Within the field of neuroscience, it is assumed that the central nervous system is divided into two functionally distinct components: the brain, which does the cognizing, and the spinal cord, which is a conduit of information enabling the brain to do its job. We dub this the “Cinderella view” of the spinal cord. Here, we suggest it should be abandoned. Marshalling recent empirical findings, we claim that the spinal cord is best conceived as an intrabodily cognitive extension: a piece (...) of biological circuitry that, together with the brain, constitutes our cognitive engine. To do so, after a brief introduction to the anatomy of the spinal cord, we briefly present a number of empirical studies highlighting the role played by the spinal cord in cognitive processing. Having so done, we claim that the spinal cord satisfies two popular and often endorsed criteria used to adjudicate cases of cognitive extension; namely the parity principle and the so-called “trust and glue” criteria. This, we argue, is sufficient to vindicate the role of the spinal cord as an intrabodily mental extension. We then steel our case considering a sizable number of prominent anti-extension arguments, showing that none of them poses a serious threat to our main claim. We then conclude the essay, spelling out a number of far-from trivial implications of our view. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.3 (2005) 44-57 [Access article in PDF] Literary Biography: The Cinderella of Literary Studies Michael Benton There are no prizes for guessing who are the two ugly sisters: Criticism, the elder one, dominated literary studies for the first half of the twentieth century; theory, her younger sister, flounced to the fore in the second half. Meanwhile, 'Cinders,' who had been doing the chores (...) for centuries, has been magically transformed in recent times, decked out in new clothes by Richard Holmes, Claire Tomalin, Juliet Barker, Peter Ackroyd et al., and, as the millennium approached, celebrated and admired on all sides. At the start of the new century, literary biography remains in vogue. The bibliography that carries it forward is rolling, and there is no sign of it turning into a pumpkin. Why is Cinderella so popular?One obvious if superficial answer might be that literary biography is where literary people go who find the contemporary preoccupation with theory to be personally undernourishing and critically unenlightening; they would rather stay with the literary works themselves and with the lives, the minds, and the times that produced them. Yet it is not only literary biography that is thriving; life writing in general is the fastest-growing area of mainstream publishing, evidence for which can be seen in Waterstone's flagship store in London's Piccadilly, which devotes its prime ground-floor site to thousands of biographies. This commercial high profile is responding to an evident, if unfocused, need to look at other lives and understand them. Individual reasons for the popularity of biography range from prurient interest and hero worship to a, perhaps unrecognized, search for coherence and purpose in an age that is often disinclined either to accept institutional values or to respect traditional authority. The motives for this search usually include the desire for recognizable success, to which end the invention of a convincing identity is essential. Biographies offer models of how others live, face challenges, and cope with change; they are prime sites for studying ourselves. Curiously, this justification for biography as providing [End Page 44] a model for living was felt most strongly when this literary genre first emerged in the eighteenth century. The difference today is that the model has changed: Biography as a moral exemplum based upon Christian principles has been replaced in today's celebrity culture by the demand for models of success provided by public personalities. Nonetheless, whatever the range of satisfactions readers seek in biography, life writing offers, in one form or another, detailed pictures of widely different ways of living and amid these, perhaps, some clues to how an individual sense of identity might be shaped.Literary biographies (i.e., biographies of writers, not biographies with a particular literary quality) are a significant and, in some respects, a unique subgenre since they purport to offer access to the creative imagination. They have a long and distinguished history from Johnson and Boswell to the present day; they are sometimes written by other novelists (Elizabeth Gaskell on Charlotte Bronte, Peter Ackroyd on Dickens); and autobiographical writing may take the form of poetry (Wordsworth) or fiction (Joyce).1 Furthermore recent writing in this field has increasingly introduced elements of metabiography in books by Adam Sisman2 and Lucasta Miller.3 It is evident, therefore, that literary biography offers a rich and varied area of study that raises issues about the relationships among biography, history, fiction, and poetry that are fundamental to aesthetic education.Yet despite this promise, it has become a truism to declare that biography has failed to establish any theoretical foundations upon which to build. Backscheider quotes Ira Nadel's remark on the absence of "a sustained theoretical discussion of biography incorporating some of the more probing and original speculations about language, structure, and discourse that have dominated post-structuralist thought."4 She goes on to lament the poverty of criticism; the absence of a cultivated readership; the failure to engage even with the practical questions of selection, organization, or presentation; and indicates that readers of biography are too easily... (shrink)

