This chapter contains sections titled: The Climbing Grade Question Relationalism About Climbing Grades Climbing Grades as Emerging Real Dispositions Standard Climbers in Standard Climbing Conditions Relationalism: The Better Theory Notes.

This paper reports on a method for the development of grade descriptors for an international Economics A-level syllabus. The syllabus assessment provided the opportunity to explore how different examination paper structures (compulsory short answer written questions and longer essay type questions) and different mark schemes affected this relatively new method for developing grade descriptors. Quantitative analyses of candidates' marks on each question on the November 1999 examination were carried out to identify the grade (A to E) (...) at which candidates 'mastered' the question. Qualitative differences between answers to the question from candidates achieving different grades were identified by expert judges using Kelly's Repertory Grid. These qualitative data were edited to form grade descriptors which were used in the process of grading economics examinations taken in summer 2000, and their usefulness was evaluated. The effects of the question choice and type on the development process are discussed. (shrink)

This study is an investigation of both comprehension and production of Wh- questions in Malay-speaking children with a developmental language disorder. A total of 15 Malay children with DLD were tested on a set of Wh- questions, comparing their performance with two control groups [15 age-matched typically developing children and 15 younger TD language-matched children]. Malay children with DLD showed a clear asymmetry in comprehension of Wh- questions, with a selective impairment for which NP questions compared with who questions. Age-matched (...) controls performed at ceiling in all Wh- questions, while the language-matched group reported a subject/object asymmetry selective for the which NP, as reported in other languages. In production, both children with DLD and younger children showed a preference for questions with in situ Wh- elements, a structure that is allowed in colloquial Malay, but which is not produced by the age-matched TD group. Several non-adult-like strategies were adopted particularly by the children with DLD to avoid complex sentences, including substitution with yes/no echo questions, production of the wrong Wh- question, and use of a generic Wh- element. The study provides an insight on the mastery of Wh- questions in both typical Malay children and children with DLD. Implications for the definition of a clinical marker for DLD in a free word order language with Wh- in situ option will be discussed. (shrink)

The recent publication of a couple of guidebooks to some of the many crags around Armidale (in the New England area of northern New South Wales) has resulted in a bit of interest from outof-towners. (So far guides have been published on Dome Wall and Moonbi, arguably the best two crags in the district.) This article aims to give a bit of inside information on some of the climbs and, hopefully, entice some new blood (and splintered bone) to the area. (...) Fortunately, however, from your point of view as baggees and potential baggees, Armidale is a very good place to be— there are no scary routes and everything is fairly graded (particularly if you are in the back bar of the Wicklow Hotel). This, naturally enough, makes my job as bagger very difficult; however, I’ll do my best. (shrink)

The paper begins by noting the widespread disagreement that has existed in philosophy from its very inception until now. It is claimed that Henry Sidgwick was right to see the main debate in ethics as between egoists, consequentialists, and deontologists. This raises the question whether the best approach might be to seek a position based on the different theories rather than one alone. Some clarification is then offered of the main questions asked in ethics, and it is claimed that (...) the primary ethical question is that of Socrates: how should one live? Substantive agreement between our three normative theories is possible, but unlikely; and explanatory agreement is conceptually impossible. More restricted agreement may be possible, though doubts can be raised about Derek Parfit’s ‘triple theory’. One might attempt to combine different elements of the theories, syncretically, but again agreement is unlikely. The paper ends by considering the epistemic implications of disagreement, and with a recommendation of a more eirenic methodology for moral philosophy. (shrink)

Religious positions can differ more deeply in asking rival questions than in offering rival answers to a common question. What is the logic of basic question rivalry? Questions are rivals when they make incompatible assumptions and one has to choose between them. The more basic the questions the greater the discontinuity that switching between them might bring to one's life. Choice of questions must fit the overall aim of whichever question is taken to be least avoidable. Avoidableness (...) depends partly on the subject's attitude; for a subject with pious scruples, a religious question shift entails a revolution of loyalty that a "paradigm shift" does not. (shrink)

The inclusion of attendance and participation in course grade calculations is ubiquitous in postsecondary syllabi, but can penalize the silent or anxious student unfairly. I outline the obstacles posed by social anxiety, then describe an assignment developed with the twin goals of assisting students with obstacles to participating in spoken class discussions, and rewarding methods of participation other than oral interaction. When homework assignments habituating practices of writing well-justified questions regarding well-documented passages in reading assignments are the explicit project (...) of weekly class meetings, participation increases on the part of all students. My focus shifted away from concern that I must get students to talk more, and turned instead to ensuring their marks reflected their learning rather than their speaking. Students’ improved engagement as a result of the assignment bears out evidence in the literature for active learning and for alternatives to taking attendance and quantifying participation. (shrink)

Publication date: 30 August 2017 Source: Author: Elham Ghaderi Doust Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education sphere design and write Educational (...) English books and teachers have been instructing these books for ages. Indeed we must raise this question: Why Iranian students are such evasive learners and why does almost nobody acquire English in an applicable way in Iranian schools? It is evident that most students of first grade of secondary schools are confronted with certain problems following as:Many students are slightly familiar with English.They often recognize English as a difficult subject to study.Also, they believe that they will not achieve a genuine progress in English.Many students show a lack of self-confidence and inferiority complex.Comparing themselves with the students in the upper grades, they feel that they cannot master English.So, certain efforts must be channeled into resolving these problems, in particular, the ways the students deal with their English books are to be changed and so are the methodologies in teaching. These may become perfectly practicable by utilizing instructional aides, preserving the students' fondness for their English courses, and organizing the instructional content from the simple to complex, as well as discussing with experts, parents, educational managers, and students. The objectives of this study are to shift students' perspectives upon English and support them through their learning English; consequently they will progress satisfactorily at present and in the future. (shrink)

This paper is the work of two fictional authors, the late Johannes Philologus and Johannes Commentarius. One part consists of Philologus’s philosophical reflections on a fragment that, unbeknownst to him, is identical to the first four paragraphs of the Preface and the last two numbered propositions of Wittgenstein’s Tractatus Logico-Philosophicus. Commentarius writes a preface to Philologus’s article and a commentary on it, in which he, like Philologus, addresses the question of how a work consisting of nonsense can be elucidatory. (...) By publishing his contribution together with that of Philologus, Commentarius wants to produce a work mirroring the structure of the Tractatus itself. (shrink)

This paper is the work of two fictional authors, the late Johannes Philologus and Johannes Commentarius. One part consists of Philologus’s philosophical reflections on a fragment that, unbeknownst to him, is identical to the first four paragraphs of the Preface and the last two numbered propositions of Wittgenstein’s Tractatus Logico-Philosophicus. Commentarius writes a preface to Philologus’s article and a commentary on it, in which he, like Philologus, addresses the question of how a work consisting of nonsense can be elucidatory. (...) By publishing his contribution together with that of Philologus, Commentarius wants to produce a work mirroring the structure of the Tractatus itself. (shrink)

