One of the central issue of developmental biology concerns the molecular mechanisms whereby a multipotent cell gives rise to distinct differentiated progeny. Differences between specialised cell types reflect variations in their patterns of gene expression. The regulation of transcription initiation is an important control point for gene expression and it is, therefore, not surprising that transcription factors play a pivotal role in mammalian development and differentiation.Haemopoiesis offers a uniquely tractable system for the study of lineage commitment and differentiation. The importance (...) of transcription factor in the normal regulation of haemopoiesis is underlined by the frequency with which transcription factors are targeted by leukaemogenic mutations. Studies of the function and regulation of haemopoietic transcription factors, especially those expressed in lineage‐restricted patterns, should greatly increase our understanding of the molecular control of haemopoiesis. In this review we have focused on insights provided by recent studies of the GATA and SCL proteins. (shrink)

There is currently a debate over whether cognitive architecture is classical or connectionist in nature. One finds the following three comparisons between classical architecture and connectionist architecture made in the pro-connectionist literature in this debate: (1) connectionist architecture is neurally plausible and classical architecture is not; (2) connectionist architecture is far better suited to model pattern recognition capacities than is classical architecture; and (3) connectionist architecture is far better suited to model the acquisition of pattern recognition capacities by learning than (...) is classical architecture. If true, (1)–(3) would yield a compelling case against the view that cognitive architecture is classical, and would offer some reason to think that cognitive architecture may be connectionist. We first present the case for (1)–(3) in the very words of connectionist enthusiasts. We then argue that the currently available evidence fails to support any of (1)–(3). (shrink)

Writing a little over a decade ago of developments in educational philosophy, R. F. Dearden remarked on the dearth of alternative approaches to that of conceptual analysis which predominated, at least in Anglophone cultures, at that time. One possible avenue of enquiry which he identified as conspicuously absent in this respect was the development of a distinctively Catholic approach to problems of educational philosophy, observing that a work of the mid-war years, Maritain's Education at the Crossroads, appeared to be well (...) nigh the only modern effort in this direction. More than a decade on from this, in a climate no longer exclusively dominated by conceptual analysis - indeed, in which there is unprecedented interest in a wealth of different schools, traditions and approaches to philosophy of education - Dearden's remarks about the absence of a distinctively Catholic perspective still apply. In the following essay, therefore, the authors have undertaken, via a critical analysis of Maritain's educational speculations of half a century ago, to try to discern some of the principal issues and considerations which would need to be addressed in the interests of identifying a distinctively Catholic educational philosophy. (shrink)

Writing a little over a decade ago of developments in educational philosophy, R. F. Dearden remarked on the dearth of alternative approaches to that of conceptual analysis which predominated, at least in Anglophone cultures, at that time. One possible avenue of enquiry which he identified as conspicuously absent in this respect was the development of a distinctively Catholic approach to problems of educational philosophy, observing that a work of the mid-war years, Maritain's Education at the Crossroads (1943), appeared to be (...) well nigh the only modern effort in this direction. More than a decade on from this, in a climate no longer exclusively dominated by conceptual analysis - indeed, in which there is unprecedented interest in a wealth of different schools, traditions and approaches to philosophy of education - Dearden's remarks about the absence of a distinctively Catholic perspective still apply. In the following essay, therefore, the authors have undertaken, via a critical analysis of Maritain's educational speculations of half a century ago, to try to discern some of the principal issues and considerations which would need to be addressed in the interests of identifying a distinctively Catholic educational philosophy. (shrink)

We construct a recursive ultrapower F/U such that F/U is a tame 1-model in the sense of [6, §3] and FU is existentially incomplete in the models of II2 arithmetic. This enables us to answer in the negative a question about closure with respect to recursive fibers of certain special semirings Γ of isols termed tame models by Barback. Erik Ellentuck had conjuctured that all such semirings enjoy the closure property in question. Our result is that while many do, some (...) do not. (shrink)

In 1988 Fodor and Pylyshyn issued a challenge to the newly-popular connectionism: explain the systematicity of cognition without merely implementing a so-called classical architecture. Since that time quite a number of connectionist models have been put forward, either by their designers or by others, as in some measure demonstrating that the challenge can be met (e.g., Pollack, 1988, 1990; Smolensky, 1990; Chalmers, 1990; Niklasson and Sharkey, 1992; Brousse, 1993). Unfortu- nately, it has generally been unclear whether these models actually do (...) have this implication (see, for instance, the extensive philosophical debate in Smolensky, 1988; Fodor and McLaughlin, 1990; van Gelder, 1990, 1991; McLaughlin, 1993a, 1993b; Clark, 1993). Indeed, we know of no major supporter of classical orthodoxy who has felt compelled, by connectionist models and argu- ments, to concede in print that connectionists have in fact delivered a non-classical explanation of systematicity. (shrink)

