Concise, engaging and accessible, Education Research: The Basics discusses key ideas about the nature and purpose of education research: what it can and cannot achieve, how it has been used over the years and where and how it has had an impact. Providing crucial background for understanding key thinkers in the field such as Plato, Dewey, Montessori and Freire, each chapter represents a way of understanding the goals and methods of research conducted in the field of education. With key terms (...) and further reading throughout, this book is a must-read for anyone undertaking or interested in research in the field of education. (shrink)

Mitochondria have been fundamental to the eco‐physiological success of eukaryotes since the last eukaryotic common ancestor (LECA). They contribute essential functions to eukaryotic cells, above and beyond classical respiration. Mitochondria interact with, and complement, metabolic pathways occurring in other organelles, notably diversifying the chloroplast metabolism of photosynthetic organisms. Here, we integrate existing literature to investigate how mitochondrial metabolism varies across the landscape of eukaryotic evolution. We illustrate the mitochondrial remodelling and proteomic changes undergone in conjunction with major evolutionary transitions. We (...) explore how the mitochondrial complexity of the LECA has been remodelled in specific groups to support subsequent evolutionary transitions, such as the acquisition of chloroplasts in photosynthetic species and the emergence of multicellularity. We highlight the versatile and crucial roles played by mitochondria during eukaryotic evolution, extending from its huge contribution to the development of the LECA itself to the dynamic evolution of individual eukaryote groups, reflecting both their current ecologies and evolutionary histories. (shrink)

This paper revisits the concept of affordance and explores its contribution to an understanding of the use of ICT for teaching and learning. It looks at Gibson‟s original idea of affordance and at some of the difficulties long associated with the use of the word. It goes on to describe the translation of the concept of affordance into the field of design through the work, in particular, of Norman. The concept has since been translated into research concerning ICT and further (...) opportunities and difficulties emerge. The paper locates key points of divergence within the usage of „affordance‟, as involving direct perception, invariant properties and complementarity. It concludes by arguing that affordance offers a distinctive perspective on the use of ICT in education because of its focus on possibilities for action. (shrink)

In Primitive Classification, Durkheim suggests using the notion of affectivity to explain the emergence of various social structures. This bold attempt to extend the role of affectivity in sociological thinking has been rejected by most social scientists. By greatly elaborating Durkheim's outline for a sociology of emotions, however, this essay suggests that there is a fruitful way to use affectivity in macrosociological theory. This model allows us to develop in a new way Durkheim's description of structural differentiation and stratification in (...) The Division of Labor in Society. (shrink)

This paper is an exploration of the relevance of Habermas’s social theory for understanding meaning making in the context of shared online interaction. It describes some of the key ideas within Habermas’s work, noting the central importance it gives to the idea of communicative action - a special kind of discourse in which there is ‘no other force than that of the better argument’ and no other motive other than ‘the cooperative search for truth’. The paper then turns to the (...) referencing of Habermas by educationalists in general and by supporters of online discussion in particular. It argues that a Habermasian perspective on meaning making is one in which participants strive for ‘genuine consensus’ by interrogating their own beliefs while actively engaging with opposing points of view. The value of this approach is that it introduces a concern for validity or truth into discussion of knowledge building and discriminates between emancipatory and strategic goals. While critics would argue that genuine consensus is not achievable, from Habermas we can better understand the importance of striving for such consensus. (shrink)

KANT'S CRITIQUE OF PURE REASON: A Commentary for Students, by T. E. Wilkerson. Clarendon Press: O.U.P., 1976. ix+221 pp. £6 cloth, £2.50 paper.

In this comprehensive collection of essays, most of which appear for the first time, eminent scholars from many disciplines—philosophy, economics, sociology, political science, demography, theology, history, and social psychology—examine the causes, nature, and consequences of present-day consumption patterns in the United States and throughout the world.