Downton Abbey is, at its most basic, a story driven by intimate, romantic relationships: Mary and Matthew, Bates and Anna, Sybil and Branson, Lord and Lady Grantham, and many others. As viewers, we root for (or against) these characters as they fall in love, quarrel, break up, reconcile, have children, and deal with separation and death. But what do we get out of this? Is it merely an emotional “rush,” or is it something more meaningful? In this essay, I’ll attempt (...) to answer this question by examining how the relationships portrayed in Downton Abbey might look to the characters of Plato’s Symposium, one of the first (and most famous) philosophical treatments of love. The residents of Downtown Abbey provide ideal models for exploring and critiquing the various “theories of love” offered by the Symposium’s characters. Thomas’s defense of James, for example, provides a great illustration of Phaedrus’s claim about the relationship between love and courage, while Mary’s early struggles illuminate Pausanias’s suggestion that “pure” love can be achieved only by following (well-designed) social rules. By contrast, Bates and Anna help give content to Aristophanes’ s idea that love involves finding your “missing half,” while Carson’s and Mrs. Hughes’ relationship exemplify the sort of “order” celebrated by Eryximachus. Edith, for her part, seems to have fallen for Agathon’s sophistical claim that romantic love can only truly be experienced by the young and beautiful. Finally, Socrates’s famous account of the “ladder of love” can be seen most vividly in the transformative relationship of Sybil and Bronson. Along the way, we’ll consider what is really meant by “Platonic love,” and consider what the characters of Downton Abbey can teach about this invaluable philosophical concept. (shrink)

Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies (...) suggested that examiners may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts. (shrink)

Notwithstanding the demands of retributive desert, strict criminal liability is sometimes defensible when the strict liability pertains, not to whether conduct is to be criminalized at all, but to the seriousness of the actor’s crime. Suppose an actor commits an intentional assault or rape, and accidentally brings about a death. Punishing the actor more seriously because the death resulted is sometimes justifiable, even absent proof of his independent culpability as to the death. But what punishment is proportionate for such an (...) actor? Should he be punished as harshly as an intentional or knowing killer? This article offers a framework for analysing these difficult questions. After rejecting a broad forfeiture justification for strict liability in grading, it articulates a more promising set of arguments, premised on the actor’s ‘change of normative position’ by choosing to commit a crime. Three principles of culpability sometimes justify strict liability in grading: holistic culpability, attention to the degree of unjustifiability of the risk, and rough comparability in culpability. Strict liability in grading can be appropriate when the risk of committing the more serious crime (i) is a risk intrinsic to the less serious crime or (ii) is minimally foreseeable. The article also addresses the relevance of moral luck, ie the principle that the fortuitous occurrence of a result or circumstance increases the actor’s just deserts. Even if moral luck is recognized, it cannot fully justify strict liability in grading. (shrink)

This book examines the literary and philosophical qualities essential to Seneca's art of science in his Natural Questions. Seneca's meteorological theme raises our gaze from a terrestrial level to a higher, more intuitive plane - a conceptual climb by which Seneca promotes a change of perspective in his readership towards the cosmic viewpoint.

Theories of graded causation attract growing attention in the philosophical debate on causation. An important field of application is the controversial relationship between causation and moral responsibility. However, it is still unclear how exactly the notion of graded causation should be understood in the context of moral responsibility. One question is whether we should endorse a proportionality principle, according to which the degree of an agent’s moral responsibility is proportionate to their degree of causal contribution. A second question (...) is whether a theory of graded causation should measure closeness to necessity or closeness to sufficiency. In this paper, we argue that we should indeed endorse a proportionality principle and that this principle supports a notion of graded causation relying on closeness to sufficiency rather than closeness to necessity. Furthermore, we argue that this insight helps to provide a plausible analysis of the so-called ‘Moral Difference Puzzle’ recently described by Bernstein. (shrink)

The digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world? This book shares practices across levels, (...) from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices. (shrink)

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is (...) to raise the question why Hirsch's project has elicited wide support and praise. (shrink)

Traditionally, students have no choice over which assignments they must submit to receive the grade they desire in a course. An alternative “menu approach” provides students with a list of possible assignments and lets them select which to submit. This approach is demonstrated to increase student engagement with course material, motivate students to engage in creative work, and allow students to choose assignments that allow them to best demonstrate their learning. Student reaction is mixed: some like the choice but (...) others are stressed and overwhelmed by it. This may result from the increased responsibility they must shoulder under the Menu Approach. Some questions remain about the link between increased engagement and student learning, questions that may form the basis for future research on the Menu Approach. (shrink)

This article presents an extension of Lewis’ analysis of counterfactuals to a graded framework. Unlike standard graded approaches, which use the probabilistic framework, we employ that of many-valued logics. Our principal goal is to provide an adequate analysis of the main background notion of Lewis’ approach—the one of the similarity of possible worlds. We discuss the requirements imposed on the analysis of counterfactuals by the imprecise character of similarity and concentrate in particular on robustness, i.e., the requirement that small changes (...) in the similarity relation should not significantly change the truth value of the counterfactual in question. Our second motivation is related to the logical analysis of natural language: analyzing counterfactuals in the framework of many-valued logics allows us to extend the analysis to counterfactuals that include vague statements. Unlike previous proposals of this kind in the literature, our approach makes it possible to apply gradedness at various levels of the analysis and hence provide a more detailed account of the phenomenon of vagueness in the context of counterfactuals. Finally, our framework admits a novel way of avoiding the Limit Assumption, keeping the core of Lewis’ truth condition for counterfactuals unchanged. (shrink)

There are several relations which may fall short of genuine identity, but which behave like identity in important respects. Such grades of discrimination have recently been the subject of much philosophical and technical discussion. This paper aims to complete their technical investigation. Grades of indiscernibility are defined in terms of satisfaction of certain first-order formulas. Grades of symmetry are defined in terms of symmetries on a structure. Both of these families of grades of discrimination have been studied in some detail. (...) However, this paper also introduces grades of relativity, defined in terms of relativeness correspondences. This paper explores the relationships between all the grades of discrimination, exhaustively answering several natural questions that have so far received only partial answers. It also establishes which grades can be captured in terms of satisfaction of object-language formulas and draws connections with definability theory. (shrink)

Criminalizing arson is both easy and hard. On the substantive merits, the conduct of damaging property by fire uncontroversially warrants criminal sanction. Indeed, punishment for such conduct is overdetermined, as the conduct threatens multiple harms of concern to the criminal law: both damage to property and injury to people. Yet the same multiplicity of harms or threats that makes it easy to criminalize arson (in the sense of deciding to proscribe the underlying behavior) also makes it hard to criminalize arson (...) (in the sense of formulating the offense(s) that will address that behavior). This article asks whether adopting one or more arson offenses is the best way for criminal law to address the conduct in question, or whether that conduct is more properly conceptualized, criminalized, and punished as multiple distinct offenses. (shrink)

Notwithstanding the demands of retributive desert, strict criminal liability is sometimes defensible when the strict liability pertains, not to whether conduct is to be criminalized at all, but to the seriousness of the actor’s crime. Suppose an actor commits an intentional assault or rape, and accidentally brings about a death. Punishing the actor more seriously because the death resulted is sometimes justifiable, even absent proof of his independent culpability as to the death. But what punishment is proportionate for such an (...) actor? Should he be punished as harshly as an intentional or knowing killer? This article offers a framework for analysing these difficult questions. After rejecting a broad forfeiture justification for strict liability in grading, it articulates a more promising set of arguments, premised on the actor’s ‘change of normative position’ by choosing to commit a crime. Three principles of culpability sometimes justify strict liability in grading: holistic culpability, attention to the degree of unjustifiability of the risk, and rough comparability in culpability. Strict liability in grading can be appropriate when the risk of committing the more serious crime (i) is a risk intrinsic to the less serious crime or (ii) is minimally foreseeable. The article also addresses the relevance of moral luck, ie the principle that the fortuitous occurrence of a result or circumstance increases the actor’s just deserts. Even if moral luck is recognized, it cannot fully justify strict liability in grading. (shrink)

