This paper is a report on aconversation held between the authors andcentered on their shared interest inalternative methods of inquiry and evaluationin agriculture. The conversation was initiatedat the W. K. Kellogg Foundation and has evolvedthrough a series of long distanceconversations. Though not a verbatim transcriptof our conversations, this paper represents acomposite of both the face-to-face conversationand our stream of dialogue over the past year.Central to our discussion is an exploration ofthe parallels between the paradigm shift thatoccurred in evaluation in the (...) early 1980s andthe current agricultural paradigm shift beingpromoted by the W. K. Kellogg Foundation. Inthe course of this conversational paper, wesuggest not only that evaluators andresearchers should cultivate their capacity tohear and tell stories, but also thatagricultural programs and their long-termimpacts could benefit from different kinds ofevaluation efforts. From this perspective, theevaluation or research report is no longer anattempt to mirror reality, but rather it is anevocative story that asks the reader to engagethe storyline morally, emotionally,aesthetically, and intellectually, as well asfrom a social impact perspective. It is ourhope that this paper will serve as what Lather(1993) has called an ``incitement to discourse''in the disciplinary fields of agriculture andevaluation. (shrink)

De Interpretatione is among Aristotle's most influential and widely read writings; C. W. A. Whitaker presents the first systematic study of this work, and offers a radical new view of its aims, its structure, and its place in Aristotle's system. He shows that De Interpretatione is not a disjointed essay on ill-connected subjects, as traditionally thought, but a highly organized and systematic treatise on logic, argument, and dialectic.

This is a surprisingly good book. Published by Longmans in Great Britain as part of a series on "Education Today," it provides a very lucid and cogent first glimpse at the discipline of the philosophy of religion. The author's perspective is derivative of the analytic school, but what makes the book so valuable is that Goodall relates linguistic distinctions to Biblical categories. The author makes it obvious that he is a believer and authenticates the conviction that one can be a (...) believer and still sound like Flew or Ryle. The influence of Ian T. Ramsey comes through loud and clear. Goodall presents his proofs for the validity of religious statements with clarity and vigor. Worth the price of the book alone is Goodall's discussion of Lear's "The pobble who had no toes."--W. A. J. (shrink)

T he O bject of this paper is the development of a view of punishment which incorporates what is of importance in retributive and utilitarian justifications of the practice of punishment. This proposed theory was noted and referred to as the plene esse , but not fully worked out, in the course of a discussion paper in which my concern was to offer an alternative view, to that of Mr Anthony Quinton, by construing ‘the right to punishment’ as meaning that (...) ‘the offender has the right to be regarded as responsible for his actions’. (shrink)

The additional data, perspectives, questions, and criticisms contributed by the commentaries strengthen our view that local cortical processors coordinate their activity with the context in which it occurs using contextual fields and synchronized population codes. We therefore predict that whereas the specialization of function has been the keynote of this century the coordination of function will be the keynote of the next.

A lot of the talk about education nowadays invokes the notion of ‘quality’ and it has been suggested that education in schools and universities would benefit from exposure to the kind of quality assurance procedures originally developed by industry to monitor and raise performance. The paper is critical of this suggestion, arguing that the notion of quality which has emerged from industry is a very limited one and that importing the latter into education would change our educational thinking and practice (...) in significant ways for the worse. What we need, instead, is a fuller appreciation of the kind of quality and standards which are proper to education and which depend upon the exercise of personal judgement. (shrink)

A lot of the talk about education nowadays invokes the notion of ‘quality’ and it has been suggested that education in schools and universities would benefit from exposure to the kind of quality assurance procedures originally developed by industry to monitor and raise performance. The paper is critical of this suggestion, arguing that the notion of quality which has emerged from industry is a very limited one and that importing the latter into education would change our educational thinking and practice (...) in significant ways for the worse. What we need, instead, is a fuller appreciation of the kind of quality and standards which are proper to education and which depend upon the exercise of personal judgement. (shrink)