This study aimed to explore postgraduate students’ lived experiences of managing research ethics committee processes. Whilst there is a wide range of research that explores ethics principles/guidan...

Brindley proposed that we initially generate movements , under higher cerebral control. As the movement is practiced, the cerebellum learns to link within itself the context in which the movement is made to the lower level movement generators. Marr and Albus proposed that the linkage is established by a special input from the inferior olive, which plays upon an input-output element within the cerebellum during the period of the learning. When the linkage is complete, the occurrence of the context (...) (represented by a certain input to the cerebellum) will trigger (through the cerebellum) the appropriate motor response. The movement is distinguished from the conscious movement by its now being automatic, rapid, and stereotyped. The idea is still controversial, but has been supported by a variety of animal studies and, as reviewed here, is consistent with the results of a number of human PET and ablation studies. I have added to the idea of context-response linkage what I think is another important variable: novel combinations of downstream elements. With regard to the motor system and the muscles, this could explain how varied combinations of muscles may become active in precise time-amplitude specifications so as to produce coordinated movements appropriate to specific contexts. In this target article, I have further extended this idea to the premotor parts of the brain and their role in cognition. These areas receive influences from the cerebellum; they are active both in planning movements that are to be executed and in thinking about movements that are not to be executed. From recent evidence, the cerebellar output extends even to what has been characterized as the ultimate frontal planning area, the cortex, area 46. The cerebellum thus may be involved in context-response linkage, and response combination even at these higher levels. The implication would be that, through practice, an experiential context would automatically evoke a certain mental action plan. The plan would be in the realm of thought, and could lead to execution. The specific cerebellar contribution would be one of the context linkage and the shaping of the response, through trial and error learning. The prefrontal and premotor areas could still plan without the help of the cerebellum, but not so automatically, rapidly, stereotypically, so precisely linked to context, or so free of error. Nor would their activities improve optimally with mental practice. (shrink)

Many scholars of early China agree that the fourth century bce witnessed a surge in intellectual interest in concepts that have been dubbed the self, “subjectivity,” the private realm, and the body. As such a sphere came into greater focus in intellectual circles, so did a new discourse that evaluated what it meant to benefit or deprive the self and its related parts. The famous statement purportedly by Yang Zhu 楊朱 (or Yangzi 楊子) that claims he was not willing to (...) pluck out a single hair in order to benefit the world reminds us of such a discourse.2 Around the same time, there also emerged discussions that polarized various ideas of self and the private sphere (si 私), on the one hand, ver- sus the state and the public sphere (gong 公), on the other, especially in circles that concerned themselves with public policy and statecraft, but also more generally. These discussions formed a forceful counterpoint to the discourses involving human subjectivity and the body. Indeed, their open dislike of the influence of private, individual, and personal realms in politics strongly suggests that the statecraft writers were re- acting to and in dialog with those intellectuals who engaged discussion of subjectivity, the self, and its agencies. (shrink)

Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The History teacher’s understanding of (...) DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. (shrink)

Central to Confucian teachings in the Analects is the ideal of self-cultivation—in particular that of the junzi 君子 (“gentleman” “nobleman”) ideal. At the same time that Confucius recommends that individuals follow such an ideal, he also places limits on who actually might attain it. By examining statements involving such terms as the junzi, the “petty man” ( xiao ren 小人), and the “masses” ( min 民, or zhong 眾), or common people, this essay highlights the sociopolitical and gender restrictions informing (...) one of the most basic, yet lofty, ethical goals of the text. A new means is also offered of discussing these socially delimited discrepancies in moral cultivation by referring to leading, or self-determining agency in association with junzi on the one hand, and to conformist agency for women and common people on the other. (shrink)

The Taiyi shengshui 太一生水 is one of only a few texts in the early Chinese corpus to present a detailed cosmogony, one that traces the beginnings of the cosmos back to a variety of spiritual and natural forces, such as the divinity Taiyi and water. My primary question in this chapter is not to ask what that cosmogony was, but why such a cosmogonic text might have been written in the first place. Why in particular did authors in Warring States (...) China deem it necessary to go all the way back to the very beginning of everything to try to situate their thought and recommendations for human action? By comparing the Taiyi shengshui to various other cosmogonies in the textual tradition, we arrive at interesting insights into both the overarching moral agenda of the text as well as its specific contributions to cosmological thinking in early China. (shrink)

One of the key concepts in the Heng Xian is the concept of creation, as expressed through a process of spontaneous arising and spontaneous generation. This article analyzes the mechanics of spontaneous creation in terms of the cosmogony that is prominent in the text. I also show how psychomorphic descriptions of the cosmos—associated with the process of cosmogenesis—provide an explanation for change and movement in the cosmos as well as a template for idealized human action in the world. Lastly, I (...) suggest a possible cultural context in which such descriptions of creation became prominent in the late Warring States period. (shrink)