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the children during these tasks. The (...) results show that while there were no significant differences in the children's explanatory behaviour across the two time periods, there were significant differences in the total verbal interactions between the children in the cognitive questioning condition and their peers in the community of inquiry and comparison conditions. Furthermore, the children in the cognitive questioning condition obtained higher reasoning and problem-solving scores than peers in the other conditions. Interestingly, while there were no significant differences between the teachers’ basic and extended mediating behaviours in the three conditions at Times 1 and 2, there was a significant difference in extended mediation behaviours with the teachers demonstrating nearly three times more extended mediation to promote students’ learning at Time 2 than they did at Time 1. Teacher intervention in providing guidance in how to interact during cooperative, inquiry-based science appears to be critical to helping students engage in higher-level thinking and learning. (shrink)

7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their (...) teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). ∞ ∞ ∞ SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England. (shrink)

Recent research questions the validity of student evaluation of teaching (SET) data to measure teaching and learning. Yet, there is extensive use of this instrument around the world, which arguably contributes to a decline in the rigor of college classes. This performance measurement has lead to both unethical grade inflation and coursework deflation as faculty try to entertain students rather than educating them. These unethical teaching techniques used by many faculties are on the same plane as the unethical practices (...) of executives “cooking their books.” Ethical and unethical SET management techniques of professors are discussed herein, along with incentive and structural pander pollution of administrators and universities. (shrink)

Both the multidimensional phenomenon and the polysemous notion of consciousness continue to prove resistant to consistent measurement and unambiguous definition. This is hardly surprising, given that there is no agreement even as regards the most fundamental issues they involve. One of the basic disagreements present in the continuing debate about consciousness pertains to its gradational nature. The general aim of this article is to show how consciousness might be graded and multidimensional at the same time. We therefore focus on the (...) question of what it is, exactly, that is or could be graded in cases of consciousness, and how we can measure it. Ultimately, four different gradable aspects of consciousness will be described: quality, abstractness, complexity and usefulness, which belong to four different dimensions, these being understood, respectively, as phenomenal, semantic, physiological, and functional. Consequently, consciousness may be said to vary with respect to phenomenal quality, semantic abstraction, physiological complexity, and functional usefulness. It is hoped that such a four-dimensional approach will help to clarify and justify claims about the hierarchical nature of consciousness. The approach also proves explanatorily advantageous, as it enables us not only to draw attention to certain new and important differences in respect of subjective measures of awareness and to justify how a given creature may be ranked higher in one dimension of consciousness and lower in terms of another, but also allows for innovative explanations of a variety of well-known phenomena (amongst these, the interpretations of blindsight and locked-in syndrome will be briefly outlined here). Moreover, a 4D framework makes possible many predictions and hypotheses that may be experimentally tested (We point out a few such possibilities pertaining to interdimensional dependencies). (shrink)

1. A Road to Philosophy of Mathematics l became interested in philosophy and mathematics at more or less the same time, rather late in high school; and my interest in the former certainly influenced my attitude towards the latter, leading me to ask what mathematics is really about at a fairly early stage. I don ’t really remember how it was that I got interested in either subject. A very good math teacher came to my school when I was in (...) 9th grade and I got caught up in his course on solid geometry; but he soon left and math then lost its luster again in the hands of teachers who neither liked nor understood it. Calculus wasn’t taught in high school in those days, or at least not in mine: besides geometry we learned some algebra and trigonometry. I doubt that even the word “ philosophy ” passed the lips of any of my teachers. My mother, who worked for a publishing house, brought home for me copies of, among other works, the Jowett translations of Plato’s Dialogues, Will Durant’s Story of Philosophy and Courant and Robbins’ What Is Mathematics?; but I can’t remember why she did that: She wasn’t at all intellectual and, as far as I recall, my interests at the time were mostly confined to sports and girls—in some order. Maybe she just thought it was time for me to develop new interests. After high school, I went in 1948 to Lehigh University, then at least primarily an engineering school, on an athletic scholarship. There I had the good fortune in my first year to have an introduction to philosophy course with Lewis White Beck. He had just moved there from the University of Delaware and shortly thereafter moved on to the University of Rochester, where he became one of the leading lights of American Kant studies. My good luck was compounded when, in my second year, Adolph Gr¨ unbaum arrived at Lehigh, fresh from graduate school at Yale, and stayed at least long enough for me to graduate, before moving to the University of Pittsburgh as Andrew Mellon Professor of Philosophy of Science.. (shrink)

It has seemed natural to model phenomena related to vagueness in terms of graded membership. However, so far no satisfactory answer has been given to the question of what graded membership is nor has any attempt been made to describe in detail a procedure for determining degrees of membership. We seek to remedy these lacunae by building on recent work on typicality and graded membership in cognitive science and combining some of the results obtained there with a version of (...) the conceptual spaces framework. (shrink)

In a series of works Sosa (in: Knowledge in perspective, Cambridge University Press, Cambridge, 1991; A virtue epistemology: apt belief and reflective knowledge, Oxford University Press, Oxford, 2007; Reflective knowledge: apt belief and reflective knowledge, Oxford University Press, Oxford, 2009; ‘How Competence Matters in Epistemology’, Philos Perspect 24(1):465–475, 2010; Knowing full well, Princeton University Press, Princeton, 2011; Judgment and agency, Oxford University Press, Oxford, 2015; Epistemology, Princeton University Press, Princeton, 2017) has defended the view that there are two kinds or (...) ‘grades’ of knowledge, animal and reflective. One of the most persistent critics of Sosa’s attempts to bifurcate knowledge is Kornblith (in: Greco (ed) Ernest sosa and his critics, Wiley, Hoboken, 2004; ‘Sosa in Perspective’, Philos Stud 144(1):127–136, 2009; On reflection, Oxford University Press, Oxford, 2012). Our aim in this paper is to outline and evaluate Kornblith’s criticisms. We will argue that, while they raise a range of difficult (exegetical and substantive) questions about Sosa’s ‘bi-level’ epistemology, Sosa has the resources to adequately respond to all of them. Thus, this paper is a (qualified) defence of Sosa’s bi-level epistemology. (shrink)