A central thesis of this paper is that understanding the nature of child maltreatment is so complex that no one disciplinary specialty is likely to be sufficient for the task. Although life history theory is the guiding principle for our analysis, we argue that an evolutionary explanation adds precision by incorporating empirical findings originating from the fields of anthropology; clinical, developmental, and social psychology; and sociology. Although evolutionary accounts of child maltreatment have been largely limited to the role of the (...) coefficient of relatedness, the prospective reproductive value of a child, and the residual reproductive potential of parents, a case is made for expanding this basic application. An explanatory model is presented that describes how ecological conditions as well as parental and child traits interact to influence the degree of parental investment. As shown in the model, these various “marker variables” alter parental perceptions of the benefits and costs associated with child care and promote low-investment parenting, which leads to disrupted family management practices and to a downward-spiraling, self-perpetuating system of coercive family interaction, increased parental rejection of the child, and even lower parental investment. Child maltreatment is the ultimate outcome of this downward trajectory of family relations. (shrink)

Walt Disney is largely responsible for popularizing the princess story in American culture. These stories are the centerpieces of the Disney collection and their flagship theme parks. Indeed, Cinderella's castle itself is at the heart of Disney's Magic Kingdom. The first of Disney's theme parks, the Magic Kingdom was intended to capture the magic and imagination of the Disney movies, and bring to life the settings of Disney stories. Epcot was the second of four parks built at the Walt (...) Disney World Resort location in Florida. While Liberty Square in the Magic Kingdom celebrates the independence of those who live in liberal democracies, the World Showcase at Epcot celebrates multiculturalism, and the possibility of appreciating and learning from a multitude of cultures. The chapter provides a better understanding of the philosophical tensions in Disney's theme park by taking a tour of the underlying political ideas lurking inside the Epcot and Magic Kingdom theme parks. (shrink)

Within universities, a tension exists between research and teaching and learning, where research is often accorded a higher status creating a Cinderella effect by rendering teaching and learning of lesser importance. World university rankings, also referred to as global rankings, are contentious although they have become a permanent feature of the higher education system internationally. Lindsay argues that institutions have emphasized the importance of publications and prestige, which contribute to national and institutional reputation. Publications increase rankings thereby contributing to (...) the lower prestige given to excellent teachers as compared to excellent researchers. This has consequently led to a decline in the attention given to teaching. Pressure exists in the HE system to play the ranking game without acknowledging that there are expertise and pockets of teaching excellence in universities. Through their performance criteria, global rankings are transforming universities into becoming similar and conforming to a single hierarchy. In order to compete in the global HE market and improve their rankings, some universities have adopted a business model to mitigate the effects of globalisation and have begun to view themselves and higher education as a business. Global ranking systems thus have the agency either to perpetuate teaching and learning as the Cinderella function in HE, through the ranking game or to holistically focus their performance criteria on all the core functions of universities. Ethical policy decision-making in higher is thus essential. (shrink)

In this book, two philosophers use their training in arguments and reasoning to uncover the role of ungrounded beliefs when we fall in love. They illustrate the fallacies of love by drawing on personal experiences, literary characters and two imaginary individuals, providing examples of ungrounded beliefs in Aesop's Fables, Cinderella and Don Giovanni amongst others to illustrate love as an inexhaustible source of misperceptions, misunderstandings and misconceptions.

Philosophy of history is the Cinderella of contemporary philosophy. Philosophers rarely believe that the issues dealt with by philosophers of history are matters of any great theoretical interest or urgency. In their view philosophy of history rarely goes beyond the question of how results that have already been achieved elsewhere can or should be applied to the domain of historical writing. Moreover, contemporary philosophers of history have done desperately little to dispel the low opinion that their colleagues have of (...) them. In this essay I argue that Arthur Danto is the exception confirming the rule, for Danto’s philosophy of representation may help us understand how texts relate to what they are about. The main shortcoming of philosophy of language undoubtedly is that it never bothered to investigate the philosophical mysteries of the text. The writing of history is a philosophical goldmine and we must praise Danto for having reminded us of this. (shrink)