This paper argues that the intentional actions of collective entities, such as corporations and agencies, are not necessarily joint intentional actions by several members of those collectives. I briefly summarize the social action theories of John Searle, Michael Bratman, Margaret Gilbert, Raimo Tuomela, and Seumas Miller, which I argue are all theories of joint action. I then describe a case based loosely on events from the 2008 financial crisis in which an intentional collective action is performed by a corporation (...) due to the actions of two employees who have no knowledge of one another, and therefore cannot be engaged in a joint intentional action. I argue that this shows that, contrary to what joint action theorists are committed to, every intentional collective action does not entail the existence of a joint intentional action. Finally, I suggest that we should look for a weaker notion of coordination than that employed by joint action theories, and that this might be provided by examining the command structures of organizations. (shrink)

This article discusses three different approaches to human knowledge. The first is that of Peter Simons, a linguistic philosopher, who suggests that language has an underlying algebraic structure. The second approach is that of Ernest Nagel, a philosopher of science, who maintains that the key to knowledge lies in logical analysis. The third approach, due to Michael Polanyi, stresses the idea of tacit integration of parts into composite wholes. All three employ hierarchical schemes, the first two work from the (...) top down, whereas Polanyi works from the bottom up, using the idea of ‘emergence’. (shrink)

This paper first explores a number of themes in the psychological system developed by the Austrian-American psychologist, Egon Brunswik, focusing on those that had a formative influence on Social Judgement Theory. We show that while perception was a recurring ground for Brunswik's empirical and theoretical work, his psychology was a psychology of cognition in the broadest sense. Next, two major themes in Social Judgement Theory functionalism and probabilism are described, and the elegant formulation known as Brunswik's Lens Model is introduced. (...) Some methodological and theoretical implications of these themes are presented. The paper concludes with Hammond's Cognitive Continuum Theory (CCT), which is a theory describing modes of cognition and how those modes are influenced by task characteristics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“A Candle in Sunshine”Desire and Apocalypse in Blake and HölderlinMichael Kirwan, SJ (bio)Introduction1René Girard, in the wake of the critical theorists Adorno and Horkheimer, offers “an analysis of the present epoch.” His work can be seen as a further attempt to articulate the “dialectic of Enlightenment”: to explore precisely why, despite the hopes invested in the possibilities of human emancipation, the “enlightened world radiates disaster triumphant.” Like them, Girard (...) seeks to diagnose the present age and its Siamese twinning of emancipatory knowledge and barbarism.He does so by invoking messianic religious themes, notably the biblical theological category of apocalypse.2 In Battling to the End—by Girard’s own admission, a “bizarre book”—the apocalypse has quite specific geographical and historical coordinates. The hypermimetic rivalry between France and Germany that escalates through the nineteenth century reaches a symbolic tipping point in Hegel’s fascinated interpretation of Napoleon Bonaparte’s intervention at Jena in 1806—a fascination shared by Carl von Clausewitz (1780–1831), Prussian military theorist and author of the unfinished treatise On War. Girard thinks through Clausewitz’s appalled realization of the special nature of this [End Page 179] conflict: namely, that the intense “escalation to extremes” that ensnares these two protagonists will prove capable of overwhelming the “sacrificial” function of warfare. In other words, war will no longer have the capacity for channeling and containing conflict within strictly codified parameters. Click for larger view View full resolutionThe Last Judgement (1808) by William Blake (1757–1827), The Egremont Collection (accepted in lieu of tax by H.M. Treasury in 1957 and subsequently transferred to the National Trust). © NTPL/John Hammond[End Page 180]Following this logic, Girard argues that the total mobilization of populations begun with the French revolutionary army has indeed escalated, into the nightmarish catastrophes engulfing Europe and the world in the last century, which we now experience in the form of a global and globalized “war on terror”—a “global civil war.” Robert Hamerton-Kelly understands the situation as apocalyptic, defined as “an interpretation of politics in the form of a coded narrative.”3 Drawing on the root meaning of apokalypsis as “unveiling” or “disclosure,” he declares that ”something is being revealed about our world order, whether by divine grace or human reason,”4 a revelation that not only documents the threat to order but is itself a cause of the instability.Whether this heightened sense of history and its convulsions constitutes a significant change in mimetic theory, an “apocalyptic turn,” is open to debate. Hamerton-Kelly reminds us that Girard’s writing has been apocalyptic from the outset: witness Girard’s discussion of “The Dostoyevskian Apocalypse” in his first book. In his other main works, Girard has developed “an apocalyptic anthropology” that unveils the sacred structure of “this world.” This is apocalypse, but with a twist:Mimetic theory is ironically apocalyptic, because it is the opposite of what normally