Despite the hadiths and narratives that warn about the interpretation of the Qur’ān by opinion, the question of how Qur’ānic verses can be understood is about the nature of Qur’ānic exegesis. These narratives, which limit the interpretation to the exact field and indicate the invalidity of the specification of the intention with the imprecise information, bring with it the question of how to understand the Qur’ān in each period and society. The issue that has been questioned in the (...) frame of the commentary from the earliest periods is based on the possibility of commenting besides the narration and defining the area that the thought belongs to the commentator. In this context, it is seen that the distinction between the conceptualization of tafsīr-taʾwīl words in classical commentary literature deals with the subject of the tafsīr, their belongings, epistemological values and contexts. Mainly, this study will question whether authors who do not distinguish between tafsīr-taʾwīl categorize the information about commentary in a different context, then it will analyze two basic approaches on tafsīr and taʾwīl. In the paper, it will be suggested that these classifications in the classical literature should be evaluated together within the framework of the search for methodology in exegesis. Summary: The Prophet, who was the first glossator of the Qur’ān, forbade people to talk about the Qur’ān with their own judgments. The prominent people of the companions refused to comment on some words that were closed in meaning (garīb). The words quoted from Abū Bakr and ʿUmar on this subject are quite famous. However, the Qur’ān is a universal book revealed to be understood in all ages and geographies till the doomsday. The fact that all the verses were not interpreted by the Prophet, and the expansions of meaning observed in the Qur’ān wording necessitate the interpretation of the Qur’ān. The fact that the Prophet forbade people to talk with their own judgments about the Qur’ān and the necessity of understanding the Qur’ān in every era constitutes a dilemma that must be explained. The resolution of this issue will both determine the legitimacy of tafsīr (interpretation) and reveal the difference between the Prophet's tafsīr and the tafsīrs by other people. In this context, a distinction was made between the interpretations of the Prophet and of the companions who witnessed the revelation period from the Tabarī (d. 310/923) in the classical tafsīr literature and the interpretations by glossators in terms of their bindingness and information values. Thus, before even starting the interpretation, glossators questioned the possibility of interpretation of the Qur’ān without the tafsīr of the Prophet and the narratives from the companions that have the force of hadith marfūʿ.It is seen in classical tafsīr literature that distinctions between the tafsīr of the Prophet and the interpretations of the glossator are usually constructed on the terms of tafsīr and ta'wil, to which terminological meanings are attributed. In this regard, the methodology of Māturīdī (d. 333/944) is quite specific and clear. According to Māturīdī, tafsīr is an exact field. Only the tafsīr of the Prophet and the narratives of the companions that have the force of marfūʿ can be included in this field. Taʾwīl, on the other hand, is an area based on supposing. Preferences to be made from possible meanings are supposition and related to taʾwīl. The fact that Māturīdī included the explanations of the Prophet and his companions in the tafsīr field and stated that they expressed exact information shows that he regarded this information in the value of the statement of mutakallim. The data included in the field of taʾwīl are not as the data included in the field of tafsīr in terms of their bindingness and information value. The interpretations made in the field of taʾwīl include supposition; so they cannot be attributed to the desire of God. The field that the Prophet forbade people from declaring their own views is the field of tafsīr in the methodology of Māturīdī. The exactness of this field is an indication that the tafsīr is related to God's desire. It is not right to declare an opinion with supposition in the field that is exact and definite. Even though the interpretation in the field of tafsīr is in accordance with the truth, this cannot eliminate the responsibility of the interpreter that make determinations based on supposition in the exact and definite field. Some scholars, such as Qushayrī (d. 465/1072), also classify the narrative-sagacity areas by means of tafsīr-taʾwīl concepts. This classification deals with the data that is the subject of tafsīr in terms of their belongingness. Indeed, tafsīr science includes both the data that are linked with transmission and non-transmittable elements that can be achieved by following a methodology. Non-transmittable elements included in the taʾwīl field by those who make a distinction between tafsīr and taʾwīl based on narrative-sagacity are the meanings reached through linguistic efforts. Language is an element that holds possibilities in itself. Considering closeness of meaning, multi-meanings, metaphors and allusions in the wording, it can be thought that the meanings reached by linguistic methods include supposition. In the methodology of Māturīdī, the field of tafsīr is composed of the explanations of the Prophet and the narratives of the companions who witnessed the revelations while in the classifications of those who make a distinction between tafsīr and taʾwīl based on narrative-sagacity, tafsīr generally includes narratives. When the issue is handled within the framework of the desire of God and the statements of the mutakallim, it seems that the classification of Māturīdī is more punctual. However, it is understood that this approach does not give a satisfactory answer to the subsequent situations and bindingness of the mentioned data. In the classifications based on narrative-sagacity, the narratives in the field of tafsīr are taken as a whole without analyzing their health grades and their signification. However, some of these narrations are not authentic; so, in this respect it is a problematic issue that they are the subjects of the field of tafsīr. Besides, sometimes there can be different narrations about the tafsīr of verses from the companions. The evaluation these narratives in a field attributed to the desire of God may also pose a problem. The linguistic data that both Māturīdī and those who make a distinction between tafsīr and taʾwīl based on narrative-sagacity include in the field of taʾwīl does not appear to have a homogeneous structure -as is the case with the narratives-. Indeed, among this data, there are elements whose meanings are quite hard to determine as well as firm ones that possibly have only one meaning. It is controversial that these expressions, which have only one meaning and to the validity of whose meaning other evidence point out are included in the field of taʾwīl.The distinction between meaning and interpretation fields in tafsīr is very important in terms of tafsīr methodology. This field designation is in a way a description of nature of the science of tafsīr. Thus, in matters where the human intelligence remains insufficient with the tafsīr narratives from the Prophet, the bindingness of the narratives from the companions are clarified; furthermore, beyond the narrative, the validity and the information values of interpretations of the glossator are determined. In this regard, the tafsīr-taʾwīl distinctions made in the classical tafsīr literature provide us with a rich content and a multifaceted point of view. However, when addressed separately, these distinctions present a number of problems in terms of scope and applicability. Our study proposes the evaluation of tafsīr-taʾwīl distinctions in classical literature together while the meaning-interpretation fields are specified in the framework of the search for methodology in tafsīr. Thus, the incomplete aspects of the classification will be eliminated and a much more comprehensive and functional classification will be achieved. At this point, the methodologies of some figures as Tabarī, who is known to have used the terms of tafsīr and taʾwīl in the same meaning, must also be evaluated separately. Indeed, when the works of these names are analyzed, it is seen that these names also distinguish the meaning-interpretation fields in tafsīr, but they do not do this through the tafsīr-taʾwīl concepts. (shrink)

I start with a detailed but partial analysis of a case regarding grade inflation. The case is inspired by the discussion in Crumbley et al. (2010) and its elaboration in Roberts (2016). I supplement the case description by introducing certain facts that are not in the original discussion. The subsequent analysis is based on this enriched case description. I then raise a number of objections against my analysis. An important metaethical, methodological question emerges while responding to these objections. (...) To what extent are characterizations of moral situations and their descriptions independent from moral commitments? Is there a neutral concept of moral relevance? I argue that we do not have a theory-neutral concept of moral relevance, and that case descriptions essentially presuppose moral commitments. From my moral perspective, as this perspective is reflected in the enriched case description I utilize, the original case description of grade inflation already involves utilizing the wrong moral perspective or theory. (shrink)

I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher and (...) the course. The form includes several questions in which the student is asked to rate the teacher in various respects (such as clarity and organization, availability outside the classroom, and so forth) along a numbered scale (in our case, from one to five); they are also asked one very general question in which they are told to rate the instructor’s overall effectiveness. They are also invited to write comments on these matters. Mean scores (in effect, grades) are calculated for each question and published by the university. In addition, these student evaluations of teaching (often called SETs for short) are used each year by the committee that decides merit pay increases for faculty. When the faculty member is being considered for advancement to tenure or promotion to the rank of Full Professor, these evaluation forms are supplemented by faculty evaluation of teaching, in which faculty members visit the candidate’s classes and report on her or his effectiveness as a teacher. Except for these two once-in-a-lifetime events, the student evaluation forms are the only way in which we judge the quality of teaching. In other words, teaching is for the most part evaluated by students and not by faculty. (shrink)

