The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher?student interactions that explicitly or implicitly reflect who bears mathematical authority: (1) to whom were students allowed to ask for help; (2) who was allowed to answer students? mathematics-related questions; and (3) who was allowed to evaluate students? responses. For each of these aspects, we (...) were interested whether authority was ascribed only to the teacher or whether authority was distributed more broadly, with students being considered accountable for their own and other?s learning process. Interviews with teachers and students were conducted to investigate the meaning that participants gave to the practices in which they were involved. (shrink)

We propose to understand social affordances in the broader context of responsiveness to a field of relevant affordances in general. This perspective clarifies our everyday ability to unreflectively switch between social and other affordances. Moreover, based on our experience with Deep Brain Stimulation for treating obsessive-compulsive disorder (OCD) patients, we suggest that psychiatric disorders may affect skilled intentionality, including responsiveness to social affordances.

This paper focuses on segmenting digital movie and TV series pirates and on investigating the effectiveness of piracy-combatting measures i.e., legal and educational strategies, in light of these segments. To address these research objectives, two online studies were conducted. First, 1277 valid responses were gathered with an online survey. Four pirate segments were found based on differing combinations of attitude toward piracy, ethical evaluation of piracy and feelings of guilt. The anti-pirate, conflicted pirate, cavalier pirate, and die-hard pirate can be (...) placed on a continuum of increasing pirating frequency, subjective norm, pirating self-efficacy, habit, and decreasing in perceived harm, respectively. The segments also differ in deontological and teleological orientations. Second, in an experimental mixed design, we find that the educational strategy is more effective than the legal strategy in lowering pirating intentions for the conflicted and cavalier pirate. However, both strategies fail at lowering intentions of the die-hard pirate, although perceived harm and perceived impunity were significantly influenced. These findings offer a more profound understanding of pirate segments and how they react differently to piracy-combatting measures. As a result, better strategies can be developed to control digital piracy. (shrink)

Cet ouvrage est une réédition numérique d’un livre paru au XXe siècle, désormais indisponible dans son format d’origine.

We argue that the phases identified in the novelty-seeking model can be clarified by considering an updated version of the optimal-level of arousal model, which incorporates the “arousal” and “mood changing” potentials of stimuli and contexts. Such a model provides valuable insights into what determines one's state of mind, inter-individual differences, and the rewarding effects of curiosity and creativity.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

The theories of cerebellar function presented in this BBS special issue cannot be reconciled with the established induction properties of cerebellar LTD. At the same time, the authors presenting their research on cerebellar LTD do not appear very interested in function.

In this paper we elaborate Ned Hall's theoretical utility perspective for causation in everyday contexts. We do this by presenting some instances of it, thereby adding some flesh to the skeleton that Hall has provided. Our elaboration of the theoretical utility perspective also provides arguments for it: the instances we present show the fruitfulness of the approach. A question raised by Hall's proposal is: should we give up descriptive analysis of causation (and descriptive analysis in general) completely? We argue that, (...) at least for causation, traditional descriptive conceptual analysis must be given up. However, we also argue that a more modest variant of descriptive conceptual analysis can be useful. (shrink)

Starting from Justus Lipsius's _Monita et exempla politica _, this book offers a collection of essays dealing with the disputed Macchiavellian, Tacitean or Neostoic character of Lipsius's political thought, and its impact on the dynamics of political discourse in Early Modern Europe.

Introduction: Philosophie de la tradition.--Le rationalisme et l'homme nouveau.--Les formes de l'amour dans les moeurs contemporaines.--Conclusion.

After a brief introduction to Kuipers' views on explanations of laws we argue that micro-explanations of laws can have two formats: they work either by aggregation and transformation (as Kuipers suggests) or by means of function ascriptions (Kuipers neglects this possibility). We compare both types from an epistemic point of view (which information is needed to construct the explanation?) and from a means-end perspective (do both types serve the same purposes? are they equally good?).

This paper investigates the working-method of three important philosophers of explanation: Carl Hempel, Philip Kitcher and Wesley Salmon. We argue that they do three things: construct an explication in the sense of Carnap, which then is used as a tool to make descriptive and normative claims about the explanatory practice of scientists. We also show that they did well with respect to, but that they failed to give arguments for their descriptive and normative claims. We think it is the responsibility (...) of current philosophers of explanation to go on where Hempel, Kitcher and Salmon failed. However, we should go on in a clever way. We call this clever way the “pragmatic approach to scientific explanation.” We clarify what this approach consists in and defend it. (shrink)

