In line with the British Psychological Society's recent recommendations for teaching the history of psychology, this comprehensive undergraduate textbook emphasizes the philosophical, cultural and social elements that influenced psychology's development. The authors demonstrate that psychology is both a human (e.g. psychoanalytic or phenomenological) and natural (e.g. cognitive) science, exploring broad social-historical and philosophical themes such as the role of diverse cultures and women in psychology and the complex relationship between objectivity and subjectivity in the development of psychological knowledge. The result (...) is a fresh and balanced perspective on what has traditionally been viewed as the collected achievements of a few 'great men'. With a variety of learning features, including case studies, study questions, thought experiments and a glossary, this new textbook encourages students to critically engage with chapter material and analyze themes and topics within a social, historical and philosophical framework. (shrink)

Psychologist Richard Nisbett argues that fundamental aspects of critical thinking and logic are culturally conditioned. Nisbett’s claims, if correct, have substantial implications for the teaching of logic and critical thinking. In this paper I examine Nisbett’s arguments and conclude that he overstates the degree to which his empirical work justifies his theories about cultural difference. I will argue that we have good reason to be cautious about revising our pedagogy on the basis of assumptions about cultural difference, and that Nisbett’s (...) work does not provide convincing enough evidence to justify setting that caution aside. (shrink)

While ante rem structuralism offers a promising account of mathematical truth and mathematical ontology, several of the most prominent formulations of the view seem to be subject to significant difficulties involving the identity conditions of the objects they posit. In this paper I argue that those difficulties can be overcome by adopting encoding structuralism, a version of realism about mathematical objects developed by Bernard Linsky, Uri Nodelman and Edward Zalta.

I. Wesen und entwicklung des humanitätsgedankens.--II. Der socialismus.--III. Der individualismus.--IV. Der utilitarianismus.--V. Der pessimismus.--VI. Der evolutionismus.--VII. Der positivismus.--VIII. Nietzsches uebermensch.--IX. Die hauptgrundsätze einer modernen humanitätsethik.

Open peer commentary on the article “Second-Order Cybernetics as a Fundamental Revolution in Science” by Stuart A. Umpleby. Upshot: The process of writing a discussion case study requires that a researcher become embedded in the domain being studied; it entails constructing a reality as it is perceived by the participants; it demands a high level of humility, since complex environments have a tendency to thwart rational reasoning processes. Unfortunately, these very characteristics lead conventional researchers to disparage case writing, even questioning (...) whether it warrants the label of “research.” The propositions of second-order cybernetics offer a glimmer of hope to those of us who continue to write cases, as they inform us that what we are doing is science, just a different flavor of science. (shrink)

At all times, the book was understood not only as a means of preserving and transforming knowledge, but also as a means of knowing the world around us. At the same time, from ancient times it was a subject of knowledge. Gradually its theoretical phenomenon was formed. The book essentially is the most important form of consolidation and transfer of information in space and time. From the point of view of the theory of communication, the book serves as one of (...) the forms of existence and dissemination of semantic information, a means of organizing the work of individual consciousness into a sign system for the perception of its social consciousness. After all, the evolution of the book is inextricably linked with the history of mankind. She is the foundation on which the culture of peoples is built. It helps society to grow and improve, borrow and use all the mass of knowledge accumulated by mankind. The book is the most complete and comprehensive expression of the spiritual culture of mankind, since its origin and development are inextricably linked with it. (shrink)

The study of the formation of the literary culture of the words of the "peoples of the nations" is impossible without analyzing the role of libraries of monasteries and cathedrals as centers of documentary memory of the Christian past. After all, the library, as a social institution, has always played an important role in the development of education, science, culture, and religious thought on a long path to its development.

The great achievement of mankind was the appearance of a printed book that not only significantly expanded the circle of readers, but also in comparison with the handwritten book contributed to the unification of canonical texts, in particular, such as Scripture, church service books, works of the Church Fathers, polemical and other religious literature. Consideration of the words "Japanese typography as the basis for the preservation and transmission of sources of Christian literary culture requires a brief description of the essence (...) of printing, not only as a means of mechanical reproduction of the text, but also a remarkable cultural-historical phenomenon. (shrink)