passes for that genre. It is nonviolent, while the vulgar apocalypse is violent, it decodes while the vulgar encodes, nevertheless, it is apocalyptic because it deals with universal history and human nature and assumes that historiography is possible and the human story is not “a tale told by an idiot.” It is apocalyptic because it decodes the encryption of violence in the vulgar apocalypse, in symbols such as the divine judgement and the torture of the guilty.5Bringing this context to light is less a matter of archaeology as of astrophysics: here, as it were, is modernity’s “big bang,” the point of origin of the matter and anti-matter of resentful energy that now threatens to overwhelm us.6 Girard’s reading offers much for the historian to grapple with, and yet it calls for more than historical analysis. In addition to Hegel and Clausewitz, Girard summons a further witness, Friedrich Hölderlin (1770–1843), a “theological poet” or Dichter, whose life and verse are read as a further commentary on the turbulent opening decade of the nineteenth century. The aim of the present article is to elucidate this poetical-theological dimension of Girard’s argument, partly by highlighting Girard’s invocation of Hölderlin, but also... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“A Candle in Sunshine”Desire and Apocalypse in Blake and HölderlinMichael Kirwan, SJ (bio)Introduction1René Girard, in the wake of the critical theorists Adorno and Horkheimer, offers “an analysis of the present epoch.” His work can be seen as a further attempt to articulate the “dialectic of Enlightenment”: to explore precisely why, despite the hopes invested in the possibilities of human emancipation, the “enlightened world radiates disaster triumphant.” Like them, Girard (...) seeks to diagnose the present age and its Siamese twinning of emancipatory knowledge and barbarism.He does so by invoking messianic religious themes, notably the biblical theological category of apocalypse.2 In Battling to the End—by Girard’s own admission, a “bizarre book”—the apocalypse has quite specific geographical and historical coordinates. The hypermimetic rivalry between France and Germany that escalates through the nineteenth century reaches a symbolic tipping point in Hegel’s fascinated interpretation of Napoleon Bonaparte’s intervention at Jena in 1806—a fascination shared by Carl von Clausewitz (1780–1831), Prussian military theorist and author of the unfinished treatise On War. Girard thinks through Clausewitz’s appalled realization of the special nature of this [End Page 179] conflict: namely, that the intense “escalation to extremes” that ensnares these two protagonists will prove capable of overwhelming the “sacrificial” function of warfare. In other words, war will no longer have the capacity for channeling and containing conflict within strictly codified parameters. Click for larger view View full resolutionThe Last Judgement (1808) by William Blake (1757–1827), The Egremont Collection (accepted in lieu of tax by H.M. Treasury in 1957 and subsequently transferred to the National Trust). © NTPL/John Hammond[End Page 180]Following this logic, Girard argues that the total mobilization of populations begun with the French revolutionary army has indeed escalated, into the nightmarish catastrophes engulfing Europe and the world in the last century, which we now experience in the form of a global and globalized “war on terror”—a “global civil war.” Robert Hamerton-Kelly understands the situation as apocalyptic, defined as “an interpretation of politics in the form of a coded narrative.”3 Drawing on the root meaning of apokalypsis as “unveiling” or “disclosure,” he declares that ”something is being revealed about our world order, whether by divine grace or human reason,”4 a revelation that not only documents the threat to order but is itself a cause of the instability.Whether this heightened sense of history and its convulsions constitutes a significant change in mimetic theory, an “apocalyptic turn,” is open to debate. Hamerton-Kelly reminds us that Girard’s writing has been apocalyptic from the outset: witness Girard’s discussion of “The Dostoyevskian Apocalypse” in his first book. In his other main works, Girard has developed “an apocalyptic anthropology” that unveils the sacred structure of “this world.” This is apocalypse, but with a twist:Mimetic theory is ironically apocalyptic, because it is the opposite of what normally passes for that genre. It is nonviolent, while the vulgar apocalypse is violent, it decodes while the vulgar encodes, nevertheless, it is apocalyptic because it deals with universal history and human nature and assumes that historiography is possible and the human story is not “a tale told by an idiot.” It is apocalyptic because it decodes the encryption of violence in the vulgar apocalypse, in symbols such as the divine judgement and the torture of the guilty.5Bringing this context to light is less a matter of archaeology as of astrophysics: here, as it were, is modernity’s “big bang,” the point of origin of the matter and anti-matter of resentful energy that now threatens to overwhelm us.6 Girard’s reading offers much for the historian to grapple with, and yet it calls for more than historical analysis. In addition to Hegel and Clausewitz, Girard summons a further witness, Friedrich Hölderlin (1770–1843), a “theological poet” or Dichter, whose life and verse are read as a further commentary on the turbulent opening decade of the nineteenth century. The aim of the present article is to elucidate this poetical-theological dimension of Girard’s argument, partly by highlighting Girard’s invocation of Hölderlin, but also... (shrink)

