An adamant fan of Darwin, F.W. Headley attempts to argue the difficulties of believing in Socialism and Darwinism simultaneously and highlights issues which could prevent Socialism from being put into practice. Originally published in 1909, this study uses examples of communities in countries such as England and India to illustrate Headley’s key belief that societies only function well if they do not interfere with the fight for existence and natural selection. This title will be of interest to students of Philosophy, (...) Sociology and Anthropology. (shrink)

John Howard Whitehouse was a British educational and social reformer and the founder of Bembridge School on the Isle of Wight. George Peabody Gooch was a British historian and Liberal Party politician. Originally published in 1924, this book contains essays by Whitehouse and Gooch putting forward the case for an international perspective on education and educational policy, with particular emphasis placed upon links with the United States. This book will be of value to anyone with an interest in (...) educational theories and the history of education. (shrink)

This chapter contains sections titled: The scaffolding of facts The role of our nature Forms of life Agreement: consensus of human beings and their actions.

Among the most outstanding discoveries of the last century is one that is not quite as momentous as the theory of relativity or cybernetics. It may even still be enigmatic. It has no one single author, it is not expressed in a single formula, conception, or invention. Nonetheless it is worth all the others combined.

This is a collection of the key articles written by renowned Wittgenstein scholar, G.P. Baker, on Wittgenstein’s later philosophy, published posthumously. Following Baker’s death in 2002, the volume has been edited by collaborator and partner, Katherine Morris. Contains articles previously only available in other languages, and one previously unpublished paper. Completely distinct from the widely-known work Baker did with P.M.S. Hacker in the Analytical Commentary on the Philosophical Investigations.

Change is the new normal, but so it has been for ages. Experience to navigate change is something you get just after you needed it, unless you tap into age-old experience. The Fourth Industrial Revolution is bringing about wide-ranging changes. With people having to adjust, the question is whether Christianity, with its roots in preindustrial times, may support people to navigate these changes. This conceptual article focusses on the relationships amongst constructs, exploring logical arguments about how these constructs are associated. (...) The 4IR is briefly described from differing vantage points, as to whether it is a valid description thereof. Whether a revolution or evolution, it is a complex system, and therefore the theory of complex systems is used, with the conclusion that one may merely participate in such systems. Being novel situations, one needs to participate creatively, based on a cognitive understanding of creativity. Creative solutions do not materialise out of thin air but are the novel use of existing knowledge structures. Christian traditions include institutional memories of how people managed situations of radical change, as reflected in Genesis 1 and Lamentations 4. These passages provide building blocks that may be used in creative coping strategies during times of change. Both passages suggest the strategy to juxtapose order and chaos, and borrowing from that, a ‘Grip-Grapple-Grow’ scaffolding system is suggested. To test the usability thereof, the issue of face masks during the Coronavirus Disease 2019 pandemic was touched upon, to evaluate how the interplay amongst 4IR, disruption, beliefs and technological advancement may play out.Contribution: The Fourth Industrial Revolution is speeding up the pace of change, with people having to adapt. This article explores processes of change management, juxtaposing the theory of complex systems, the cognitive science understanding of creativity and institutional memories afforded by some Christian traditions reflecting on how people managed order and chaos. (shrink)

The title of this article will perhaps seem excessively contentious to the reader. What solitude of Vladimir Ivanovich Vernadskii, he might ask, if he has even the slightest familiarity with the scientist's biography?

Vague language refers to expressions with unspecified meaning (for instance, 'I kind of want that job'), and is an important but often overlooked part of linguistic communication. This book is a comparative study of vague language based on naturally occurring data of a rare combination: L1 (American) and L2 (Chinese and Persian) speakers in academic settings. The findings indicate that L2 learners have diverse and culturally specific needs for vague language, and generally use vague words in a more concentrated fashion (...) compared with L1s. The book explores the interconnection and continuum between the linguistic realizations of a vague term and the functions it serves, and how 'elasticity' underpins the frequency and functions of vague language. The implication is that vague language may be integrated into the curriculum of English language teaching as part of L2 speakers' communicative competence. This book will be of great interest to researchers in the fields of intercultural education and applied linguistics. (shrink)

G. P. Meredith; XIII—Words as Instruments, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 241–260, https://doi.org/10.1093/aris.