In their provocative 1988 paper, Fodor and Pylyshyn issued a formidable challenge to connectionists, i.e. to provide a non‐classical explanation of the empirical phenomenon of systematicity in cognitive agents. Since the appearance of F&P's challenge, a number of connectionist systems have emerged which prima facie meet this challenge. However, Fodor and McLaughlin (1990) advance an argument, based upon a general principle of nomological necessity, to show that one of these systems (Smolensky's) could not satisfy the Fodor‐Pylyshyn challenge. Yet, if (...) Fodor and McLaughlin's analysis is correct, it is doubtful whether any existing connectionist system would fare better than Smolensky's. In the view of Fodor and McLaughlin, humans and classical architectures display systematicity as a matter of nomological necessity (necessity by virtue of natural law), but connectionist architectures do not. However, I argue that the Fodor‐Pylyshyn‐McLaughlin appeal to nomological necessity is untenable. There is a sense in which neither classical nor connectionist architectures possess nomological (or‘nomic’) necessity. However, the sense in which classical architectures do possess nomic necessity applies equally well to at least some connectionist architectures. Representational constituents can have causal efficacy within both classical and connectionist architectures. (shrink)

In their provocative 1988 paper, Fodor and Pylyshyn issued a formidable challenge to connectionists, i.e. to provide a non‐classical explanation of the empirical phenomenon of systematicity in cognitive agents. Since the appearance of F&P's challenge, a number of connectionist systems have emerged which prima facie meet this challenge. However, Fodor and McLaughlin (1990) advance an argument, based upon a general principle of nomological necessity, to show that one of these systems (Smolensky's) could not satisfy the Fodor‐Pylyshyn challenge. Yet, if (...) Fodor and McLaughlin's analysis is correct, it is doubtful whether any existing connectionist system would fare better than Smolensky's. In the view of Fodor and McLaughlin, humans and classical architectures display systematicity as a matter of nomological necessity (necessity by virtue of natural law), but connectionist architectures do not. However, I argue that the Fodor‐Pylyshyn‐McLaughlin appeal to nomological necessity is untenable. There is a sense in which neither classical nor connectionist architectures possess nomological (or‘nomic’) necessity. However, the sense in which classical architectures do possess nomic necessity applies equally well to at least some connectionist architectures. Representational constituents can have causal efficacy within both classical and connectionist architectures. (shrink)

This landmark work provides a systematic introduction to systems of modal logic and stands as the first presentation of what have become central ideas in philosophy of language and metaphysics, from the "new theory of reference" and non-linguistic necessity and essentialism to "Kripke semantics.".

Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in (...) England in the light of these developments. (shrink)

The question of when and how the basic concepts that characterize modern science arose in Western Europe has long been central to the history of science. This book examines the transition from Renaissance engineering and philosophy of nature to classical mechanics oriented on the central concept of velocity. For this new edition, the authors include a new discussion of the doctrine of proportions, an analysis of the role of traditional statics in the construction of Descartes' impact rules, and go deeper (...) into the debate between Descartes and Hobbes on the explanation of refraction. They also provide significant new material on the early development of Galileo's work on mechanics and the law of fall. (shrink)

This chapter contains sections titled: Religion Spirituality Education.

Appearing in English for the first time, Schelling’s 1842 lectures develop the idea that many philosophical concepts are born of religious-mythological notions.

This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined.

This important text introduces students to both feminism and other social and political theories via an examination of the inter-relationship between different feminist positions and key contemporary debates. The book takes each debate in turn, outlines the main themes, discusses different feminist responses and evaluates the implications for real-life political and social issues. This user-friendly structure effectively redraws the map of contemporary feminist thought, offering a fresh and succinct summary of an extensive range of material and graphically demonstrating the ongoing (...) relevance and value of a feminist perspective. (shrink)

With precision and profundity born of 30 years of devoted study, John Boyle offers an essential introduction to St. Thomas Aquinas on Scripture, shedding helpful light on the goals, methods, and commitments that animate the Angelic Doctor's engagement with the sacred page. Because the genius of St. Thomas's approach to the Bible lies not so much in its novelty but rather in the fidelity and clarity with which he recapitulates the riches of the preceding interpretive Tradition, this initiation into St. (...) Thomas's vision of Scripture is itself an orientation to the Church's vision of Scripture, from the Fathers through and beyond the Middle Ages. St. Thomas's embeddedness within the Church's Tradition and his own historical context is integral to his approach to Scripture, yet it sets him at some distance from modern readers, for whom his interpretive vision may seem perplexing or even impenetrable. In this Primer, Boyle first provides an acclimation to this medieval context through a survey and explanation of pertinent technical terminology used by St. Thomas and characteristic of the scholastic theology of the time. With an eye to the medieval practice of considering Scripture according to the fourfold division of causes, Boyle builds on this initial foundation by exploring in turn St. Thomas's accounts of the end or use of Scripture (final cause), its divine and human authorship (efficient cause), its order and division (material cause), and its literary styles or genres (formal cause). Drawing on writings from across St. Thomas's corpus, but especially his work On the Commendation and Division of Sacred Scripture and the prologues to his biblical commentaries, Boyle masterfully elucidates both the hermeneutical principles and deep wisdom of the Angelic Doctor's approach to Scripture, imparting invaluable guidance not only for reading and understanding St. Thomas and other great masters of the Tradition, but also-and ultimately-for understanding Scripture in light of this Tradition and reading it with greater benefit and joy. (shrink)