This volume is a collection of essays by various contributors in honor of the late Laurence Berns, Richard Hammond Elliot Tutor Emeritus at St. John's College, Annapolis. The essays address the literary, political, theological, and philosophical themes of his life's work as a scholar, teacher, and constant companion of the "great books.".

Today a variety of theological approaches offer fresh and enriching insights, yet much of contemporary religious thought can be disorienting for the beginning student of theology. This accessible introduction presents aspects of the thought of Fr. Bernard Lonergan SJ, (1904–1984) in a way that makes his vital contribution to contemporary theology accessible to the beginning student. The author minimizes technical terms and explains basic ideas with user-friendly examples. Rather than a survey of diverse contemporary theological opinions, or a thematic presentation (...) of one topic, the book tries to clear away confusions by focusing on the theologian concerned with those topics. The book will thus encourage creative ways of overcoming some of the unnecessary obstacles for students who want to explore theology today. (shrink)

The essays in this volume, first published in 1986, examine the philosophical foundations of social choice theory. This field, a modern and sophisticated outgrowth of welfare economics, is best known for a series of impossibility theorems, of which the first and most crucial was proved by Kenneth Arrow in 1950. That has often been taken to show the impossibility of democracy as a procedure for making collective decisions. However, this interpretation is challenged by several of the contributors here. Other central (...) issues discussed in the volume include the possibility of making interpersonal comparisons of utility, the question of whether all preferences are equally to be valued, and the normative individualism underlying the theoretical tradition. Criticisms of social choice theory are advanced and suggestions for alternative approaches are developed. (shrink)

Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, (...) and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible. (shrink)

This book defends a form of ethical intuitionism, according to which (i) there are objective moral truths; (ii) we know some of these truths through a kind of immediate, intellectual awareness, or "intuition"; and (iii) our knowledge of moral truths gives us reasons for action independent of our desires. The author rebuts all the major objections to this theory and shows that the alternative theories about the nature of ethics all face grave difficulties.

From the O.J. Simpson verdict to peace-making in the Balkans, the critical role of human judgement--complete with its failures, flaws, and successes--has never been more hotly debated and analyzed than it is today. This landmark work examines the dynamics of judgement and its impact on events that take place in human society, which require the direction and control of social policy. Research on social policy typically focuses on content. This book concentrates instead on the decision-making process itself. Drawing on 50 (...) years of empirical research in decision theory, Hammond examines the possibilities for wisdom and cognitive competence in the formation of social policies, and applies these lessons to specific examples, such as the space shuttle Challenger disaster and the health care debate. Uncertainly, he tells us, can seldom be fully eliminated; thus error is inevitable, and injustice for some unavoidable. But the capacity for make wise judgments increases to the extent that we understand the potential pitfalls and their origin. The judgment process for example involves an ongoing rivalry between intuition and analysis, accuracy and rationality. The source of this tension requires an examination of the evolutionary roots of human judgement and how these fundamental features may be changing as our civilization increasingly becomes an information and knowledge-based society. With numerous examples from law, medicine, engineering, and economics, the author dramatizes the importance of judgment and its role in the formation of social policies which affect us all, and issues the first comprehensive examination of its underlying dynamics. (shrink)

__Preparing Teachers for Deeper Learning _answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world._ In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for (...) deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, _Preparing Teachers for Deeper Learning _depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world. (shrink)

The first edition of The Scientific Background to Modern Philosophy took the dialogue of science and philosophy from Aristotle through to Newton. This second edition adds eight chapters, taking the dialogue through the Enlightenment and up to Darwin. This anthology is an attempt to help bridge the gap between the history of science and the history of philosophy.