The sense of balance remains a Cinderella among our senses. Although the vestibular apparatus and the apprehension of motion, equilibrium and orientation which it serves has now been studied extensively and descriptions abound in textbooks on perceptual psychology, its key role in our agency remains neglected in philosophical accounts of perception. Popularly received wisdom on the senses also largely ignores balance and it has recently even been called 'the lost sense'. -/- Recognition for the discovery of this sense should (...) probably be accorded to Thomas Reid and his contemporary William Charles Wells. Both made crucial observations before the close of the eighteenth century. Since there is now a tendency to emphasize the role of the agent, brain plasticity, and the development of motor skills in all perceptual tasks, some of Reid's comments in particular strike us as remarkably modern. Reid also differs from many authorities in crediting the sense with specific sensations, as would be expected given the role of sensations in his epistemological scheme. -/- In this paper some of the fascinating facts about the sense of balance are reviewed so that Reid's remarks can be evaluated in a modern context. Similarities and differences in the approaches of Wells and Reid are considered and the value that Reid's insights have even now in understanding perceptual processes is explored. It is suggested that Reid should indeed be counted among the hitherto unacknowledged discoverers of this fundamental sense. (shrink)

Background Analysis of aphasic narratives can be a challenge for clinicians. Previous studies have mainly employed measures that categorized speech samples at the word level. They included quantification of the use and misuse of different word classes, presence and absence of narrative contents and errors, paraphasias, and perseverations, as well as morphological structures and errors within a narrative. In other words, a great amount of research has been conducted in the aphasiology literature focusing on micro-linguistic structures of oral narratives. Aspects (...) of macro- linguistic structures, such as the analysis of content information by a speaker, consistency of using cohesive devices to present information within a narrative, and order of presenting information necessary to form a coherent discourse, have not been extensively investigated. The current investigation proposes a clinical analytic system to target three aspects of macro-linguistic structures in narratives among speakers with aphasia. Specifically, (1) the presence of search events (i.e., the mentioning of key events that allow the listener to understand; Capilouto, Wright, &Wagovich, 2006) within a narrative, (2) the sequence of the mentioned events, and (3) the informativeness (i.e., the fulfillment of lexical items that allow the user to understand what the event is detailing) of the event contents, were focused in the proposed framework. Method Ten controls transcripts from were selected from the AphasiaBank (MacWhinney, Fromm, Forbes, & Holland, 2011). Three narrative tasks, including sequential picture description of ‘Refused Umbrella’, procedural narrative of making a ‘Peanut Butter and Jelly Sandwich’, and telling of ‘Cinderella’ story, were used to establish normative data for the basis of analysis. Specifically, the Search Events (e) and Informative Words (i) used by at least 70% of the speakers were listed for each genre. The sequential order of mentioning the Search Events, i.e., common order of events in 90% of the speakers, (s.total) was determined. Twelve speakers with aphasia (nine fluent and three non-fluent) were recruited and administered the Western Aphasia Battery and Object and Action Naming Battery. Their performance in the above three discourse tasks were orthographically transcribed and analyzed using the following measures: e.total, e.matched with norm, e.missed, e.irrlevant, e.extra, s.total, i.pb&j, i.umbr, i.cind, and i.total. Three samples were randomly chosen to be re-analyzed for inter- and intra-rater reliability. Results Results of an independent t-test suggested significant differences between the fluent and non-fluent subjects in sequential order of Search Events for all genres (s.total) and i.total, suggesting sensitivity of this framework to differentiate between the two fluency groups. Results of Pearson product-moment correlations revealed significant relation between Informative Words and WAB spontaneous speech scores, AQ, as well as OAB scores, for both aphasic groups. The mean value of coefficients for intra-rater reliability (0.992), with significant correlations on e.match, e.miss, and e.extra, was higher than that of inter-rater reliability (0.897). Discussion Based on our preliminary results, this objective framework allowed clinical evaluation of impairment in macro-linguistic structures present in aphasic discourse. Further extension should involve more subjects encompassing a wider range of severity with different types of aphasia. (shrink)

Mary Poppins is a magical film and a story of redemption that might be placed alongside the Parable of the Prodigal Son or A Christmas Carol. Mary may be the star of the film, but George Banks is its subject. If the world ever seemed wonderful and filled with surprises for George Banks as a child, it has since been supplanted by a world that is mechanical, predictable, and subject to the demands of business and of propriety. From Jack the (...) Giant Killer people learn that when pride has grown to gigantic proportions it ought to be killed; Cinderella teaches that the humble are exalted; Beauty and the Beast demonstrates the principle that loving the unlovable may result in the transformation from the beastly to the beautiful; and Mary Poppins reminds them that “There is no greater joy than that seen through the eyes of a child,” as Walt Disney observes in Saving Mr. Banks. (shrink)