Jonathan Schaffer has argued that a contrastive causal ontology is beneficial in juridical contexts: lawyers and judges should treat the causal relation as a quaternary relation, not as binary one. In this paper we investigate to what extent a contrastive causal ontology is beneficial in genetics and in physics. We conclude that it is beneficial in these scientific domains. We also point out that the nature of the benefit differs in the three context that we discuss. Key words: Contrastive causation, (...) causation in genetics, causation in physics, Jonathan Schaffer. (shrink)

In this paper, we analyse the fruitfulness of Ronald Giere’s comparative model for causation in populations. While the original model was primarily developed to capture the meaning of causal claims in the biomedical and health sciences, we want to show that the model is not only useful in these domains, but can also fruitfully be applied to other scientific domains. Specifically, we demonstrate that the model is fruitful for characterizing the meaning of causal claims found in classical genetics, epidemiology and (...) electoral sociology. Additionally, we propose an adapted comparative model which is needed to get a grip on higher level causal claims. We show that such claims are present in population genetics, epidemiology and electoral systems research. We conclude with some reflections on the implications of our findings for the issue of causal pluralism. (shrink)

This paper investigates the working-method of three important philosophers of explanation: Carl Hempel, Philip Kitcher, and Wesley Salmon. We argue that they do three things: construct an explication in the sense of Carnap, which then is used as a tool to make descriptive and normative claims about the explanatory practice of scientists. We also show that they did well with respect to, but that they failed to give arguments for their descriptive and normative claims. We think it is the responsibility (...) of current philosophers of explanation to go on where Hempel, Kitcher, and Salmon failed. However, we should go on in a clever way. We call this clever way the “pragmatic approach to scientific explanation.‘ We clarify what this approach consists in and defend it. (shrink)

Hoerl & McCormack propose that animals learn sequences through an entrainment-like process, rather than tracking the temporal addresses of each event in a given sequence. However, past research suggests that animals form “temporal maps” of sequential events and also comprehend the concept of ordinal position. These findings suggest that a clarification or qualification of the authors’ hypothesis is needed.

Philosophe apatride, porte-voix des 'bons Européens' au XIXe siècle, Nietzsche se fit le représentant d'un européanisme assez contraire aux vues de son temps. Une posture intempestive et paradoxale car elle signifiait la dévalorisation des valeur suprêmes qui régissaient la vie des Européens, depuis deux millénaires. Dès lors, comment Nietzsche entendait-il 'penser l'Europe', au moment même où celle-ci menaçait, selon lui, de voir ses fondements culturels remis en question? Sans doute en prophétisant l'avènement du 'nihilisme européen', tout en remontant le cours (...) du temps et en pensant une généalogie de l'Europe pour, ensuite, dresser sa vision de 'deux siècles' à venir. C'est, en somme, une sorte de futurologie, adressée aux 'Européens d'après-demain'. Ce que nous sommes désormais. Ce livre rassemble des contributions majeures qui tentent de cerner ces 'pensées pour après-demain' et l'européanisme nietzschéen, mais aussi ce qu'ils disent de son actualité, toujours féconde pour éclairer les questions de notre temps. (shrink)

Instances of explanatory reduction are often advocated on metaphysical grounds; given that the only real things in the world are subatomic particles and their interaction, we have to try to explain everything in terms of the laws of physics. In this paper, we show that explanatory reduction cannot be defended on metaphysical grounds. Nevertheless, indispensability arguments for reductive explanations can be developed, taking into account actual scientific practice and the role of epistemic interests. Reductive explanations might be indispensable to address (...) some epistemic interest answering a specific explanation-seeking question in the most accurate, adequate and efficient way. Just like explanatory pluralists often advocate the indispensability of higher levels of explanation pointing at the pragmatic value of the explanatory information obtained on these higher levels, we argue that explanatory reduction—traditionally understood as the contender of pluralism—can be defended in a similar way. The pragmatic value reductionist, lower level explanations might have in the biomedical sciences and the social sciences is illustrated by some case studies. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

One of the essential parts within the transition towards sustainable economies, is the way how higher education prepares its students for their future role in business. In order for them to contribute to corporate social responsibility within the enterprise context, they need specific skills and competences related to sustainable development. Derived from the societal role of business schools in preparing the future business leaders and entrepreneurs, the focus of this paper is the participation in, and the contribution of business schools (...) to the issues of efficiency measures for sustainability. This topic could be wider situated within the context of higher education for sustainable development, which aims at integrating competences for sustainable development into the curriculum, and integrating sustainability measures within campus operations, research and societal role. The paper furthermore looks at a business school context as a case for institutional efficiency measures. The paper describes how business schools could implement efficiency measures and apply instruments within their own context, looking at the campus as a ‘living laboratory’ for sustainability innovation. The paper describes how tools and instruments to foster sustainability integration are applied on campus, its benefits and possible problems. The paper focuses on the application of three instruments: Assessment Instrument for Sustainability in Higher Education; Ecological Footprint Analysis; and Principles for Responsible Management Education. It builds upon the data and results from several action research projects within two Belgian business schools. As a conclusion, the paper will reflect upon the essential characteristics of these initiatives, as a way to enhance efficiency measures for sustainability both within the business school itself, as within a wider business context. (shrink)

