Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive and (...) negative influences, the liberationist approach has the best potential for meeting some of the deficiencies of participatory forms of democratic life. (shrink)

Features four case studies that include 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, this book explores the strengths and weaknesses of each approach so that teachers can assess their own philosophical positions on teaching.

Humanizing education in a democratic society requires an adequate conception of democratic life. Dewey's ideal of a society with free interaction among groups and extensive sharing of interests provides such a vision. His idea of purposing, as a key ingredient in meaningful learning, thought and action, also gives depth to the concept of education in democracy.

ABSTRACT Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive (...) and negative influences, the liberationist approach has the best potential for meeting some of the deficiencies of participatory forms of democratic life. (shrink)

Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. The new Fifth Edition of Perspectives on Learning features: A discussion of common sense and learning theories. A new chapter (...) on Transfer of Learning. Consideration of recent developments in brain science. A thoroughly updated list of Recommendations for Further Reading. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. (shrink)

Two complementary bodies of literature either claim explicitly or imply that human cruelty is rooted in asymmetrical relationships. The first describes and analyzes various forms of domination and acquiescence, including colonialism, racism, imperialism, sexism, and interpersonal power dynamics, among others. The second attempts to describe what would constitute the antidote, namely symmetrical relationships of mutuality and equality. Both of these literatures counsel abandoning asymmetrical relationships in favor of the symmetrical. To the contrary, this paper argues that it is only in (...) the context of asymmetrical relationships that humans can learn the basics of equality and mutual regard that undergird democracy. More particularly, the moral use of asymmetrical relations would be to help the young acquire, inter alias, the kinds of self-awareness and self-understanding that would enable them to function as responsible parties in symmetrical relations. (shrink)

We report the identification of a recurrent, 520-kb 16p12.1 microdeletion associated with childhood developmental delay. The microdeletion was detected in 20 of 11,873 cases compared with 2 of 8,540 controls and replicated in a second series of 22 of 9,254 cases compared with 6 of 6,299 controls. Most deletions were inherited, with carrier parents likely to manifest neuropsychiatric phenotypes compared to non-carrier parents. Probands were more likely to carry an additional large copy-number variant when compared to matched controls. The clinical (...) features of individuals with two mutations were distinct from and/or more severe than those of individuals carrying only the co-occurring mutation. Our data support a two-hit model in which the 16p12.1 microdeletion both predisposes to neuropsychiatric phenotypes as a single event and exacerbates neurodevelopmental phenotypes in association with other large deletions or duplications. Analysis of other microdeletions with variable expressivity indicates that this two-hit model might be more generally applicable to neuropsychiatric disease. © 2010 Nature America, Inc. All rights reserved. (shrink)

The author says that physics & metaphysics are the two sides of the same coin. While physics deals with the objective/physical side of life, metaphysics deals with the mental/subjective side. THE PHYSICS OF METAPHYSICS traces the evolution of physics & metaphysics from their captivity in organized religion, from 2,000 years ago to the present, & explains the role of each. Physics & metaphysics were regarded as one discipline until separated in the 17th century by the Christian Church. Since the beginning (...) of the 20th century, with the introduction of the quantum & relativity theories, the two disciplines have been moving together again. The result is a new paradigm of the universe which encompasses our entire lives & provides answers to questions which have long demanded to be resolved. (shrink)

Of the nature and origin of the mind, by B. de Spinoza.--Spinoza and the theory of organism, by H. Jonas.--Man a machine, and The natural history of the soul, by J. O. de la Mettrie.--On the first ground of the distinction of regions in space, and What is orientation in thinking? by I. Kant.--Soul and body, by J. Dewey.--The philosophical concept of a human body, by D. C. Long.--Are persons bodies? By B. A. O. Williams.--Lived body, environment, and ego, (...) by M. Scheler.--Metaphysical journal, and A metaphysical diary, by G. Marcel.--The body, by J.-P. Sartre.--The spatiality of the lived body and motility, by M. Merleau-Ponty.--Anthropodology: man a-foot, by R. M. Griffith.--Man and his body, by H. Plügge.--The nobility of sight: a study in the phenomenology of the senses, by H. Jonas.--Born to see, bound to behold: reflections on the function of upright posture in the esthetic attitude, by E. W. Straus.--Selected reading (p. [363]-367). (shrink)

According to the principle of conditional power aggregation (CPA), conditional powers conjoin when the properties that bestow them conjoin. Sophie Gibb has argued that CPA is false given Shoemaker’s account of conditional powers and that this leads to a problem for his account of subset realization. In short: If CPA is rejected, subset realization fails to be an entailment relation, in which case it cannot provide a basis for non-reductive physicalism. I defend the subset account against this argument by denying (...) that CPA fails. I argue that (i) Shoemaker’s account of conditional powers does not warrant a rejection of CPA, (ii) his account is incomplete and should be supplemented with a further sufficient condition for when a property bestows a conditional power, and (iii) this further sufficient condition supports CPA. (shrink)

Of the nature and origin of the mind, by B. de Spinoza.--Spinoza and the theory of organism, by H. Jonas.--Man a machine, and The natural history of the soul, by J. O. de la Mettrie.--On the first ground of the distinction of regions in space, and What is orientation in thinking? by I. Kant.--Soul and body, by J. Dewey.--The philosophical concept of a human body, by D. C. Long.--Are persons bodies? By B. A. O. Williams.--Lived body, environment, and ego, (...) by M. Scheler.--Metaphysical journal, and A metaphysical diary, by G. Marcel.--The body, by J.-P. Sartre.--The spatiality of the lived body and motility, by M. Merleau-Ponty.--Anthropodology: man a-foot, by R. M. Griffith.--Man and his body, by H. Plügge.--The nobility of sight: a study in the phenomenology of the senses, by H. Jonas.--Born to see, bound to behold: reflections on the function of upright posture in the esthetic attitude, by E. W. Straus.--Selected reading (p. [363]-367). (shrink)

Since the introduction of the term dualcareer family by Rapoport and Rapoport in 1969, an increasingly large body of literature concerning this phenomenon has developed — perhaps in response to the rapid growth of dual-careerism in North American Society. This literature is extremely diverse, ranging from purely academic articles in the professional journals of economics, business, sociology, psychology, etc., to self-help and trade books such as The Two Career Couple by Hall and Hall; to light articles in popular magazines such (...) as Redbook, People, Good Housekeeping, etc.This paper reviews this literature and discusses the implications of the dual-career family structure from both the individual and the organizational points-of-view. (shrink)

Written in debate format, this book covers developing fields such as social cognition, as well as classic areas such as memory, learning, perception and categorization. The links between emotion and memory, learning, perception, categorization, social judgements, and behavior are addressed.

Buddhist teachings and modern science are analogous both in their approach to the search for truth and in some of the discoveries of contemporary physics, biology, and psychology. However, despite these congruencies and the recognized benefits of science, Buddhism reminds us of the dangers of a tendency toward scientific reductionism and imperialism and of the sciences’ inability to deal with human moral and spiritual values and needs. Buddhism and science have human concerns and final goals that are different, but as (...) long as the boundaries between them are not trespassed, they can be mutually corrective and allied to benefit humankind. Buddhism must be open to the discoveries of science about the physical world as must all religions today, but no matter how much it may have to modify some of its ancient beliefs, its basic truths—the truths about human suffering and its release—will remain untouched. (shrink)

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

inheritance reasoning in semantic networks allowing for multiple inheritance with exceptions. The approach leads to a definition of iaheritance that is..