In the stores of the British Museum are three exquisite springs, made in the late 1820s and 1830s, to regulate the most precise timepieces in the world. Barely the thickness of a hair, they are exquisite because they are made entirely of glass. Combining new documentary evidence, funded by the Antiquarian Horological Society, with the first technical analysis of the springs, undertaken in collaboration with the British Museum, the research presented here uncovers their extraordinary significance to the global extension of (...) nineteenth century capitalism through the repeal of the Corn Laws. In the 1830s and 1840s the Astronomer Royal, George Biddell Airy; the Hydrographer to the Admiralty, Francis Beaufort; and the Prime Minister, Sir Robert Peel, collaborated with the virtuoso chronometer-maker, Edward John Dent, to mobilize the specificity of particular forms of glass, the salience of the Glass Tax, and the significance of state standards, as means to reform. These protagonists looked to glass and its properties to transform the fiscal military state into an exquisitely regulated machine with the appearance of automation and the gloss of the free-trade liberal ideal. Surprising but significant connections, linking Newcastle mobs to tales of Cinderella and the use of small change, demonstrate why historians must attend to materials and how such attention exposes claims to knowledge, the interests behind such claims, and the impact they have had upon the design and architecture of the modern world. Through the pivotal role of glass, this paper reveals the entangled emergence of state and market capitalism, and how the means of production was transformed in vitreous proportions. (shrink)

In 1878 two ‘Nightingale’ nurses arrived in the British colony of Ceylon to initiate a training programme for indigenous women in the skills and values of what was then termed ‘scientific nursing’. These two women were the first of a succession of British women who went to the colony to nurse in its hospitals and to train Ceylonese women for the profession. Using the official records of the colonial government held in the National Archives, Kew and the records of the (...) Overseas Nursing Association in the Rhodes House Collection, Oxford, this paper explores both the professional and social experiences of these women. This paper also analyses the role that these representatives of the colonial state played in the development of an indigenous nursing profession and concludes that their presence in the colony ultimately left an ambiguous legacy. In their role as trainers of indigenous women, they furthered the development and spread of a Western nursing profession in the colony's hospitals. At the same time, however, their continuing dominance of training and the positions of responsibility was an inhibiting factor in the ability of indigenous nurses to organise and professionalise. Whereas the doctors, trained in the colony's Medical College, achieved registration as early as 1905, the nurses had to wait until 1949, a year after independence, before their qualification was recognised and protected. Nursing remained throughout the colonial period therefore, even more so than at the metropolitan centre, the ‘Cinderella’ of the medical professions. (shrink)

This article examines how and why Ayn Rand uses fairy tales as intertexts in her novels. It argues that she evokes and revises fairy tales to exemplify the metaphysical values that her novels resist. For Rand, fairy tales like “Cinderella” are problematic because they typically endorse conventionality over the truly heroic. She therefore associates them with secondhanders and villains. She rejects their message that mindless conformity leads to happily-ever-after, and she exposes how fairy tales can be formidable vehicles for (...) promoting the senseless. She reinforces her point by contrasting them with her revisions of myths, which she associates with heroes. (shrink)

Abstractabstract:Being a parent is hard, particularly parenting adolescents, who need to be given choices and allowed the space to learn how to make choices for themselves, even when those choices result in negative consequences. This essay explores how Steven Sondheim and James Lapine's 1987 musical Into the Woods provides relatable stories of the challenges of being a parent, the challenges of parenting adolescents, and just how messy parents and families can be despite everyone trying their best. The stories of Little (...) Red Riding Hood, Rapunzel, Jack, and Cinderella show us various stages, trajectories, and occasional tragedies of adolescents' emerging autonomy, while the Baker's and the Witch's struggles becoming and being parents encapsulate how disorderly and untidy parenting often is. Pediatricians and clinical bioethicists, who are often in a position to scrutinize the choices of parents and teens, should remember that parents and adolescents are almost always motivated by good intentions and doing the best that they can. Perhaps the best we can do is accompany them on their journey "into the woods.". (shrink)

Despite best efforts, every aspect of life is in a state of flux. To adapt is to survive. That is why we must learn to embrace the Buddhist philosophy of impermanence. The essence of impermanence is that reality is never stagnant but is dynamic throughout. The one‐by‐four blue brick with bow that was once associated with the roof of the LEGO Cinderella's Dream Carriage may now be unidentifiable. Skills evolve, experience accumulates, and every LEGO project raises the bar for (...) the next endeavor. When we dismantle it brick by brick, systematically examining each piece, we find that the self, like the Death Star, lacks any substantial permanent essence, that it is bereft of the sum of self. LEGO enthusiasts recognize the MOC (My Own Creation) as a LEGO creation that monks designed and built. Destruction of a mandala, like dismantling LEGO creations, demonstrates that beauty is only meant for this world for a short time. (shrink)

