This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument for (...) a particular perspective on learning--transactional constructivism--which is consistent with the philosophy of John Dewey and supported by current theory and research in learning science. Transactional constructivism, a combined approach, builds on the strengths of two competing views: psychological constructivism and the sociocultural perspective. Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses: *overviews the philosophical and theoretical underpinnings of the teaching model that is the focus of the volume; *presents a summary of Dewey's educational philosophy and connects his work to current theory and research in learning science; *examines psychological constructivism, one of the basic positions within the range of learning theories that takes a constructivist perspective; *offers a case study example of a course designed and taught from this perspective; *reviews the sociocultural and the transactional constructivist perspectives; *explores the quality of dialogue and disciplinary discourse in the classroom--an issue that is critical to the success of models derived from a transactional constructivist perspective on learning; and *explores broader issues related to reform in higher education. This volume is a vital resource for all professionals involved in undergraduate education. (shrink)
Augustan poets refer curiously often to the possible composition of a Gigantomachy, as in Prop. 2.1 and 3.9, Ov. Am. 2.1.11 ff., Trist. 2.61 ff. and 331 ff., and the future study of natural philosophy, as in Verg. Georg. 2.475 ff. and Prop. 3.5.25 ff. These ambitions are rejected, abandoned, or firmly set in the future. I suggest that the function of both is closely similar since they provide traditionally sublime themes to contrast the poet's present ‘humbler’’ task.
ABSTRACTThis article discusses the French debate of the 1580s over the status of the Salic Law and its influence upon an important text in English political thought, Robert Persons’s Conference about the next Succession to the Crowne of Ingland. Polemicists on both sides of the conflict between Henri of Navarre and the Catholic League, from Pierre de Belloy to the pseudonymous ‘Rossaeus’, sought to explain the French royal succession using a concept of custom drawn from Roman law. Custom offered these (...) thinkers a way to explain the Salic Law’s peculiar limitation of the succession to males descended agnatically, but it could also be taken to imply that the people, from whom it originated, were in some way superior to the king. The concept was exploited most effectively by Rossaeus, who translated what had been a legal discourse into a freer language of political naturalism. Rossaeus’s interpretation of custom was adapted and exploited by Robert Persons in the Conference about the next Succession to the Crowne of Ingland. While, then, much of the Conference’s contemporary influence derived from how its argument mapped onto English constitutional geography, it originated as a continuation of League political thought. (shrink)
Phidias’ absence from the survey of sculptors in Cic. Brut. 70 is curious, explanation in terms of differing histories of sculpture only partly convincing. I suggest that Cicero has valid literary motives and is wittily undermining the Atticist position by adaptation of what was a rhetorical topos, the parallel development of Greek prose and sculpture from archaic spareness to classical expertise and dignity: see Dem. Eloc. 14, D. H. Isoc. 3, p.59 U-R; more elaborate but partly deriving from Cicero and (...) less homogeneous is Qu. 12.10.7–9. Cicero assumes the reader's knowledge of the commonplace, pointedly ignores the quality of grandeur and dignity, and develops a theory of technical progress on the basis of veritas and grace to attack the Atticists from their own preferences. The resulting model serves to demote Lysias, imitated by the Atticists but merely the counterpart of Calamis, strigosior like archaic sculptures and superseded by later progress. The analogy thus obliquely repeats the brief but charged parenthesis in 66 that Demosthenes superseded Lysias. (shrink)
The purpose of this article is to show how empirical research has revealed that effective policing often integrates and depends upon an amalgam of art, craft, and science. It focuses explicitly on the findings of the study of policing concerned with actions, practice, and the conduct of formal social control by both public and private actors. It provides a framework for understanding the reasons for policing being empirically studied. It represents the continuities and changes in the ideas that animate policing (...) policy and practice and charts the key trajectories of development. This article proceeds further by establishing a broad framework for mapping the key orientations of research on the policing function. It also explores three key dimensions of policing: order management, crime management, and security management. Finally, it concludes by identifying some emerging trends in the organization and conduct of police work as policing organizations seek to reconfigure their capacities and capabilities to meet new challenges. (shrink)
In his article , 97–105) R. Reneham rightly classes Sail. Cat.20.9 as a conscious imitation of Cic.Cat.1.1, but adopts the unsatisfactory explanation of parody. Such parody is, as he notes, without parallel in Sallust and ineptly distracts attention from the vigorous development of Catiline's rhetoric. Elsewhere mimesis is regularly a compliment to the author imitated, often closely functional by reinforcing a point from the parallel of a similar context . Similarly I suggest that here Sallust recalls Cicero's words to illustrate (...) that perversion of vocabulary which is the keynote of Catiline's speech: just as he misuses, for example, the terms virtus fidesque at the beginning of his speech, in stark contrast to Sallust's own definition, so he perverts the famous words of the attack which revealed his true villainy in similar savage indignatio. (shrink)