When word pairs having a familiar order are sequentially flashed on a computer in their non-familiar order, , observers have a strong phenomenology of seeing them in familiar order . Reversal errors remained frequent even when participants obtained perceptual experience of reverse-display items by beginning with a block of longer-duration trials. A forced-choice order-detection procedure reduced but did not eliminate reversal errors, showing that “fast pairs” is a robust perceptual illusion. Even adjective + noun pairs showed reversal errors, and reversal (...) errors increased with the log frequency of the word pair, consistent with a strong role for statistical processing at the level of multi-word units. (shrink)

In “Truth by Convention” W.V. Quine gave an influential argument against logical conventionalism. Even today his argument is often taken to decisively refute logical conventionalism. Here I break Quine’s arguments into two— the super-task argument and the regress argument—and argue that while these arguments together refute implausible explicit versions of conventionalism, they cannot be successfully mounted against a more plausible implicit version of conventionalism. Unlike some of his modern followers, Quine himself recognized this, but argued that implicit conventionalism was explanatorily (...) idle. Against this I show that pace Quine’s claim that implicit conventionalism has no content beyond the claim that logic is firmly accepted, implicit rules of inference can be used to distinguish the firmly accepted from the conventional. As part of my case, I argue that positing syntactic rules of inference as part of our linguistic competence follows from the same methodology that leads contemporary linguists and cognitive scientists to posit rules of phonology, morphology, and grammar. The upshot of my discussion is a diagnosis of the fallacy in Quine’s master critique of logical conventionalism and a re-opening of possibilities for an attractive conventionalist theory of logic. (shrink)

In _Ontological Terror_ Calvin L. Warren intervenes in Afro-pessimism, Heideggerian metaphysics, and black humanist philosophy by positing that the "Negro question" is intimately imbricated with questions of Being. Warren uses the figure of the antebellum free black as a philosophical paradigm for thinking through the tensions between blackness and Being. He illustrates how blacks embody a metaphysical nothing. This nothingness serves as a destabilizing presence and force as well as that which whiteness defines itself against. Thus, the function (...) of blackness as giving form to nothing presents a terrifying problem for whites: they need blacks to affirm their existence, even as they despise the nothingness they represent. By pointing out how all humanism is based on investing blackness with non-Being—a logic which reproduces antiblack violence and precludes any realization of equality, justice, and recognition for blacks—Warren urges the removal of the human from its metaphysical pedestal and the exploration of ways of existing that are not predicated on a grounding in Being. (shrink)

In this article we offer a single case study using an action research method for gathering and analysing data offering insights valuable to both design and research supervision practice. We do not attempt to generalise from this single case, but offer it as an instance that can improve our understanding of research supervision practice. We question the conventional ‘dyadic’ models of research supervision and outline a more collaborative model, based on the signature pedagogy of architecture: the design studio. A novel (...) approach to the supervision of creatively oriented postgraduate students is proposed, including new approaches to design methods and participatory supervision that draw on established design studio practices. This model collapses the distance between design and research activities. Our case study involving Master's Research Students supervision in the discipline of Architecture, shows how ‘connected learning’ emerges from this approach. This type of learning builds strong elements of creativity and fun, which promote and enhance student engagement. The results of our action research suggest that students learn to research more easily in such an environment and supervisory practices are enhanced when we apply the techniques and characteristics of design studio pedagogy to the more conventional research pedagogies imported from the humanities. We believe that other creative disciplines can apply similar tactics to enrich both the creative practice of research and the supervision of HDR students. (shrink)

This book offers both theoretical overviews and practical approaches for educators, academics, education students and parents who are interested in transforming schools. It encourages reinvigorating approaches to learning and teaching that can easily be integrated into both public and private K-12 school classrooms, with many ideas also applicable to higher education. It supports an educational system based on the beliefs that heart and spirit are intertwined with mind and intellect, and that inner peace, wisdom, compassion, and conscience can be developed (...) together with academic content and skills. (shrink)

Critics of Laudan's normative naturalism have questioned whether methodological rules can be regarded as empirical hypotheses about relations between means and ends. Drawing on Laudan's defense that rules of method are contingent on assumptions about the world, I argue that even if such rules can be shown to be analytic in principle, in practice the warrant for such rules will be empirical. Laudan's naturalism, however, acquires normative force only by construing both methods and epistemic goals as instrumental to practical concerns, (...) and issues only in context-specific and not general methodological principles. (shrink)

The Critical Mass in Collective Action: A Micro-Social Theory, Marwell Gerald and Oliver PamelaOn Social Facts, Gilbert Margaret.