Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed (...) methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p <.001), professional development (p ≤.002), and self advocacy (p <.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

This study explores the way that belief systems, interactions with social or experimental environments, and skills at the “control” level in decision‐making shape people's behavior as they solve problems. It is argued that problem‐solvers' beliefs (not necessarily consciously held) about what is useful in mathematics may determine the set of “cognitive resources” at their disposal as they do mathematics. Such beliefs may, for example, render inaccessible to them large bodies of information that are stored in long‐term memory and that are (...) easily retrieved in other circumstances. In other cases, individuals' reactions to an experimental setting (fear of failure, or the desire to “look mathematical” while being videotaped) may induce behavior that is almost pathological—and at the same time, so consistent that it can be modeled. In general, such “environmental” factors establish the context within which individuals access and utilize the information potentially at their disposal.Protocols illustrating these points are presented and discussed. A model based on an axiomatization of students' beliefs about plane geometry is outlined, and is shown to correspond closely to their problem‐solving performance. A framework is offered for analyzing problem‐solving performance at three qualitatively different levels: access to cognitive resources stored in LTM, executive or control decision‐making, and belief systems. (shrink)

Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean (...) training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition. (shrink)

David Charles presents a major new study of Aristotle's views on meaning, essence, necessity, and related topics. These interconnected views are central to Aristotle's metaphysics, philosophy of language, and philosophy of science, and are also highly relevant to current philosophical debates. Charles aims to reach a clear understanding of Aristotle's claims and arguments, to assess their truth, and to evaluate their importance to ancient and modern philosophy.

In The Origin of Species (1859) Darwin challenged many of the most deeply-held beliefs of the Western world. Arguing for a material, not divine, origin of species, he showed that new species are achieved by "natural selection." The Origin communicates the enthusiasm of original thinking in an open, descriptive style, and Darwin's emphasis on the value of diversity speaks more strongly now than ever. As well as a stimulating introduction and detailed notes, this edition offers a register of the many (...) writers referred to by Darwin in the text. (shrink)

According to the conceptualist view in the philosophy of perception, we must possess concepts for all the objects, properties and relations which feature in our perceptual experiences. In this paper, I investigate the possibility of developing an argument against the conceptualist view by appealing to the notion of attention. In Part One, I begin by setting out an apparently promising version of such an argument, a version which appeals to a link between attention and perceptual demonstrative concept possession. In Part (...) Two, however, I show how the conceptualist can challenge what appears to be the key premise of the argument, and I go on to describe, in Part Three, an important further difficulty which we face if we attempt to overcome this challenge in a particular way. My conclusion will be that the conceptualist's challenge to the argument is convincing and hence that the argument remains inconclusive. (shrink)

In Part 1, I contend (using Coriolanus as my mouthpiece) that Keeley and Clarke have failed to show that there is anything intellectually suspect about conspiracy theories per se. Conspiracy theorists need not commit the ‘fundamental attribution error’ there is no reason to suppose that all or most conspiracy theories constitute the cores of degenerating research programs, nor does situationism - a dubious doctrine in itself - lend any support to a systematic skepticism about conspiracy theories. In Part 2. I (...) argue (in propria persona) that the idea that there is something suspect about conspiracy theories is one of the most dangerous and idiotic superstitions to disgrace our political culture. (shrink)

The place of religion in society has changed profoundly in the last few centuries, particularly in the West. In what will be a defining book for our time, Taylor takes up the question of what these changes mean, and what, precisely, happens when a society becomes one in which faith is only one human possibility among others.

