The world into which Jesus was born in Galilee was thoroughly Jewish. It was also divided along social and economic lines and by the manner in which Jews dealt with gentiles. This is evident from different ways in which Jewish identity was conceived and differing attitudes toward land and temple. Jesus' teaching reflects this social context and interacts with it.

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / (...) E.D. Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

Rich with historical and cultural value, these works are published unaltered from the original University of Minnesota Press editions.

The dominant view of the ventral and dorsal visual systems is that they subserve perception and action. De Wit, Van der Kamp, and Masters suggested that a more fundamental distinction might exist between the nature of information exploited by the systems. The present study distinguished between these accounts by asking participants to perform delayed matching , pointing and perceptual judgment responses to masked Müller–Lyer stimuli of varying length. Matching and pointing responses of participants who could not perceptually judge stimulus length (...) at brief durations remained sensitive to veridical stimulus length , but not the illusion , which was effective at long durations. Distinct thresholds for egocentric and allocentric information pick up were thus evident irrespective of whether perception or action responses were required. It was concluded that the dorsal and ventral systems may be delineated fundamentally by fast egocentric- and slower allocentric information pick up, respectively. (shrink)

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

This essay explains the prevalence of egalitarian beliefs among academic philosophers, individuals who enjoy significant wealth and privilege. I argue that their egalitarianism does not present a “paradox of conviction,” as G. A. Cohen contends, but follows logically from the institutional structure of academic philosophy. This structure creates a “veil of insignificance” wherein philosophy is a moral performance that incentivizes the adoption of egalitarian beliefs. Philosophers also view the world from behind what is termed a “veil of privilege” that incentivizes (...) a public commitment to egalitarianism as a means of distancing themselves from the role of privilege in their life and encourages the hubristic assumption that the practical problems of socialism can be easily overcome with effort or ingenuity. Identity-protective motivated reasoning means that evidence conflicting with egalitarian beliefs is avoided, ignored, or dismissed. These dynamics are reinforced by established actors who gatekeep the profession. (shrink)

Journal of Mass Media Ethics, Volume 26, Issue 2, Page 179-181, April-June.

What are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging, and informative book offers fundamental propositions about the nature of Education. It maps out in fascinating detail a coming together of Hattie's empirical data and world-famous Visible Learning paradigm with the rich heritage of (...) educational philosophy. As well as exploring the inevitable questions of the purpose of education and the development of students in a learning society. Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students and parents at all levels of the educational system - from kindergarten through school to university. Conversations include: What is the purpose of education? Does educational data speak for itself? What is the role of the teacher? Is learning a visible phenomenon? Is it important to teach and learn specific subjects? What is the role of Neuroscience research? What is the relationship between educational research and educational politics? What is the role of the state in education? (shrink)

It was once common to regard ASL as less than a full-fledged language, as a mere combination of miming, pointing and a few primitive gestures. That conception of ASL was laid to rest by William Stokoe’s landmark work [22] and much careful research that has come in its wake. This work..

The concept of person is integral to bioethical discourse because persons are the proper subject of the moral domain. Nevertheless, the concept of person has played no role in the prevailing formulation of human death because of a purported lack of consensus concerning the essential attributes of a person. Beginning with John Locke's fundamental proposition that person is a ‘forensic term’, I argue that in Western society we do have a consensus on at least one necessary condition for personhood, (...) and that is the capacity for conscious experience. When we consider the whole brain formulation of death, and the most prominent defense of it by the President's Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research, we can readily identify the flaws that grow out of the failure to define human death as the permanent loss of the capacity for conscious experience. Most fundamental among these flaws is a definition of human death that reduces persons to the capacity of the brain to regulate purely physiological functioning. Such a formulation would, in theory, apply to any member of the animal kingdom. I suggest that an appropriate concept of death should capture what it is about a particular living being that is so essential to it that the permanent loss of that thing constitutes death. What is essential to being a human being is living the life of a person, which derives from the capacity for conscious experience. (shrink)

Bourdieu’s concept of ‘symbolic capital’ has been used to study various kinds of elites. This article shows how it can help us understand the status and privileges of early modern English courtiers—and how these could be won and lost. The discussion focuses on the funeral, burial and commemoration of the most successful of contemporary generals, Charles Blount, 1st Earl of Devonshire, 8th Baron Mountjoy (1563–1606), and sets these in the context of the Jacobean court’s concern with symbolic capital. It demonstrates (...) that the ceremonies normally accorded someone of Mountjoy’s rank and military success were not observed properly. He was penalised because he had married his long-standing lover, Lady Penelope Rich (1563–1607), the ‘Stella’ of Sir Philip Sidney’s sonnets. King James I showed the couple great favour until their marriage, which he declared unlawful and annulled. The heralds accepted his ruling, after disagreeing among themselves. The article shows that though the funeral was held in Westminster Abbey, Mountjoy was not buried there but in another London church, formerly known as Greyfriars, where a monument was erected to him. Lady Rich was personally and symbolically excluded from the funeral. Also discussed is the privately printed poem that Mountjoy’s client Samuel Daniel (1562–1619) wrote for the funeral, which defends Mountjoy and alludes, in a half-hidden way, to Penelope’s exclusion. The article concludes by considering how the symbolic capital of the whole court sank in this period. Most of the archival evidence considered has not been published before, some of it illustrated in figures, the rest in appendices (an armorial description of Mountjoy’s arms at his funeral, bills from the Westminster Abbey funeral and a translated extract from a contemporary history in Latin). (shrink)