Imagining super rich women in the real and fictional world has long been a struggle. Those few depictions that do exist are scattered across time periods and literary genres, reflecting the legal restrictions that, at different points in time, would not allow women to accumulate assets independent of the patriarchal forces in their lives. The scarcity of extremely wealthy women in literature and film is confirmed by Forbes magazine’s list of the fifteen richest fictional characters that features forty different fictional (...) men and only nine women, with never more than two female characters nominated in a single year. This article explores the depiction of three exceptionally wealthy women: Cruella de Vil in The Hundred and One Dalmatians (1956) by Dodie Smith, Miss Havisham in Great Expectations (1861) by Charles Dickens, and the figure of the stepmother in various adaptations of “Cinderella.” I demonstrate how the protagonists’ wealth allows them to manipulate others and disconnect themselves from patriarchal and societal expectations. Further, I argue that these affluent antagonists are “rogued” by their respective narratives, highlighting their perceived anti-feminine and emasculating behaviour resulting in a mode of narration that greedily gazes at and shames their appearances and supposed unattractiveness. While this genealogy of rich rogues reiterates the narrow scope of imagining wealthy women on the page and on the screen, there are moments in the narratives that disrupt stereotypical depictions of these wealthy characters who defy the labels imposed on them. (shrink)

At a time when the Greek army is on the verge of annihilation, the Iliad tells us, two warriors have detached themselves from the fight. Idomeneus, having accompanied a wounded man back to the ships, and Mērionēs, on his way to fetch himself a new spear, meet at the former's hut. They stand and talk for a while, assuring one another that they are afraid of nothing and no-one, and finally decide to plunge into battle again, though only after discussing (...) at some length whether to go to fight in the centre or at the left of the front line. At first sight their behaviour might not seem particularly strange, but when one realises that the poet has told us more than once that these two are the leaders of the Cretan contingent, some four thousand warriors strong, one may begin to wonder. How could a poet, if he had even the slightest notion of what armies and battles were like, let these men behave as if they were alone on the field, leaving the fight for trivial reasons, re-entering it when and where it suits them, not even bothering to return to their own leaderless countrymen? Such doubts have led scholars to argue that, in fact, the poet did not have the slightest notion of what he was talking about. Some seek to show that epic society is vague and unreal — ‘Homeric kings are like the king and the prince in Cinderella — they reveal nothing about any social structure in the real world’ — and have suggested that the historian may dismiss it as literary fiction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Christian Social Ethics by Elmar NassAndrzej Dominik KucińskiChristian Social Ethics by Elmar Nass (Lanham, MD: Rowman & Little-field, 2022), 512 pp.In his extraordinarily comprehensive work, Elmar Nass, professor for Christian social sciences and societal dialogue at the Academy for Catholic Theology of Cologne, Germany, delivers with what he promises [End Page 302] in the title of this great opus: it is a real guide to Christian social ethics, (...) including both its foundations and numerous fields of current application. Although the book was first published in Germany and some application parts refer rather to specific discussions in the Teutonic area, as the author himself says in the preface, his general intention to provide a "universal socio-ethical basis for argumentation" and the ambitious attempt to "make this work a starting point for globally effective Christian social ethics" (xiv) are fulfilled, as the book undoubtedly speaks to the universal questions of social ethics, while it invites a search for concrete solutions to regional problems by implementing the corresponding criteria and basic principles. Indeed, the original German perspective, in which the growing emphasis on the ultimate authority of human sciences in theology often leads to a Cinderella-like existence of genuine Christian traditions and proposals based on Revelation, may be understood as a productive challenge which incentives Nass's efforts to re-create a "substantive ethics" that is marginalized in the postmodernity (xviii). However, these efforts are not destined to flow into a kind of restoration or a mere archaeological appreciation of former Catholic propositions. Nass struggles rather for adequate answers corresponding to the present, but answers deeply rooted in the conviction that Christians still have something to say to the world based on their own timeless knowledge.Hence, it is understandable that, in the short introduction, the author first sets out the postmodern contexts of ethical tasks and, while dealing with secular orientations of the present, calls for an ethics that derives from respective views of humanity and society. For Nass, there is no reason to exclude the religious point of view from this dialogue. On the contrary, his anti-secularist programmatic statement—"Imagine there is a God" (xix)—is both courageous and provocative in a scientific world that forbids theology to give orientations to all the people, with the excuse of alleged lack of universalizability In doing this, Nass complies with Jesus's mandate to the disciples to be "leaven" in Matt 13:33 and light and salt of the earth in Matt 5:13 and following (xx). The rationale for addressing and advocating "substantive Christian social ethics" is its rationality and the author's trust in the "healthy democratic culture of debate" (xx), which is, however, understood in terms of dialogue around common values and positions rather than based on mere rules of secular discourse ethics. The chosen Catholic perspective is thereby situated in an ecumenical context and directed to a real dialogue with other competing ethics, both religious and secular, including the disposition to better understanding of one's own views. Out of this approach, Nass will propose some applications of Christian principles of social action. [End Page 303]These purposes determine the clear structure of the work, consisting of three main parts, divided in thirteen singular chapters. Part 1 ("The Mission") revives a concept which—at least under this specific term—is almost completely removed from mainstream theological debates in Germany, especially in ethical context. "Christians are in the world, but not of the world" (1)—that is how Nass begins his argumentation in favor of an indispensable missionary calling within Christianity. In my opinion, it is this part of the volume that deserves the most attention, as it expresses a sound, self-confident Christian awareness of being enabled and invited to do something good for the rest of the world, while starting from one's own metaphysical basis. Nass presents Christian social ethics without any inferiority complex, as if it were something to be hidden in the twenty-first-century world or as if Christians were compelled to merely repeat what the secular world permits them to say. Consequently, Nass addresses from a Christian perspective the question of goodness as... (shrink)

