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Daniel Cho [6]Daniel K. Cho [1]
  1. Visual Attention, Bias, and Social Dispositions Toward People with Facial Anomalies: A Prospective Study with Eye-Tracking Technology.Dillan Villavisanis, Clifford Ian Workman, Zachary Zapatero, Giap Vu, Stacey Humphries, Daniel Cho, Jordan Swanson, Scott Bartlett, Anjan Chatterjee & Jesse Taylor - 2023 - Annals of Plastic Surgery 90 (5):482-486.
    Background: Facial attractiveness influences our perceptions of others, with beautiful faces reaping societal rewards and anomalous faces encountering penalties. The purpose of this study was to determine associations of visual attention with bias and social dispositions toward people with facial anomalies. -/- Methods: Sixty subjects completed tests evaluating implicit bias, explicit bias, and social dispositions before viewing publicly available images of preoperative and postoperative patients with hemifacial microsomia. Eye-tracking was used to register visual fixations. -/- Results: Participants with higher implicit (...)
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  2.  69
    Adorno on Education or, Can Critical Self-Reflection Prevent the Next Auschwitz?Daniel Cho - 2009 - Historical Materialism 17 (1):74-97.
    This article presents Theodor W. Adorno's concept of education, the basis of which is critical self-reflection. It argues that a close reading of Adorno's various writings on education yields a theory of critical self-reflection that is not simply introspection but an analysis of the social totality. Beginning with Adorno's assessment of education within capitalism – which is always a critique of capitalism itself – the article moves through his concept of critical self-reflection, and concludes by reassessing his claim that an (...)
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    Wo es war: Psychoanalysis, marxism, and subjectivity.Daniel Cho - 2007 - Educational Philosophy and Theory 39 (7):703–719.
    Subjectivity, for Descartes, emerged when he doubted the veracity of his knowledge. Instead of truth, he counted this knowledge to be inherited myth. Cartesian subjectivity has been helpful for forming a critical education predicated on doubting ideology and hegemony. But Marx indicates a very different kind of knowledge in his analysis of capitalism. This knowledge cannot be doubted because we do not acknowledge it in the first place. For a Marxian critical education a different ground must be found for subjectivity. (...)
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    Wo es war: Psychoanalysis, Marxism, and Subjectivity.Daniel Cho - 2007 - Educational Philosophy and Theory 39 (7):703-719.
    Subjectivity, for Descartes, emerged when he doubted the veracity of his knowledge. Instead of truth, he counted this knowledge to be inherited myth. Cartesian subjectivity has been helpful for forming a critical education predicated on doubting ideology and hegemony. But Marx indicates a very different kind of knowledge in his analysis of capitalism. This knowledge cannot be doubted because we do not acknowledge it in the first place. For a Marxian critical education a different ground must be found for subjectivity. (...)
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  5. Associations of Facial Proportionality, Attractiveness, and Character Traits.Dillan Villavisanis, Clifford Ian Workman, Daniel Cho, Zachary Zapatero, Connor Wagner, Jessica Blum, Scott Bartlett, Jordan Swanson, Anjan Chatterjee & Jesse Taylor - 2022 - Journal of Craniofacial Surgery 33 (5):1431-1435.
    Background: Facial proportionality and symmetry are positively associated with perceived levels of facial attractiveness. -/- Objective: The aims of this study were to confirm and extend the association of proportionality with perceived levels of attractiveness and character traits and determine differences in attractiveness and character ratings between "anomalous" and "typical" faces using a large dataset. -/- Methods: Ratings of 597 unique individuals from the Chicago Face Database were used. A formula was developed as a proxy of relative horizontal proportionality, where (...)
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    Marcuse's Challenge to Education.Tyson Lewis, Clayton Pierce & Daniel K. Cho - 2009 - Rowman & Littlefield Publishers.
    Marcuse’s Challenge to Education, a collection of essays by scholars who have explicated his theories accompanied by unpublished lecture notes by Marcuse himself, examines his ground-breaking critique of education as well as his own pedagogical alternatives. This compilation provides an overview of the various themes of Marcuse's challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.
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