Of laws in general -- Of laws directly derived from the nature of government -- Of the principles of the three kinds of government -- That the laws of education ought to be relative to the principles of government -- That the laws given by the legislator ought to be relative to the nature of government -- Consquences of the principles of different governments, with respect to the simplicity of civil and criminal laws, the form of judgements, and inflicting of (...) punishments -- Consquences of the different principles of the three governments, with respect to sumptuary laws, luxury, and the condition of women -- Of the corruption of the principles of the three governments -- Of the laws in the relation they bear to defensive force -- Of laws, in the relation they bear to offensive force. (shrink)

The transcendental aesthetic -- Arithmetic and the categories -- Remarks on pure natural science -- Two studies in the reception of Kant's philosophy of arithmetic: postscript to part I -- Some remarks on Frege's conception of extension -- Postscript to essay 5 -- Frege's correspondence: postscript to essay 6 -- Brentano on judgment and truth -- Husserl and the linguistic turn.

Charles Beitz rejects two highly influential conceptions of international theory as empirically inaccurate and theoretically misleading. In one, international relations is a Hobbesian state of nature in which moral judgments are entirely inappropriate, and in the other, states are analogous to persons in domestic society in having rights of autonomy that insulate them from external moral assessment and political interference. Beitz postulates that a theory of international politics should include a revised principle of state autonomy based on the justice (...) of a state's domestic institutions, and a principle of international distributive justice to establish a fair division of resources and wealth among persons situated in diverse national societies. (shrink)

Human rights have become one of the most important moral concepts in global political life over the last 60 years. Charles Beitz, one of the world's leading philosophers, offers a compelling new examination of the idea of a human right.

Subsequent chapters discuss Vives's ideas on the soul, especially his analysis of the emotions, his contribution to rhetoric and dialectic and a posthumous defense of the Christian religion in dialogue form."--BOOK JACKET.

In this revised edition of his 1979 classic Political Theory and International Relations, Charles Beitz rejects two highly influential conceptions of international theory as empirically inaccurate and theoretically misleading. In one, international relations is a Hobbesian state of nature in which moral judgments are entirely inappropriate, and in the other, states are analogous to persons in domestic society in having rights of autonomy that insulate them from external moral assessment and political interference. Beitz postulates that a theory of international (...) politics should include a revised principle of state autonomy based on the justice of a state’s domestic institutions, and a principle of international distributive justice to establish a fair division of resources and wealth among persons situated in diverse national societies. (shrink)

Recent scholarship has focused attention on the difficulties that evil, suffering, and tragic conflict present to religious belief and moral life. Thinkers have drawn upon many important historical figures, with one significant exception - Augustine. At the same time, there has been a renaissance of work on Augustine, but little discussion of either his work on evil or his influence on contemporary thought. This book fills these gaps. It explores the 'family biography' of the Augustinian tradition by looking at Augustine's (...) work and its development in the writings of Hannah Arendt and Reinhold Niebuhr. Mathewes argues that the Augustinian tradition offers us a powerful, though commonly misconstrued, proposal for understanding and responding to evil's challenges. The book casts new light on Augustine, Niebuhr, and Arendt, as well as on the problem of evil, the nature of tradition, and the role of theological and ethical discourse in contemporary thought. (shrink)

Fundamental Buddhist teachings -- Main features of some western ethical theories -- Teravāda ethics as rule-consequentialism -- Mahāyāna ethics before Śāntideva and after -- Transcending ethics -- Buddhist ethics and the demands of consequentialism -- Buddhism on moral responsibility -- Punishment -- Objections and replies -- A Buddhist response to Kant.

Charles Darwin's On the Origin of Species is unquestionably one of the chief landmarks in biology. The Origin (as it is widely known) was literally only an abstract of the manuscript Darwin had originally intended to complete and publish as the formal presentation of his views on evolution. Compared with the Origin, his original long manuscript work on Natural Selection, which is presented here and made available for the first time in printed form, has more abundant examples and illustrations (...) of Darwin's argument, plus an extensive citation of sources. (shrink)

This book is an examination of the inattention of business schools to moral education, addressing lessons learned from the most recent business corruption scandals and financial crises, and also questioning what we're teaching now and what should be considering in educating future business leaders to cope with the challenges of leading with integrity in the global environment"--Provided by publisher.