Adult education has long been the Cinderella of the education system. This is not helped by the fact that there is currently an impasse between employers, government and individuals over who should finance such training. So what, if anything, can philosophers do to help resolve the normative question of who ought to pay, setting aside for the moment the practical question of how this might be put into effect? An important strand of contemporary egalitarian philosophy argues that equality of (...) opportunity for education should be implemented in such a way that children with the same level of talent and the same willingness to make an effort have the same opportunity to attain skills and qualifications such that they are each able to compete effectively with others for advantageous positions and rewards in society. But what about children or teenagers who drop out of education or make such little effort that they achieve wholly inadequate exam results? Should they be offered second and third chances for free education as adults funded by the state? A case is made for lifelong as opposed to one‐off equality of opportunity for education on a number of grounds, including efficiency, utility, the value of choice, the social bases of self‐respect and responsibility‐catering prioritarianism. This last view supports lifelong access to education but with the additional stipulation that adults should contribute at least some of the costs themselves in so far as they are accountable for not making enough effort the first time around. (shrink)

This article describes a project which involved an attempt to integrate an expert system with a hypertext database of primary and secondary text materials. Our chosen legal domain was that of the Convention on Jurisdiction and the Enforcement of Judgments in Civil and Commercial Matters (The Brussels Convention 1968). In this article, we address three dimensions of system design. With regard to the legal dimension, we consider the choice of domain and the representation of both knowledge and data in the (...) system. On the technological dimension, we discuss the selection of software development tools and problems associated with keeping knowledge bases and databases up-to-date. Finally, we pay particular attention to the Cinderella dimension of legal expert system development — the user interface. (shrink)

Adult education has long been the Cinderella of the education system. This is not helped by the fact that there is currently an impasse between employers, government and individuals over who should finance such training. So what, if anything, can philosophers do to help resolve the normative question of who ought to pay, setting aside for the moment the practical question of how this might be put into effect? An important strand of contemporary egalitarian philosophy argues that equality of (...) opportunity for education should be implemented in such a way that children with the same level of talent and the same willingness to make an effort have the same opportunity to attain skills and qualifications such that they are each able (at the onset of adult life) to compete effectively with others for advantageous positions and rewards in society. But what about children or teenagers who drop out of education or make such little effort that they achieve wholly inadequate exam results? Should they be offered second and third chances for free education as adults funded by the state? A case is made for lifelong as opposed to one-off equality of opportunity for education on a number of grounds, including efficiency, utility, the value of choice, the social bases of self-respect and responsibility-catering prioritarianism. This last view supports lifelong access to education (for reasons of priority) but with the additional (responsibility-catering) stipulation that adults should contribute at least some of the costs themselves in so far as they are accountable for not making enough effort the first time around. (shrink)

