This is the paperback edition of Dr Reeves’ valuable book: in the four years since its original publication it has received merited attention and praise for correlating, in substantial detail, the old ‘inspectionist’, ‘picture’ view of thinking with the contemporary ‘action’, ‘process’ conceptions. ‘In the empirical tradition at any rate, and in this tradition much early systematic psychologizing was rooted, interest tended to be focused on the content of thinking, sensation was considered a fundamental source of that content, and thinking, (...) so far as it was an activity, approximated to some form of visual inspection. Ideas, images, their permutations and combinations constituted that which came under this conscious scrutiny’. Excellent chapters on Locke, Spinoza, Freud, Gestalt Psychology and Binet detail the breakdown and rejection of this simple associationist treatment of thought. However ‘in assimilating thinking to action and moving away from the inspectionist viewpoint, we must be careful not to throw away key processes such as recognition, without which it seems impossible to derive constructive, realistic and logical thinking from that which is governed by immediate stimulus and motive’. (shrink)

If a utopia is a near perfect, or even a demonstrably superior, society, is there anything that endangers that society as soon as it is achieved? Yes. Prosperity! I have shown in “More's Utopia and the New World Utopias: Is the Good Life an Easy Life?”, that the actually existing, “real” New World Utopian communities were severely challenged by success. For example, the vigor of the Jansonite community in Bishop Hill, Illinois (1846-1860) sharply declined when that community met their survival (...) needs and had to deal with surpluses and comfort. As soon as communal efforts and group sacrifices produced prosperity, the attractiveness of communism faded. (shrink)

Mathematics word problems provide students with an opportunity to apply what they are learning in their mathematics classes to the world around them. However, students often neglect their knowledge of the world and provide nonsensical responses (e.g., they may answer that a school needs 12.5 buses for a field trip). This study examined if the question design of word problems affects students' mindset in ways that affect subsequent sense‐making. The hypothesis was that rewriting standard word problems to introduce inherent uncertainty (...) about the result would be beneficial to student performance and sense‐making because it requires students to reason explicitly about the context described in the problem. Middle school students (N = 229) were randomly assigned to one of three conditions. In the standard textbook condition, students solved a set of six word problems taken from current textbooks. In the modified yes/no condition, students solved the same six problems rewritten so the solution helped answer a “yes” or “no” question. In the disfluency control condition, students solved the standard problems each rewritten in a variety of fonts to make them look unusual. After solving the six problems in their assigned condition, all students solved the same three “problematic” problems designed to assess sense‐making. Contrary to predictions, results showed that students in the modified yes/no condition solved the fewest problems correctly in their assigned condition problem set. However, consistent with predictions, they subsequently demonstrated more sense‐making on the three problematic problems. Results suggest that standard textbook word problems may be able to be rewritten in ways that mitigate a “senseless” mindset. (shrink)

Choral music teachers simultaneously work toward two potentially competing goals: the quality of the musical performance and the quality of the education they provide for students. Is either goal preeminent, or can both exist in an ever-shifting balance? This paper highlights how this conundrum has existed since the emergence of North American choral music education nearly a century ago. The problem is explored as a paradox, with examples drawn from the author's personal experience. A proposed resolution supports the validity of (...) both goals, with the suggestion that teachers need to increase awareness of how their goals affect decisions concerning policy, pedagogy, and musical practice. (shrink)