Infertility constitutes an essential source of stress in the individual and couple’s life. The Infertility-Related Stress Scale is of clinical interest for exploring infertility-related stress affecting the intrapersonal and interpersonal domains of infertile individuals’ lives. In the present study, the IRSS was translated into Brazilian–Portuguese, and its factor structure, reliability, and relations to sociodemographic and infertility-related characteristics and depression were examined. A sample of 553 Brazilian infertile individuals completed the Brazilian–Portuguese IRSS, and a subsample of 222 participants also completed the (...) BDI-II. A sample of 526 Italian infertile individuals was used to test for the IRSS measurement invariance across Brazil and Italy. Results of exploratory structural equation modeling indicated that a bifactor solution best represented the structure underlying the IRSS-BP. Both the general and the two specific intrapersonal and interpersonal IRSS-BP factors showed satisfactory levels of composite reliability. The bifactor ESEM solution replicated well across countries. As evidence of relations to other variables, female gender, a longer duration of infertility, and higher depression were associated with higher scores in global and domain-specific infertility-related stress. The findings offer initial evidence of validity and reliability of the IRSS-BP, which could be used by fertility clinic staff to rapidly identify patients who need support to deal with the stressful impact of infertility in the intrapersonal and interpersonal life domains, as recommended by international guidelines for routine psychosocial care in infertility settings. (shrink)

Sobre que investigan los Maestrantes de nuestra Institución formadora de docentes, es el tema de este trabajo. Con un enfoque cualitativo, metodología de diseño emergente y con instrumentos como formulario Google, el análisis de los documentos de tesis de la generación 2020-2022, presentamos la respuesta a esta interrogante. Los Maestrantes enfrentaron la situación atípica de la pandemia y el confinamiento por covid-19 y realizaron sus tesis bajo la metodología de investigación-acción. Desarrollaron competencias del perfil de egreso de la Institución, al (...) generar conocimiento y mejorar la calidad de su enseñanza en beneficio de sus estudiantes. (shrink)

Resenha do livro de MONTEIRO, Joáo Paulo. Hume e a Epistemologia ; revisáo de Frederico Diehl [1ª. ed. brasileira]. – Sáo Paulo: Editora UNESP; Discurso Editorial, 2009. (232 p).

O trabalho, em sua íntegra, foi realizado tendo como entrevistado um jovem que se autodenomina gay e negro, oriundo do Rio de Janeiro, de classe social baixa, estudante de uma escola pública do ensino médio regular, situada em uma periferia de um município localizado no interior da Bahia. Na tessitura que segue, enfatizamos os marcadores sociais de gênero/sexualidade e raça/etnia. Esses marcadores apresentaram-se como desconforto para o sujeito entrevistado, visto que não atendem às caracterizações e práticas determinadas pela heteronormatividade. Assim, (...) constatamos que há um olhar hierarquizante e verticalizado envolvendo identidades outras assim como possibilidades de vivências afetivas e sexuais diferentes daquelas determinadas pelas normas sociais. Palavras-chave: gênero; marcadores étnicos; diversidade sexual; estudante. (shrink)

When scientist investigate why things happen, they aim at giving an explanation. But what does a scientific explanation look like? In the first chapter (Theories of Scientific Explanation) of this book, the milestones in the debate on how to characterize scientific explanations are exposed. The second chapter (How to Study Scientific Explanation?) scrutinizes the working-method of three important philosophers of explanation, Carl Hempel, Philip Kitcher and Wesley Salmon and shows what went wrong. Next, it is the responsibility of current philosophers (...) of explanation to go on where Hempel, Kitcher and Salmon failed. However, we should go on in a clever way. We call this clever way the pragmatic approach to scientific explanation and clarify briefly what this approach consists in. The third chapter (A Toolbox for Describing and Evaluating Explanatory Practices) elaborates the pragmatic approach by presenting a toolbox for analysing scientific explanation. In the last chapter (Examples of Descriptions and Evaluations of Explanatory Practices) the approach is illustrated with real-life examples of scientists aiming at explaining. (shrink)