This paper has two purposes: to provide a contextualised account of the Young Hegelian theory of the state, and to argue that Marx began working on the manuscript known as his ‘Critique of Hegel’s Philosophy of Law’, not in the Summer of 1843, as most commentators assume, but at least as early as the Spring of 1842. The established narrative describes the Young Hegelians as ‘liberals’, and suggests that Marx ‘Critique of Hegel’s Philosophy of Law’ represents his rejection of their (...) liberalism and turn towards a more radical democratic and revolutionary position. Conversely, I argue that the Young Hegelians (notably Arnold Ruge and Bruno Bauer) were never liberal (at least not by any standard definition of that term) but articulated a radical and revolutionary theory of the state from the outset – one that understood freedom, not as independence, but as political participation, and that characterised the modern state, not as the guarantor of private rights, but as the institutional framework in which all citizens could realise their public freedom. In this sense, Marx’s ‘Critique of Hegel’s Philosophy Law’ does not represent a break with the Young Hegelians theory of state, but a contribution to it. (shrink)

Charles Babbage was an English mathematician, philosopher and mechanical engineer who invented the concept of a programmable computer. From 1828 to 1839 he was Lucasian Professor of Mathematics at Cambridge, a position whose holders have included Isaac Newton and Stephen Hawking. A proponent of natural religion, he published The Ninth Bridgewater Treatise in 1837 as his personal response to The Bridgewater Treatises, a series of books on theology and science that had recently appeared. Disputing the claim that science disfavours (...) religion, Babbage wrote 'that there exists no such fatal collision between the words of Scripture and the facts of nature'. He argues on the basis of reason and experience alone, drawing a parallel between his work on the calculating engine and God as the divine programmer of the universe. Eloquently written, and underpinned by mathematical arguments, The Ninth Bridgewater Treatise is a landmark work of natural theology. (shrink)

An indispensable and comprehensive resource for students and scholars of philosophy of religion.

The collapse of historicism was not merely the demise of an academic tradition but signified a shift in the understanding of hermeneutics and metaphysics. Whereas earlier books have explored the rise and dominance of historicism within academic history, this is the first to trace its collapse and to show how it was shaped by larger philosophical and scientific concerns. Charles R. Bambach's lucid account of the demise of historicism within the context of German metaphysics provides a rich new perspective (...) on the development of the young Heidegger's concept of "historicity" and on the origins of postmodern thought. Bambach reconstructs the methodological debates arising from a pervasive sense of crisis among German philosophers in the late nineteenth century. He details the divergent attempts by the Neo-Kantians, Nietzsche, and Dilthey to overcome the limitations of historical relativism. Heidegger's view of "historicity," Bambach shows, radically transforms the problematic of historicism into a discourse concerning the crisis of philosophical modernity. (shrink)