Whether visual perceptual consciousness is gradable or dichotomous has been the subject of fierce debate in recent years. If perceptual consciousness is gradable, perceivers may have less than full access to—and thus be less than fully phenomenally aware of—perceptual information that is represented in working memory. This raises the question: In virtue of what can a subject be less than fully perceptually conscious? In this chapter, we provide an answer to this question, according to which inexact categorizations of (...) visual input may result in a representation of the visual information in working memory that is less than fully available to the perceiver, and of which the perceiver is therefore less than fully phenomenally aware. The latter proposal is a natural extension of a theory of perception we have proposed in previous works, namely, the template tuning theory (TTT). We argue that although TTT is compatible with both gradable and dichotomous conceptions of perceptual consciousness, the available empirical evidence favours a gradable conception of perceptual consciousness. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age group. This text brings (...) together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy (...) teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Weight I Just Can’t LoseShelley Lynn MeyersI have always been a “fat person”. According to the medical definition though, I have not always been obese. I have spent most of my life on a journey from chubby to obese, finally ending at my current “overweight” status. After years of struggling with obesity I had gastric bypass surgery, finally losing enough weight to be “normal.” However, regardless of the (...) number on the scale or the BMI category into which I fell, I was still “fat”. I may have lost weight but I did not lose the experience and memories of life as an obese person. I was a fat girl on the inside.My earliest memories of childhood consist of feeling fat and awkward. I was the kid reading a book, watching other little girls practice their cartwheels and boys play tag. I was the kid who also hated gym class, especially the days we practiced tumbling or had to climb ropes. I heard the other kids laugh when I had difficulty doing these things. It’s no surprise that I was last or next to last when we had to choose teams for sports. At least when we played flag football I could play center and use my weight as an asset, blocking players from the other team.Certainly, taunts about my weight and even my own intrusive condemning thoughts were not constant, but they were frequent. Admittedly, I probably berated myself much more often than my peers did. I hated being different. What saddens me to this very day are promises I would make to God if I only I could be “like everyone else”. Oh the things that I would change, or give up for the gift of being a normal size. Even my good qualities, such as academic achievement, became another characteristic that made me stand out when all I wanted to do was hide amongst the crowd. I would have happily traded the high GPA for a lower number on the scale. [End Page E4]Some memories from that era seem to be forever etched into my mind. It has been more than thirty years since I was in the seventh grade, but I remember one particular incident very clearly. I went to my first school dance and was thrilled that I actually slow danced with a boy that I had liked since the fourth grade, Jeff1*. We danced to “How Much I Feel” by Ambrosia. Jeff wore a plaid flannel shirt, and I remember how soft it felt when I put my arms around his neck. The puppy love joy I felt that night was short-lived. At school the next day I read a note written by a female classmate. She wrote about the dance, saying that she had wanted to dance with Jeff, but “he was dancing with that fat pig”. She included my name as well, so there was no mistaking to whom she was referring. I felt nauseous. I decided that happiness was just a set-up for disappointment.Even though I thinned out somewhat during high school, I was still larger than most of my friends and saw myself as fat. I received few actual comments about my weight but I just knew they were thinking it. My best friends were exceptionally thin (one, I would later find out had an eating disorder), which added to my distorted body image. I also was the “friend”, rather than the “girlfriend”, with boys asking me to introduce them to my skinny friends. I was ecstatic when I had a horrible case of the flu and lost a lot of weight due to vomiting and the inability to keep food down. I remember hoping that I could get the flu every couple of months.I read fashion magazines and studied the latest, greatest ways to lose weight. Diet pills, fad soup diets and low calorie frozen dinners were popular and I tried most of them. Sadly, the very methods I tried to “get skinny” likely put me on the path to obesity. Starving myself just led to unhealthy eating, cravings and quite possibly, a metabolism that had no... (shrink)

The ever-debated question of triage and allocating the life-saving ventilator during the COVID-19 pandemic has been repeatedly raised and challenged within the ethical community after shortages propelled doctors before life and death decisions. The British Medical Association’s ethical guidance highlighted the possibility of an initial surge of patients that would outstrip the health system’s ability to deliver care “to existing standards,” where utilitarian measures have to be applied, and triage decisions need to maximize “overall benefit” In these emergency circumstances, (...) triage that “grades according to their needs and the probable outcomes of intervention” will prioritize or eliminate patients for treatment, and health professionals may be faced with obligations to withhold or withdraw treatments to some patients in favour of others. This piece is a response and extension to articles published on the manner of involvement for ethics and ethicists in pandemic triage decisions, particularly examining the ability and necessity of establishing triage committees to ameliorate scarce allocation decisions for physicians. (shrink)

This article describes a philosophy session with ten-year-old students centered around aesthetics, and in particular on questions about the meaning of music. The students explore the nature of music and art, including questions about what makes something music, artist intention, and the relation of art and the expression of emotion. The session involves a performance of John Cage’s work 4’ 33” and the way in which the performance can inspire a conversation with young people about philosophy of music. The article (...) depicts such a conversation in a fifth grade classroom. The students examine whether silence can be music, whether art must express emotion, and whether it is the external properties of a work or our experience of it that define it as music. Music is deeply important to most people, and yet it evokes some of the most challenging questions of aesthetics. Discussing these questions can serve to illustrate some of the ways in which philosophical enigmas lie behind many of our most ordinary experiences. The surprising experience of attending a performance of Cage’s work, combined with being outside of the classroom for a special event and the relevance of music in the students’ lives, create a powerful environment for philosophical inquiry. The students are able to grasp immediately the complex issues raised by the work, and the resulting search for meaning within the philosophical community of inquiry can be a transformative moment. (shrink)

Learning social studies content is important for all students, including those with severe disabilities. However, there is a limited amount of research that specifically examines teaching social studies to this population of students. Therefore, educators must look to research-based practices in other academic areas (e.g., English language arts) to determine new strategies to teach this important content. Using a multiple probe across participants design, three fifth-grade students with severe disabilities were taught to answer comprehension questions during read-alouds of social (...) studies text using a modified system of least prompts and graphic organizer. Findings indicate all students improved on the correct number of comprehension questions answered independently. Implications for practice and ideas for future research to teach social studies to students with severe disabilities are discussed. (shrink)

What makes for a good explanation of a person’s actions? Their reasons, or soa natural reply goes. But how do reasons function as part of explanations, that is, within an account of the causes of action? Here philosophers divide concerning the logical relation in which reasons stand to actions. For, tradition holds, reasons evaluatively characterized must be causally inert, inasmuch as the normative features cannot be found in any account of the empirical/descriptive. To countenance reasons as causes thus seems to (...) imply some degree of normative involvement in causal explanation. Mark Risjord opts for full normative involvement while David Henderson insistently denies a role to norms in explanation. Stueber occupies an intermediate position here. I question just whether there exists some "special" problem regarding norms, at least in the form which, I take it, all three of the authors I discuss assume there to be one. Key Words: reasons • causes • norms • rules • explanation. (shrink)

This chapter contains sections titled: A Brief History of Socratic Method and Socratic Teaching Teaching Through Questions The Features of Contemporary Socratic Education Conclusion.