Adult education has long been the Cinderella of the education system. This is not helped by the fact that there is currently an impasse between employers, government and individuals over who should finance such training. So what, if anything, can philosophers do to help resolve the normative question of who ought to pay, setting aside for the moment the practical question of how this might be put into effect? An important strand of contemporary egalitarian philosophy argues that equality of (...) opportunity for education should be implemented in such a way that children with the same level of talent and the same willingness to make an effort have the same opportunity to attain skills and qualifications such that they are each able (at the onset of adult life) to compete effectively with others for advantageous positions and rewards in society. But what about children or teenagers who drop out of education or make such little effort that they achieve wholly inadequate exam results? Should they be offered second and third chances for free education as adults funded by the state? A case is made for lifelong as opposed to one-off equality of opportunity for education on a number of grounds, including efficiency, utility, the value of choice, the social bases of self-respect and responsibility-catering prioritarianism. This last view supports lifelong access to education (for reasons of priority) but with the additional (responsibility-catering) stipulation that adults should contribute at least some of the costs themselves in so far as they are accountable for not making enough effort the first time around. (shrink)

Adult education has long been the Cinderella of the education system. This is not helped by the fact that there is currently an impasse between employers, government and individuals over who should finance such training. So what, if anything, can philosophers do to help resolve the normative question of who ought to pay, setting aside for the moment the practical question of how this might be put into effect? An important strand of contemporary egalitarian philosophy argues that equality of (...) opportunity for education should be implemented in such a way that children with the same level of talent and the same willingness to make an effort have the same opportunity to attain skills and qualifications such that they are each able (at the onset of adult life) to compete effectively with others for advantageous positions and rewards in society. But what about children or teenagers who drop out of education or make such little effort that they achieve wholly inadequate exam results? Should they be offered second and third chances for free education as adults funded by the state? A case is made for lifelong as opposed to one-off equality of opportunity for education on a number of grounds, including efficiency, utility, the value of choice, the social bases of self-respect and responsibility-catering prioritarianism. This last view supports lifelong access to education (for reasons of priority) but with the additional (responsibility-catering) stipulation that adults should contribute at least some of the costs themselves in so far as they are accountable for not making enough effort the first time around. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 32-41 [Access article in PDF] Does Art Education Dream of Disneyland? [Figures] Introduction What image can we present when challenged to illustrate art education in the form of a scheme? The word "illustration" literally means to build understanding through an explanatory diagram. In art education or anything [End Page 32] else, the use of a visual image to understand a certain system (...) can be interpreted as a question of human sensitivity and recognition. Translating minute nuances or peculiarities of information into a vibrant image is, however, a confusing and difficult exercise. In this essay, I attempt to portray those elements crucial to the teaching and learning process of art education using Disneyland as a structural as well as a functional metaphor. The Happiest Place on Earth? Disneyland is depicted as "a dream world" and "the happiest place on earth." As described in various incisive essays, Disneyland is a symbol of modern American culture, an ultimate form of the consumer society or the hegemony of entertainment. 1 To start with, the structural elements of this epitome of Walt Disney's vision are outlined.Walt Disney created Main Street USA (the World Bazaar) to make all visitors feel as if they are the leading character in a Disney film, walking through the main street of life. He attempted to remove the ugliness of everyday life from his dream space by eradicating the back streets of the real world. The design of the buildings along Main Street originates from Walt Disney's hometown. The sense of distance within the Disney complex is enhanced by using a smaller scale for the upper stories of buildings and a progressively narrowing street.Sleeping Beauty's Castle (or Cinderella Castle at Tokyo Disneyland) lies beyond Main Street and is modeled on Neuschwanstein Castle in Fussen,South Bayern, Germany. The road leading to the castle ascends slightly which amplifies the anticipation factor for visitors. Sleeping Beauty's Castle is the centerpiece of Disneyland and functions as the hub to guide visitors to various lands. Several attractive spaces radiate from this hub, forming a total of six areas.On the extension line from the Entrance via Sleeping Beauty's Castle lies Fantasyland where Walt Disney has reproduced the world of animation based on European legends and fables. Toontown lies beyond Fantasyland. This is a world of familiar characters, such as Mickey, Minnie, and Goofy. Traveling clockwise, Tomorrowland is next where all kinds of imaginary worlds