitation, auditory learning, an early vocalization phase, the structural properties of birdsong and human language, and the striking (...) similarities between the neural organization of learning and vocal production in birdsong and human speech. After outlining the basic issues involved in the study of both language and evolution, the contributors compare birdsong and language in terms of acquisition, recursion, and core structural properties, and then examine the neurobiology of song and speech, genomic factors, and the emergence and evolution of language. Contributors: Hermann Ackermann, Gabriël J.L. Beckers, Robert C. Berwick, Johan J. Bolhuis, Noam Chomsky, Frank Eisner, Martin Everaert, Michale S. Fee, Olga Fehér, Simon E. Fisher, W. Tecumseh Fitch, Jonathan B. Fritz, Sharon M.H. Gobes, Riny Huijbregts, Eric Jarvis, Robert Lachlan, Ann Law, Michael A. Long, Gary F. Marcus, Carolyn McGettigan, Daniel Mietchen, Richard Mooney, Sanne Moorman, Kazuo Okanoya, Christophe Pallier, Irene M. Pepperberg, Jonathan F. Prather, Franck Ramus, Eric Reuland, Constance Scharff, Sophie K. Scott, Neil Smith, Ofer Tchernichovski, Carel ten Cate, Christopher K. Thompson, Frank Wijnen, Moira Yip, Wolfram Ziegler, Willem Zuidema. (shrink)

In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on “philosophical method” in the educational–philosophical discourse. These discussions point toward the importance of analyzing the conceptual or categorical frameworks of educational processes. The second part of the paper discusses Martin Heidegger’s work Being and Time to capture fully the challenges that a philosophical method faces in investigations of (...) subjectivity: The focus lies on Heidegger’s strategy to situate his philosophical work as a descriptive undertaking and simultaneously as a categorical outline of human existentiality (“ Dasein ”). This work serves to reflect a philosophical as well as empirical attitude or conduct in the final part of the paper, which briefly introduces “categorical research” with some examples. (shrink)

Since Dilthey we have become used to thinking of reason as having a cultural and historical setting. If we take this insight seriously, then critical rationality or critical thinking can no longer be conceived of as context-free skills. This paper takes up the line of thought that is elaborated by Christopher Winch in his ‘Developing Critical Rationality as a Pedagogical Aim’ and seeks to explicate it by drawing on Ludwig Wittgenstein's concept of ‘language games’ and on the re-evaluation of ‘thinking’ (...) by Theodor Ballauff (a German philosopher of education who was influenced by Martin Heidegger). The overcoming of a solipsistic and idealistic conception of thinking raises questions regarding the pedagogical settings and aims, as well as the problems over the limits of critique in education. A comparison of Ballauff's and Winch's positions reinforces the sense of the significance of critique: although the role of critical rationality within education is ambiguous and precarious, the investigation of autonomy (as an educational goal) shows that critique cannot be limited in any straightforward way. (shrink)

En esta contribución proponemos una representación de un fragmento de la silogística estadística de Thompson usando la lógica de términos de Sommers. El resultado es una interpretación terminista de la silogística estadística.

In this paper we propose a tableaux method for the intermediate syllogistic of Peterson and Thompson by using the algebra of Sommers and Englebretsen. The result is an analytic tableaux method capable of modeling inference in basic, relational, and intermediate syllogistic.

Review of J. Fisher Solomon's "Discourse and Reference in the Nuclear Age"; Diane P. Michefelder's "Dialogue and Deconstruction: The Gadamer-Derrida Encounter"; Rodolphe Gasche's "The Tain of the Mirror: Derrida and the Philosophy of Reflection"; Michael H. McCarthy's "The Crisis in Philosophy"; Amy Gutman and Dennis Thompson's "Ethics and Politics: Cases and Comments".

Entretien réalisé à Lyon, le 10 mai 2012, avec Martine Villelongue, directrice de l’université de la Mode. Historienne de l’Art, Martine Villelongue a soutenu une thèse sur l’œuvre de Lucien Bégule (1848-1935), maître-verrier lyonnais, à l’université de Lyon 2 en 1983, publiée en 2005. Elle a ensuite travaillé pendant une quinzaine d’années au musée des Tissus et des Arts Décoratifs de Lyon : montage d’expositions et création du service des publics de ce musée. Après avoir enseigné comme maît...

Evoquer l'univers de Rousseau est une entreprise ambitieuse qui peut aider à orienter la pensée contemporaine vers la valeur des moyens et des fins à entreprendre pour la formation de l'individu. Dans cet ouvrage les auteurs s'attachent à présenter un écrivain à hauteur d'homme et souhaitent faire partager leurs réflexions sur son oeuvre remarquable. Ils montrent notamment que les idées exprimées dans l'Emile présentent la synthèse des conceptions de Rousseau sur la société, sur l'enfance et sur ses principes d'éducation. Partagée (...) ou controversée, sa pensée constitue une approche moderne des savoirs et des pratiques tournées vers des questions qui importent en ce début de XXIe siècle. En confrontant leur regard à celui du penseur, les auteurs de ce livre invitent le lecteur à découvrir ou redécouvrir l'oeuvre de l'homme des Lumières dans des domaines aussi différents que la musique, le langage, la philosophie politique et l'éducation. Vous êtes donc conviés à un voyage au coeur de la pensée rousseauiste qui a inspiré et irrigué leur réflexion. (shrink)

La 4e de couverture indique :"Alors que le féminisme est plus que jamais nécessaire, il est malmené de toutes parts. D'un côté, des pseudo-radicalités instruisent le procès d'un " féminisme blanc " qui irait d'Olympe de Gouges à aujourd'hui. De l'autre, une mouvance de droite et d'extrême droite instrumentalise le féminisme dans une perspective identitaire, nationaliste et raciste. Face à ces entreprises de brouillage et de régression, il est urgent de réaffirmer la valeur de l'émancipation et de plaider pour un (...) féminisme universel, concret et pluriel. Ni décolonial, ni occidental, le féminisme se construit sans cesse, dans les luttes et la solidarité des combats quotidiens.". (shrink)