With the wide application of computers and digital technologies, online information searching is being integrated into students’ learning process. Improving students’ creative question generation through online information searching is an emerging research topic in the creativity and pedagogy field. Online information searching brings diversified information, but it also leads to cognitive load brought by a large amount of online information. Using online information searching to generate creative questions depends on students’ cognitive properties. However, the existing literature ignores the joint (...) influence of students’ online information searching strategies and cognitive properties on their creative question generation. This study puts forward three hypotheses: first, the two strategies of students’ online information searching will increase their creative question generation; second, the impact of “keywords” is negatively moderated by students’ need for cognitive closure ; third, the impact of “Web page exploration” is positively moderated by NFCC. The main reason is that high NFCC prevents students from obtaining diversified perspectives by using different keywords, but it helps to avoid distractions caused by a large amount of online information and promote the persistency of their reading information. Based on the data of quasi-experimental tasks completed by 90 students in Grade 7 and Grade 8, the results support the above hypothesis. The contributions of creative question generation theory and NFCC theory, as well as important issues of future study, are discussed. (shrink)

Experimental evidence strongly supports the view that the subdivision of organ anlagen into smaller structural units is an autonomous process. Dalcq &Pasteels' hypothesis which says that the boundaries between the different areas into which a morphogenetic field differentiates are determined by “Threshold values” in the “potential” of the field in question, is inconsistent with our present knowledge of biochemical reaction systems. Threshold values may only be used indescribing the spatial differentiation of a morphogenetic field. It is suggested that the (...) latter concept be replaced by the concept of “optimal values” in the intensity of a morphogenetic field-specific for the various chemo-differentiations characterizing the different regions into which a morphogenetic field will split up-and that each optimal value isdeterminative for the appearance of one particular differentiation within the morphogenetic field, each differentiation being formed within a certain range of intensity of the field. On the basis of the hypothesis formulated above a “virginal” morphogenetic field will necessarily differentiate into a number of smaller fields of second order, which in their turn will split up into fields of third order, etc. ” Pattern formation” may be defined as the differentiation of a morphogenetic field into an increasing number of smaller fields of higher order of qualitative different chemical and structural composition. Since differentiation of a morphogenetic field proceeds autonomously, the capacity for pattern formation is an intrinsic property of a morphogenetic field. In the light of these considerations it is suggested that a morphogenetic field action is responsible for the first differentiation of the developing embryo into regions with predominantly ectodermal, mesodermal or endodermal differentiation tendencies. The present knowledge about the characteristic pattern formation taking place in the axial mesoderm as well as in the overlying neural plate seems to be in good agreement with the implications of the present morphogenetic field concept. It is emphasized, however, that if the present morphogenetic field concept cannot be characterized further biochemically and biophysically, it will have to be replaced by another concept which can be defined more sharply and is more easily accessible to experimental analysis. Les preuves expérimentales confirment que la subdivision des ébauches des organes en unités structurelles plus petites est un processus autonome. L'hypothèse deDalcq &Pasteels disant que les bornes entre les différents domaines formées par la différenciation d'un champ morphogénétique sont déterminées par des „valeurs seuil” dans le „potentiel” du champ en question, n'est pas en harmonie avec notre connaissance actuelle des systèmes biochimiques. Des “valeurs seuil” ne peuvent être employés qu'en décrivant la différenciation spatiale d'un champ morphogénétique. On prend en considération de remplacer le concept des “valeurs seuil” par le concept des “valeurs optimales” dans l'intensité d'un champ morphogénétique. Ce seraient les valeurs spécifiques aux différenciations chimiques diverses qui caractérisent les différents domaines dans lesquels un champ morphogénétique se différencie. En outre, chaque valeur optimale serait déterminative à la formation d'une différenciation spéciale dans le champ morphogénétique, chaque différentiation se formant dans un certain trajet de l'intensité du champ. Par suite de l'hypothèse formulée ci-dessus un champ morphogénétique “virginal” va nécessairement se différencier en un nombre de champs plus petits de deuxième ordre, qui à leur tour se divisent en champs d'ordre troisième, etc. ... La régionalisation peut être définie comme la différenciation d'un champ morphogénétique dans un nombre de plus en plus élevé de champs plus petits d'ordre supérieur de composition chimique et structurelle qualitativement différente. Parce que la différenciation d'un champ morphogénétique se produit de façon autonome, le pouvoir de régionalisation est une propriété intrinsique d'un champ morphogénétique. Ces considérations nous mènent à proposer que l'action d'un champ morphogénétique est responsable de la première différenciation de l'embryon en régions qui possèdent des tendences de différenciation principalement ectodermiques, mésodermiques, ou bien endodermiques. La connaissance actuelle concernant la régionalisation caractéristique qui se produit dans le mésoderme axial ainsi que dans la plaque neurale superposée paraît se conformer aux conséquences du concept de champ morphogénétique. Cependant on souligne le fait que dans le cas òu le concept actuel du champ morphogénétique ne pourra pas être plus amplement caractérisé de façon biochimique et biophysique, il faudra le remplacer par un autre concept qui puit être défini plus nettement et qui est mieux accessible à l'analyse expérimentale. Die Auffassung, dass die Aufteilung von Organanlagen in kleineren Struktureinheiten ein selbständiger Prozess ist, findet Bestätigung in den experimentellen Ergebnissen. Die Hypothese vonDalcq &Pasteels , dass die Grenzen zwischen den unterschiedenen Gebieten, in denen ein morphogenetisches Feld sich differenziert, durch “Schwellenwerte” im “Potential” des genannten Feldes bestimmt werden, ist unvereinbar mit unserem heutigen Wissen über biochemischen Reaktionssystemen. Der Gebrauch des Begriffs “Schwellenwert” ist nur gestattet bei der Beschreibung der räumlichen Differenzierung eines morphogenetischen Feldes. Statt dieses Begriffs wird der Begriff “Optimaler Wert” vorgeschlagen; Werte also in der Intensität eines morphogenetischen Feldes, optimal und spezifisch für die verschiedene Chemodifferenzierungen, welche die Gebiete kennzeichnen, in denen ein morphogenetisches Feld sich differenzieren wird. Jeder optimaler Wert soll dann das Erscheinen einer bestimmten Differenzierung innerhalb des morphogenetischen Feldes veranlassen, welche Differenzierung sich bildet innerhalb eines bestimmten Bereichs der Feldintensität. Auf Grund der obigen Hypothese wird ein “virginelles” morphogenetisches Feld zwangsläufig sich differenzieren in eine Anzahl kleinerer Feldern zweiten Grades; diese in Felder dritten Grades, usw. Musterbildung könnte definiert werden als die Differenzierung eines morphogenetischen Feldes in eine zunehmende Anzahl kleinerer Felder höheren Grades von qualitativ verschiedener chemischen und strukturellen Zusammensetzung, Weil diese Differenzierung autonom vor sich geht, ist das Vermögen zur Musterbildung eine innewohnende Eigenschaft eines morphogenetischen Feldes. Im Lichte dieser Betrachtungen ist es naheliegend anzunehmen dass eine morphogenetische Feldwirkung verantwortlich ist für die erste Differenzierung des sich entwickelnden Embryos in Gebiete überwiegend ektodermalen, mesodermalen oder entodermalen Differenzierungstendenzen. Die heutigen Kenntnisse über die charakteristische Musterbildung im axialen Teil des Mesoderms und in der überliegenden Neuralplatte scheinen in guter Übereinstimmung zu sein mit den des morphogenetischen Feldbegriffs. Dennoch wird benachdruckt, dass, falls das gegenwärtige morphogenetische Feldbegriff nicht weiter biochemisch und biophysisch gekennzeichnet werden kann, anstatt dessen ein anderer Begriff entwickelt werden muß, der schärfer definiert werden kann und besser zugänglich ist für experimentelle Analyse. (shrink)