This book provides papers of the conference of leading scientists and philosophers on the notion of progress of knowledge, which is constitutive of our modern selfunderstanding, from the perspective of their disciplines. Summary of contents: 1. GEorg Henrik von Wright, Progress: Fiction and Fact 2. WAlter Burkert, Impact and Limits of the Idea of Progress in Antiquity 3. AListair Crombie, Philosophical Commitments and Scientific Progress 4. SHigeru Nakayama, Chinese "Cyclic" View of History vs Japanese "Progress" 5. JEan Blondel, Political Progress: (...) Illusion or Reality 6. NIcholas Rescher, Progress and the Future 7. RUdolf Flotzinger, Progress and Development in Musical History 8. DAg Pravitz, Progress in Philosophy 9. JOhn D. BArrow, Time in the Universe 10. ANtonio Garcia-Bellido, Progress in Biological Evolution 11. GEreon Wolters, The Idea of Progress in Evolutionary Biology: Philosophical Considerations 12. PHilippe Lazar, The Idea of Progress in Human Health. (shrink)

Background:Palliative care is acknowledged as an appropriate approach to support older people in nursing homes. Ethical issues arise from many aspects of palliative care provision in nursing homes; however, they have not been investigated in this context.Aim:To explore the ethical issues associated with palliative care in nursing homes in the United Kingdom.Design:Exploratory, sequential, mixed-methods design.Methods:Semi-structured interviews with 13 registered nurses and 10 healthcare assistants (HCAs) working in 13 nursing homes in the United Kingdom were used to explore ethical issues in (...) palliative care. The ‘Ethical Issues in Palliative Care for Nursing Homes’ instrument was used to measure the frequency and level of distress arising from ethical issues through a cross-sectional survey with 69 registered nurses and 129 healthcare assistants. Data collection occurred between December 2014 and November 2015.Ethical considerations:Ethical approval was granted by Queen’s University’s School of Nursing and Midwifery Research Ethics Committee and governance sought from each nursing home’s manager.Findings:The interviews revealed three themes: ethical issues in practice; relational issues; and organisational issues. No significant differences between registered nurses and healthcare assistants were evident, confirming the patterns emerging from the interviews. Relational issues, primarily issues with residents and families, occurred most frequently and caused greater distress.Conclusion:The shared environment is key in the experience of ethical issues; therefore, multidisciplinary education is needed for ethical decision making in palliative care. Addressing staff knowledge and service organisation may reduce ethical issues locally and provide a benchmark for global change. (shrink)

Many working women will experience sexual harassment at some point in their careers. While some report this harassment, many leave their jobs to escape the harassing environment. This mixed-methods study examines whether sexual harassment and subsequent career disruption affect women’s careers. Using in-depth interviews and longitudinal survey data from the Youth Development Study, we examine the effect of sexual harassment for women in the early career. We find that sexual harassment increases financial stress, largely by precipitating job change, and can (...) significantly alter women’s career attainment. (shrink)

Students of philosophy, psychology, sociology, and literature will welcome this collection of original essays on self-deception and related phenomena such as wishful thinking, bad faith, and false consciousness. The book has six sections, each exploring self-deception and related phenomena from a different perspective.

Goldman and His Critics presents a series of original essays contributed by influential philosophers who critically examine Alvin Goldman’s work, followed by Goldman’s responses to each essay. Critiques Alvin Goldman’s groundbreaking theories, writings, and ideas on a range of philosophical topics Features contributions from some of the most important and influential contemporary philosophers Covers Goldman’s views on epistemology—both individual and social—in addition to cognitive science and metaphysics Pays special attention to Goldman’s writings on philosophy of mind, including the evolution of (...) his thoughts on Simulation-Theory (ST). (shrink)

This volume illustrates how the methodology of metaphysics can be enriched with the help of cognitive science. Few philosophers nowadays would dispute the relevance of cognitive science to the metaphysics of mind, but this volume mainly concerns the relevance of metaphysics to phenomena that are not themselves mental. The volume is thus a departure from standard analytical metaphysics. Among the issues to which results from cognitive science are brought to bear are the metaphysics of time, of morality, of meaning, of (...) modality, of objects, and of natural kinds, as well as whether God exists. A number of chapters address the enterprise of metaphysics in general. In traditional analytical metaphysics, intuitions play a prominent role in the construction of, and assessment of theories. Cognitive science can be brought to bear on the issue of the reliability of intuitions. Some chapters point out how results from cognitive science can be deployed to debunk certain intuitions, and some point out how results can be deployed to help vindicate certain intuitions. (shrink)