await visitors. Adventureland, on the opposite side of Main Street, offers worlds of different cultures and spaces for adventure. Beyond Adventureland lies Westernland, designed to invite visitors to return to the Wild West.It is possible to form a hypothesis that there are three axes connecting the six lands. Those axes run through Sleeping Beauty's Castle that acts as the hub and two opposing areas on the same axis with the Castle being the point of symmetry.The first axis could be the axis of "reality." If Main Street is considered to be the "crawling approachway" from the everyday sphere to dreamland,Fantasyland, offering playful space of extraordinary imagination, is set [End Page 33] against the ordinary space for everyday life. The second axis is the axis of "relationship" which connects individual persons to society. Toontown presents a world of fraternity and is a place where people bonded by kinship or friendship can trust each other and feel at ease. Frontierland, located on the opposite side of this axis creates a solitary space where people leave family and friends for the adventure of traveling to unknown lands. The third and final axis is that of "time" from the past to the future. Tomorrowland is a future world based on fantasy and imagination where prophecies becomereality. On the opposite side of this axis lies Westernland embodying the history and traditions of the American past.It is possible to regard each area of Disneyland, structured by these different worlds, as a metaphor to reflect the basic content and structure of art education in the context of the general curriculum. In fact... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 32-41 [Access article in PDF] Does Art Education Dream of Disneyland? [Figures] Introduction What image can we present when challenged to illustrate art education in the form of a scheme? The word "illustration" literally means to build understanding through an explanatory diagram. In art education or anything [End Page 32] else, the use of a visual image to understand a certain system (...) can be interpreted as a question of human sensitivity and recognition. Translating minute nuances or peculiarities of information into a vibrant image is, however, a confusing and difficult exercise. In this essay, I attempt to portray those elements crucial to the teaching and learning process of art education using Disneyland as a structural as well as a functional metaphor. The Happiest Place on Earth? Disneyland is depicted as "a dream world" and "the happiest place on earth." As described in various incisive essays, Disneyland is a symbol of modern American culture, an ultimate form of the consumer society or the hegemony of entertainment. 1 To start with, the structural elements of this epitome of Walt Disney's vision are outlined.Walt Disney created Main Street USA (the World Bazaar) to make all visitors feel as if they are the leading character in a Disney film, walking through the main street of life. He attempted to remove the ugliness of everyday life from his dream space by eradicating the back streets of the real world. The design of the buildings along Main Street originates from Walt Disney's hometown. The sense of distance within the Disney complex is enhanced by using a smaller scale for the upper stories of buildings and a progressively narrowing street.Sleeping Beauty's Castle (or Cinderella Castle at Tokyo Disneyland) lies beyond Main Street and is modeled on Neuschwanstein Castle in Fussen,South Bayern, Germany. The road leading to the castle ascends slightly which amplifies the anticipation factor for visitors. Sleeping Beauty's Castle is the centerpiece of Disneyland and functions as the hub to guide visitors to various lands. Several attractive spaces radiate from this hub, forming a total of six areas.On the extension line from the Entrance via Sleeping Beauty's Castle lies Fantasyland where Walt Disney has reproduced the world of animation based on European legends and fables. Toontown lies beyond Fantasyland. This is a world of familiar characters, such as Mickey, Minnie, and Goofy. Traveling clockwise, Tomorrowland is next where all kinds of imaginary worlds await visitors. Adventureland, on the opposite side of Main Street, offers worlds of different cultures and spaces for adventure. Beyond Adventureland lies Westernland, designed to invite visitors to return to the Wild West.It is possible to form a hypothesis that there are three axes connecting the six lands. Those axes run through Sleeping Beauty's Castle that acts as the hub and two opposing areas on the same axis with the Castle being the point of symmetry.The first axis could be the axis of "reality." If Main Street is considered to be the "crawling approachway" from the everyday sphere to dreamland,Fantasyland, offering playful space of extraordinary imagination, is set [End Page 33] against the ordinary space for everyday life. The second axis is the axis of "relationship" which connects individual persons to society. Toontown presents a world of fraternity and is a place where people bonded by kinship or friendship can trust each other and feel at ease. Frontierland, located on the opposite side of this axis creates a solitary space where people leave family and friends for the adventure of traveling to unknown lands. The third and final axis is that of "time" from the past to the future. Tomorrowland is a future world based on fantasy and imagination where prophecies becomereality. On the opposite side of this axis lies Westernland embodying the history and traditions of the American past.It is possible to regard each area of Disneyland, structured by these different worlds, as a metaphor to reflect the basic content and structure of art education in the context of the general curriculum. In fact... (shrink)