Experimental evidence strongly supports the view that the subdivision of organ anlagen into smaller structural units is an autonomous process. Dalcq &Pasteels' hypothesis which says that the boundaries between the different areas into which a morphogenetic field differentiates are determined by “Threshold values” in the “potential” of the field in question, is inconsistent with our present knowledge of biochemical reaction systems. Threshold values may only be used indescribing the spatial differentiation of a morphogenetic field. It is suggested that the (...) latter concept be replaced by the concept of “optimal values” in the intensity of a morphogenetic field-specific for the various chemo-differentiations characterizing the different regions into which a morphogenetic field will split up-and that each optimal value isdeterminative for the appearance of one particular differentiation within the morphogenetic field, each differentiation being formed within a certain range of intensity of the field. On the basis of the hypothesis formulated above a “virginal” morphogenetic field will necessarily differentiate into a number of smaller fields of second order, which in their turn will split up into fields of third order, etc. ” Pattern formation” may be defined as the differentiation of a morphogenetic field into an increasing number of smaller fields of higher order of qualitative different chemical and structural composition. Since differentiation of a morphogenetic field proceeds autonomously, the capacity for pattern formation is an intrinsic property of a morphogenetic field. In the light of these considerations it is suggested that a morphogenetic field action is responsible for the first differentiation of the developing embryo into regions with predominantly ectodermal, mesodermal or endodermal differentiation tendencies. The present knowledge about the characteristic pattern formation taking place in the axial mesoderm as well as in the overlying neural plate seems to be in good agreement with the implications of the present morphogenetic field concept. It is emphasized, however, that if the present morphogenetic field concept cannot be characterized further biochemically and biophysically, it will have to be replaced by another concept which can be defined more sharply and is more easily accessible to experimental analysis. Les preuves expérimentales confirment que la subdivision des ébauches des organes en unités structurelles plus petites est un processus autonome. L'hypothèse deDalcq &Pasteels disant que les bornes entre les différents domaines formées par la différenciation d'un champ morphogénétique sont déterminées par des „valeurs seuil” dans le „potentiel” du champ en question, n'est pas en harmonie avec notre connaissance actuelle des systèmes biochimiques. Des “valeurs seuil” ne peuvent être employés qu'en décrivant la différenciation spatiale d'un champ morphogénétique. On prend en considération de remplacer le concept des “valeurs seuil” par le concept des “valeurs optimales” dans l'intensité d'un champ morphogénétique. Ce seraient les valeurs spécifiques aux différenciations chimiques diverses qui caractérisent les différents domaines dans lesquels un champ morphogénétique se différencie. En outre, chaque valeur optimale serait déterminative à la formation d'une différenciation spéciale dans le champ morphogénétique, chaque différentiation se formant dans un certain trajet de l'intensité du champ. Par suite de l'hypothèse formulée ci-dessus un champ morphogénétique “virginal” va nécessairement se différencier en un nombre de champs plus petits de deuxième ordre, qui à leur tour se divisent en champs d'ordre troisième, etc.... La régionalisation peut être définie comme la différenciation d'un champ morphogénétique dans un nombre de plus en plus élevé de champs plus petits d'ordre supérieur de composition chimique et structurelle qualitativement différente. Parce que la différenciation d'un champ morphogénétique se produit de façon autonome, le pouvoir de régionalisation est une propriété intrinsique d'un champ morphogénétique. Ces considérations nous mènent à proposer que l'action d'un champ morphogénétique est responsable de la première différenciation de l'embryon en régions qui possèdent des tendences de différenciation principalement ectodermiques, mésodermiques, ou bien endodermiques. La connaissance actuelle concernant la régionalisation caractéristique qui se produit dans le mésoderme axial ainsi que dans la plaque neurale superposée paraît se conformer aux conséquences du concept de champ morphogénétique. Cependant on souligne le fait que dans le cas òu le concept actuel du champ morphogénétique ne pourra pas être plus amplement caractérisé de façon biochimique et biophysique, il faudra le remplacer par un autre concept qui puit être défini plus nettement et qui est mieux accessible à l'analyse expérimentale. Die Auffassung, dass die Aufteilung von Organanlagen in kleineren Struktureinheiten ein selbständiger Prozess ist, findet Bestätigung in den experimentellen Ergebnissen. Die Hypothese vonDalcq &Pasteels, dass die Grenzen zwischen den unterschiedenen Gebieten, in denen ein morphogenetisches Feld sich differenziert, durch “Schwellenwerte” im “Potential” des genannten Feldes bestimmt werden, ist unvereinbar mit unserem heutigen Wissen über biochemischen Reaktionssystemen. Der Gebrauch des Begriffs “Schwellenwert” ist nur gestattet bei der Beschreibung der räumlichen Differenzierung eines morphogenetischen Feldes. Statt dieses Begriffs wird der Begriff “Optimaler Wert” vorgeschlagen; Werte also in der Intensität eines morphogenetischen Feldes, optimal und spezifisch für die verschiedene Chemodifferenzierungen, welche die Gebiete kennzeichnen, in denen ein morphogenetisches Feld sich differenzieren wird. Jeder optimaler Wert soll dann das Erscheinen einer bestimmten Differenzierung innerhalb des morphogenetischen Feldes veranlassen, welche Differenzierung sich bildet innerhalb eines bestimmten Bereichs der Feldintensität. Auf Grund der obigen Hypothese wird ein “virginelles” morphogenetisches Feld zwangsläufig sich differenzieren in eine Anzahl kleinerer Feldern zweiten Grades; diese in Felder dritten Grades, usw. Musterbildung könnte definiert werden als die Differenzierung eines morphogenetischen Feldes in eine zunehmende Anzahl kleinerer Felder höheren Grades von qualitativ verschiedener chemischen und strukturellen Zusammensetzung, Weil diese Differenzierung autonom vor sich geht, ist das Vermögen zur Musterbildung eine innewohnende Eigenschaft eines morphogenetischen Feldes. Im Lichte dieser Betrachtungen ist es naheliegend anzunehmen dass eine morphogenetische Feldwirkung verantwortlich ist für die erste Differenzierung des sich entwickelnden Embryos in Gebiete überwiegend ektodermalen, mesodermalen oder entodermalen Differenzierungstendenzen. Die heutigen Kenntnisse über die charakteristische Musterbildung im axialen Teil des Mesoderms und in der überliegenden Neuralplatte scheinen in guter Übereinstimmung zu sein mit den des morphogenetischen Feldbegriffs. Dennoch wird benachdruckt, dass, falls das gegenwärtige morphogenetische Feldbegriff nicht weiter biochemisch und biophysisch gekennzeichnet werden kann, anstatt dessen ein anderer Begriff entwickelt werden muß, der schärfer definiert werden kann und besser zugänglich ist für experimentelle Analyse. (shrink)