Visual percepts frequently appear chromatically rich, yet their paucity in reportable information has led to widely accepted minimalist models of vision. The discrepancy may be resolved by positing that the richness of natural scenes is reflected in phenomenal consciousness but not in detail in the phenomenal judgments upon which reports about qualia are based. Conceptual awareness (including phenomenal judgments) arises from neural mechanisms that categorize objects, and also from mechanisms that conceptually characterize textural properties of pre-categorically segmented regions in the (...) visual field. Experimental evidence suggests that complex images instigate the generation of so-called ensemble phenomenal judgments. These involve concepts that categorize global attributes of segmented areas but carry no information pertaining to details. It is then argued that there are cogent reasons for believing that phenomenal percepts (i.e. qualia) arising from chromatically complex stimuli cohere in this ensemble sense with both the stimulus and with the resulting ensemble phenomenal judgments. Thus, spatially detailed retinal images are deemed to yield correspondingly detailed phenomenal experiences that are in turn conceptually apprehended via a relatively small number of ensemble phenomenal judgments. Lastly, it is suggested that the bridge locus for chromatically rich phenomenal experiences is most plausibly located early in the cortical visual pathway. (shrink)

The translation and the commentary of Mr. Muresan are 2 times welcomed. The translation will make known to Romanian reader this important philosopher. The commentary,parts of which I have read in the English translation, is one extremely original and critic,in the scholar sense of the term, a result of a detailed knowledge of ethical works and other works of Mill; he uses the rich critical literature elaborated mostly in the last years and especially by English language philosophers. Mr. Muresan transmits (...) the spirit of this critical tradition; but he surpasses it at the same time with his own daring interpretations. His book is a subtle contribution to research on Mill and on ethics in general, being useful not just in Romania, but anywhere it may be accessible in the philosophical world. (shrink)

John Foster presents a clear and powerful discussion of a range of topics relating to our understanding of the universe: induction, laws of nature, and the existence of God. He begins by developing a solution to the problem of induction - a solution whose key idea is that the regularities in the workings of nature that have held in our experience hitherto are to be explained by appeal to the controlling influence of laws, as forms of natural necessity. His (...) second line of argument focuses on the issue of what we should take such necessitational laws to be, and whether we can even make sense of them at all. Having considered and rejected various alternatives, Foster puts forward his own proposal: the obtaining of a law consists in the causal imposing of a regularity on the universe as a regularity. With this causal account of laws in place, he is now equipped to offer an argument for theism. His claim is that natural regularities call for explanation, and that, whatever explanatory role we may initially assign to laws, the only plausible ultimate explanation is in terms of the agency of God. Finally, he argues that, once we accept the existence of God, we need to think of him as creating the universe by a method which imposes regularities on it in the relevant law-yielding way. In this new perspective, the original nomological-explanatory solution to the problem of induction becomes a theological-explanatory solution. The Divine Lawmaker is bold and original in its approach, and rich in argument. The issues on which it focuses are among the most important in the whole epistemological and metaphysical spectrum. (shrink)

A Border Disputeintegrates the latest work in logic and semantics into a theory of language learning and presents six worked examples of how that theory revolutionizes cognitive psychology. Macnamara's thesis is set against the background of a fresh analysis of the psychologism debate of the 19th-century, which led to the current standoff between logic and psychology. The book presents psychologism through the writings of John Stuart Mill and Immanuel Kant, and its rejection by Gottlob Frege and Edmund Husserl. It (...) then works out the general thesis that logic ideally presents a competence theory for part of human reasoning and explains how logical intuition is grounded in properties of the mind. The next six chapters present examples that illustrate the relevance of logic to psychology. These problems are all in the semantics of child language (the learning of proper names, personal pronouns, sortals or common nouns, quantifiers, and the truth-functional connectives) and reflect Macnamara's rich background in developmental psychology, particularly child language - a field, he points out, that embraces all of cognition. Technical problems raised by but not included in the examples in the main part of the text are dealt with in a separate chapter. The book concludes by describing laws in cognitive psychology, or the type of science made possible by Macnamara's new theory. John Macnamara is Professor of Psychology and Director of the Program in the History and Philosophy of Science, McGill University. A Bradford Book. (shrink)