This essay explores a call for non-action in certain ancient Chinese texts that, contrary to expectation, implicitly upholds definitions of action that are comparable to Western understandings of the term. The call for non-action in ancient Chinese texts differs significantly, however, from what Western theorists usually define as legitimate, agent-led action through its negation of viewing means-end calculations as the basis of action. Closer analysis of such formulations on non-action reveal that that there is room for a broader definition in (...) action theory of what constitutes a coherent, unified, creative agent. (shrink)

Literary Forms of Argument in Early China examines the functions of rhetorical markers and devices as well as the patterns and larger modes structuring various styles of early Chinese argumentation. The nine contributors to the volume each present tight analyses of specific compositional or literary aspects of persuasion, hoping to demonstrate how an unabashed focus on the formal elements of philosophical writing might come to the aid of, or even more drastically alter and transform, philosophical interpretation. The volume includes essays (...) by the following nine scholars, who are at once a mixture of philologists, textual and literary specialists, and intellectual historians: Rudolph Wagner, Andrew Plaks, David... (shrink)

The Guodian texts that appear to follow a Ruist line of thought are noteworthy in their special emphasis on the relationship between the spiritual world of Heaven and the world of humans. The Wuxing 五行 text is one of the main texts that clearly prioritizes such a divine–human connection. This chapter examines the way in which the author of the Wuxing establishes “Sagacity” as a key psychological marker of moral realization—associated with the divine Way of Heaven. I show how Sagacity (...) epitomizes the ideal of harmony among the Five Conducts by merging human, mundane realms of moral thought and feeling with divine apprehension of moral perfection. Through an analysis of musical metaphors that reveal the nature of the human–Heaven relationship in the human body, I demonstrate how some early Chinese Ruist thinkers grounded their ethics in a highly spiritual attitude towards the human psyche. (shrink)

This short study was written in 1925 as part of the course of lectures on Plato's Republic.

A significant inquiry into some of the similarities between two philosophies generally regarded to be quite different.

Plato's Republic: the argument with Polemarchus.--Plato's Republic: the argument with Thrasymachus.--Plato's Republic: the nature of the soul.--Plato's Republic: the comparison between the soul and the state.--Plato's Republic: the proof that the most just man is the happiest.--Aristotle's definition of moral virtue and Plato's account of justice in the soul.--Purposive action.--A comparison of Kant's idealism with that of Berkeley.--The syntheses of sense and understanding in Kant's Kritik of pure reason.--The schematism of the categories in Kant's Kritik of pure reason.--The concept of (...) evolution. (shrink)

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

A complete translation of Aristotle's classic that is both faithful and readable, along with an introduction that provides the modern reader with a means of understanding this seminal work and its impact on our culture. In this volume, Joe Sachs (translator of Aristotle's _Physics, Metaphysics,_ and the _Nicomachean Ethics _)also supplements his excellent translation with well-chosen notes and glossary of important terms. Focus Philosophical Library translations are close to and are non-interpretative of the original text, with the notes and a (...) glossary intending to provide the reader with some sense of the terms and the concepts as they were understood by Aristotle’s immediate audience. (shrink)

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others (...) who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools. (shrink)

There are two alternative approaches to accommodating an agent-centered restriction against, say, φ-ing. One approach is to prohibit agents from ever φ-ing. For instance, there could be an absolute prohibition against breaking a promise. The other approach is to require agents both to adopt an end that can be achieved only by their not φ-ing and to give this end priority over that of minimizing overall instances of φ-ing. For instance, each agent could be required both to adopt the end (...) of minimizing their own promise-breakings and to give this end priority over that of minimizing promise-breakings overall. The former is what I’ll call the side-constraint approach, and the latter is what I’ll call the teleological approach. In this chapter, I argue that, when it comes to accommodating restrictions, we should (1) favor the teleological approach over the side-constraint approach, (2) favor an act-consequentialist approach over a non-consequentialist, teleological approach (such as Rossian pluralism), and (3) favor a Kantsequentialist approach over other act-consequentialist approaches, where Kantsequentialism is a version of act-consequentialism that holds that persons are ends-in-themselves who are inherently and unconditionally valuable and are, thus, owed our respect. (shrink)

The words quoted above distill the common secular conception of death. If we decline the traditional religious reassurances of an afterlife, or their fuzzy new age equivalents, and instead take the hard-boiled and thoroughly modern materialist view of death, then we likely end up with Gonzalez-Cruzzi. Rejecting visions of reunions with loved ones or of crossing over into the light, we anticipate the opposite: darkness, silence, an engulfing emptiness. But we would be wrong.