Experimental evidence strongly supports the view that the subdivision of organ anlagen into smaller structural units is an autonomous process. Dalcq &Pasteels' hypothesis which says that the boundaries between the different areas into which a morphogenetic field differentiates are determined by “Threshold values” in the “potential” of the field in question, is inconsistent with our present knowledge of biochemical reaction systems. Threshold values may only be used indescribing the spatial differentiation of a morphogenetic field. It is suggested that the (...) latter concept be replaced by the concept of “optimal values” in the intensity of a morphogenetic field-specific for the various chemo-differentiations characterizing the different regions into which a morphogenetic field will split up-and that each optimal value isdeterminative for the appearance of one particular differentiation within the morphogenetic field, each differentiation being formed within a certain range of intensity of the field. On the basis of the hypothesis formulated above a “virginal” morphogenetic field will necessarily differentiate into a number of smaller fields of second order, which in their turn will split up into fields of third order, etc. ” Pattern formation” may be defined as the differentiation of a morphogenetic field into an increasing number of smaller fields of higher order of qualitative different chemical and structural composition. Since differentiation of a morphogenetic field proceeds autonomously, the capacity for pattern formation is an intrinsic property of a morphogenetic field. In the light of these considerations it is suggested that a morphogenetic field action is responsible for the first differentiation of the developing embryo into regions with predominantly ectodermal, mesodermal or endodermal differentiation tendencies. The present knowledge about the characteristic pattern formation taking place in the axial mesoderm as well as in the overlying neural plate seems to be in good agreement with the implications of the present morphogenetic field concept. It is emphasized, however, that if the present morphogenetic field concept cannot be characterized further biochemically and biophysically, it will have to be replaced by another concept which can be defined more sharply and is more easily accessible to experimental analysis. Les preuves expérimentales confirment que la subdivision des ébauches des organes en unités structurelles plus petites est un processus autonome. L'hypothèse deDalcq &Pasteels disant que les bornes entre les différents domaines formées par la différenciation d'un champ morphogénétique sont déterminées par des „valeurs seuil” dans le „potentiel” du champ en question, n'est pas en harmonie avec notre connaissance actuelle des systèmes biochimiques. Des “valeurs seuil” ne peuvent être employés qu'en décrivant la différenciation spatiale d'un champ morphogénétique. On prend en considération de remplacer le concept des “valeurs seuil” par le concept des “valeurs optimales” dans l'intensité d'un champ morphogénétique. Ce seraient les valeurs spécifiques aux différenciations chimiques diverses qui caractérisent les différents domaines dans lesquels un champ morphogénétique se différencie. En outre, chaque valeur optimale serait déterminative à la formation d'une différenciation spéciale dans le champ morphogénétique, chaque différentiation se formant dans un certain trajet de l'intensité du champ. Par suite de l'hypothèse formulée ci-dessus un champ morphogénétique “virginal” va nécessairement se différencier en un nombre de champs plus petits de deuxième ordre, qui à leur tour se divisent en champs d'ordre troisième, etc. ... La régionalisation peut être définie comme la différenciation d'un champ morphogénétique dans un nombre de plus en plus élevé de champs plus petits d'ordre supérieur de composition chimique et structurelle qualitativement différente. Parce que la différenciation d'un champ morphogénétique se produit de façon autonome, le pouvoir de régionalisation est une propriété intrinsique d'un champ morphogénétique. Ces considérations nous mènent à proposer que l'action d'un champ morphogénétique est responsable de la première différenciation de l'embryon en régions qui possèdent des tendences de différenciation principalement ectodermiques, mésodermiques, ou bien endodermiques. La connaissance actuelle concernant la régionalisation caractéristique qui se produit dans le mésoderme axial ainsi que dans la plaque neurale superposée paraît se conformer aux conséquences du concept de champ morphogénétique. Cependant on souligne le fait que dans le cas òu le concept actuel du champ morphogénétique ne pourra pas être plus amplement caractérisé de façon biochimique et biophysique, il faudra le remplacer par un autre concept qui puit être défini plus nettement et qui est mieux accessible à l'analyse expérimentale. Die Auffassung, dass die Aufteilung von Organanlagen in kleineren Struktureinheiten ein selbständiger Prozess ist, findet Bestätigung in den experimentellen Ergebnissen. Die Hypothese vonDalcq &Pasteels , dass die Grenzen zwischen den unterschiedenen Gebieten, in denen ein morphogenetisches Feld sich differenziert, durch “Schwellenwerte” im “Potential” des genannten Feldes bestimmt werden, ist unvereinbar mit unserem heutigen Wissen über biochemischen Reaktionssystemen. Der Gebrauch des Begriffs “Schwellenwert” ist nur gestattet bei der Beschreibung der räumlichen Differenzierung eines morphogenetischen Feldes. Statt dieses Begriffs wird der Begriff “Optimaler Wert” vorgeschlagen; Werte also in der Intensität eines morphogenetischen Feldes, optimal und spezifisch für die verschiedene Chemodifferenzierungen, welche die Gebiete kennzeichnen, in denen ein morphogenetisches Feld sich differenzieren wird. Jeder optimaler Wert soll dann das Erscheinen einer bestimmten Differenzierung innerhalb des morphogenetischen Feldes veranlassen, welche Differenzierung sich bildet innerhalb eines bestimmten Bereichs der Feldintensität. Auf Grund der obigen Hypothese wird ein “virginelles” morphogenetisches Feld zwangsläufig sich differenzieren in eine Anzahl kleinerer Feldern zweiten Grades; diese in Felder dritten Grades, usw. Musterbildung könnte definiert werden als die Differenzierung eines morphogenetischen Feldes in eine zunehmende Anzahl kleinerer Felder höheren Grades von qualitativ verschiedener chemischen und strukturellen Zusammensetzung, Weil diese Differenzierung autonom vor sich geht, ist das Vermögen zur Musterbildung eine innewohnende Eigenschaft eines morphogenetischen Feldes. Im Lichte dieser Betrachtungen ist es naheliegend anzunehmen dass eine morphogenetische Feldwirkung verantwortlich ist für die erste Differenzierung des sich entwickelnden Embryos in Gebiete überwiegend ektodermalen, mesodermalen oder entodermalen Differenzierungstendenzen. Die heutigen Kenntnisse über die charakteristische Musterbildung im axialen Teil des Mesoderms und in der überliegenden Neuralplatte scheinen in guter Übereinstimmung zu sein mit den des morphogenetischen Feldbegriffs. Dennoch wird benachdruckt, dass, falls das gegenwärtige morphogenetische Feldbegriff nicht weiter biochemisch und biophysisch gekennzeichnet werden kann, anstatt dessen ein anderer Begriff entwickelt werden muß, der schärfer definiert werden kann und besser zugänglich ist für experimentelle Analyse. (shrink)

While the study of implicit learning is nothing new, the field as a whole has come to embody — over the last decade or so — ongoing questioning about three of the most fundamental debates in the cognitive sciences: The nature of consciousness, the nature of mental representation (in particular the difficult issue of abstraction), and the role of experience in shaping the cognitive system. Our main goal in this chapter is to offer a framework that attempts to integrate current (...) thinking about these three issues in a way that specifically links consciousness with adaptation and learning. Our assumptions about this relationship are rooted in further assumptions about the nature of processing and of representation in cognitive systems. When considered together, we believe that these assumptions offer a new perspective on the relationships between conscious and unconscious processing and on the function of consciousness in cognitive systems. (shrink)

The purpose of this quantitative study of 401 students is to identify common motivations for Chinese students to plagiarize on written English assignments and ultimately to demystify and understand the mindset of Chinese students who do plagiarize. According to a regression analysis of these data, the most significant factor relating to likelihood to self-report plagiarism for Chinese students is the belief in a “standard answer,” which represents the correct answer to a given question. The regression results also suggest that (...) students who believe that imitation of experts is important to learning are more likely to self-report plagiarism, and that business students are more likely to self-report than non-business students. The other factors examined in our model, such as English writing ability; ability to express one’s self in English writing; embarrassment about English writing ability; concern for accuracy of English writing; and concerns about grade point average, were not significant predictors of self-reported plagiarism. These results give a key insight into the English writing plagiarism behaviors of Chinese students studying in Western higher education. (shrink)