Autonomy is a vital principle in medical law and ethics. It occupies a prominent place in all medico-legal and ethical debate. But there is a dangerous presumption that it should have the only vote, or at least the casting vote. This book is an assault on that presumption, and an audit of autonomy's extraordinary status. This book surveys the main issues in medical law, noting in relation to each issue the power wielded by autonomy, asking whether that power can be (...) justified, and suggesting how other principles can and should contribute to the law. It concludes that autonomy's status cannot be intellectually or ethically justified, and that positive discrimination in favour of the other balancing principles is urgently needed in order to avoid some sinister results. 'This book is a sustained attack on the hegemony of the idea of autonomy in medical ethics and law. Charles Foster is no respecter of authority, whether of university professors or of law Lords. He grabs his readers by their lapels and shakes sense into them through a combination of no-nonsense rhetoric and subtle argument that is difficult to resist.' Tony Hope, Professor of Medical Ethics, Oxford University 'This book is unlikely to be in pristine state by the time you have finished reading it. Whether that is because you have thrown it in the air in celebration or thrown it across the room in frustration will depend on your perspective. But this book cannot leave you cold. It is a powerful polemic on the dominance of autonomy in medical law, which demands a reaction. Charles Foster sets out a powerful case that academic medical lawyers have elevated autonomy to a status it does not deserve in either ethical or legal terms. In a highly engaging, accessible account, he challenges many of the views which have become orthodox within the academic community. This will be a book which demands and will attract considerable debate.' Jonathan Herring, Exeter College, Oxford University 'This is a learned, lively and thought-provoking discussion of problems central to the courts' approach to ethical issues in medical law. What principles are involved? More significantly, which really underlie and inform the process of seeking justice in difficult cases? Charles Foster persuasively argues, and demonstrates, that respect for autonomy is but one of a number of ethical principles which interact and may conflict. He also addresses the sensitive issue of the extent to which thoughts and factors which go to influence legal decisions may not appear in the judgments.' Adrian Whitfield QC. 'Introducing the Jake La Motta of medical ethics. Foster is an academic street-fighter who has bloodied his hands in the court room. He provides a stinging, relentless, ground attack on the Goliath of medical ethics: the central place of autonomy in liberal medical ethics. This is now the first port of call for those who feel that medical ethics has become autonomized.' Julian Savulescu, Uehiro Chair in Practical Ethics, University of Oxford. "This important book offers a robust challenge to anyone, whether lawyer or 'ethicist', who sees respect for autonomy as the only game in town. It argues eloquently and effectively that, on the one hand, despite the reverence paid to it by judges, in practice the law, even in the context of consent, weaves together a number of moral threads of which autonomy is merely one, in the pursuit of a good decision. It argues on the other hand, that were the day-to-day practice of law to be guided primarily by respect for autonomy, this would be wrong. Foster concludes that whilst, 'any society that does not have laws robustly protecting autonomy is an unsafe and unhappy one', so too would be a society in which too much emphasis was placed on respect for autonomy at the expense of other important moral principles. This is essential reading for anyone interested in the role of autonomy and indeed of medical ethics, in the law." Michael Parker, Professor of Bioethics, University of Oxford. (shrink)

Introduction Comparative psychology can generally be defined as the branch of psychology that studies the similarities and differences in the behavior of organisms. Formal definitions found in textbooks and encyclopedias disagree whether comparative psychologists restrict their work to the study of animals or include the study of human behavior. This paper offers an opinion on the major problem facing comparative psychology today – where we will find the next generation of comparative psychology students. Something must be done before we lose (...) access to an entire generation of psychology undergraduates. It is not enough to say that comparative psychology is being “absorbed” in other academic units such as “integrative biology”, “integrative study of animal behavior”, “evolutionary psychology”, “comparative cognition”, or “animal cognition.” Indeed, many of these topics are not primarily studied in psychology departments, wherein comparative psychology students have traditionally received joint training in the principles of behavior and comparative analysis, as applied to both humans and other animals. Consider, for example, the difference between comparative psychology and comparative cognition. Comparative cognition includes features of comparative psychology, but they are not identical. Comparative cognition represents a very specific theoretical position whose validity is based on certain suppositions such as the belief (by definition) that the internal cogni... (shrink)

Charles Avison's Essay on Musical Expression, first published in 1752, is a major contribution to the debate on musical aesthetics which developed in the course of the 18th century. Considered by Charles Burney as the first essay devoted to 'musical criticism' proper, it established the primary importance of 'expression' and reconsidered the relative importance of harmony and melody. Immediately after its publication it was followed by William Hayes's Remarks (1753), to which Avison himself retorted in his Reply. Taken (...) together these three texts offer a fascinating insight into the debate that raged in the 18th century between the promoters of the so-called 'ancient music' (such as Hayes) and the more 'modern' musicians. Beyond matters of taste, what was at stake in Avison's theoretical contribution was the assertion that the individual's response to music ultimately mattered more than the dry rules established by professional musicians. Avison also wrote several prefaces to the published editions of his own musical compositions. This volume reprints these prefaces and advertisements together with his Essay to provide an interesting view of eighteenth-century conceptions of composition and performance, and a complete survey of Avison's theory of music. (shrink)