In this article, we examine the effects of time spent in household labor on the gender gap in earnings. We identify that part of the gender gap in earnings directly attributable to women's greater household labor time. After controlling for years of work experience, hours worked per week, occupation, industry, union membership, and education, we find that household labor time can directly account for 8.2 percent of the gender gap in earnings. In addition to the direct effect of women's household (...) responsibilities on earnings, they also may affect occupational location, work experience, and number of hours worked per week, and through these variables, their earnings. These findings indicate that we cannot truly understand women's earnings relative to those of men without considering the impact of their unpaid labor on their paid work. (shrink)

This article narrates the researcher's intention in using a mixed methodology for investigating the correlation between two key research concepts that form part of a larger research study. The larger study aims to reflect on how South African men understand their masculine role from and within their specific religion/spirituality by measuring the nature of the relationship between the constructs of masculine ideology and religious orientation in the development of a male gender identity. Subsequently, the first level of exploration includes the (...) distribution of two inventory scales to a wide selection of men in South Africa for determining the nature and degree of correlation between the two concepts of 'masculinity' and 'religiosity/spirituality' from this specific sample of men. The research question to be answered is as follows: is there a correlation between the results of the two inventory scales which measures male attitude norms, on the one hand, and religious orientation, on the other hand, of a selected sample of South African men? This question is answered through the administration of two widely validated and reliable inventory scales aimed at measuring male ideology and representations and religious orientation, respectively. Consequently, the researcher aims to motivate her choice of employing these scales before a post-foundational practical theological and narrative approach to research is used in 'thickening' the discourses resulting from these inventories, and narrates what she aims to achieve through the employment of these specific methodologies. Therefore, this article does not aim to narrate any research findings but forms part of Phase 1 of the larger research project delineated into different phases. The researcher concludes with a suggested research methodology, which aims at the decolonisation of the constructs of masculinity and religiosity and/or spirituality in the specific context of postcolonial and post-apartheid South Africa. (shrink)

In South Africa, ideas around fatherhood, parenthood and family life are greatly shifting as people find themselves caught up between traditional and contemporary understandings of fatherhood and motherhood. Even though more than 70% of young South Africans stated in a national survey that parenthood is one of the top four defining features of adulthood, father absence is on the increase. Some in-depth literature study was conducted regarding South African research on fatherhood and father absence, and the role of both Christian (...) churches and secular organisations in addressing some of these challenges brought on by rapidly growing figures of father absence. The article concludes with some suggestions on the development of a new paradigm in understanding fatherhood in South Africa, with special reference to the role of Christian churches in assisting men to construct a narrative around fatherhood, which will lead to satisfying relationships with their children, their partners and especially with God. (shrink)

Chapin reviewed this 1972 ZEITSCHRIFT paper that proves the completeness theorem for the logic of variable-binding-term operators created by Corcoran and his student John Herring in the 1971 LOGIQUE ET ANALYSE paper in which the theorem was conjectured. This leveraging proof extends completeness of ordinary first-order logic to the extension with vbtos. Newton da Costa independently proved the same theorem about the same time using a Henkin-type proof. This 1972 paper builds on the 1971 “Notes on a Semantic Analysis of (...) Variable Binding Term Operators” (Co-author John Herring), Logique et Analyse 55, 646–57. MR0307874 (46 #6989). A variable binding term operator (vbto) is a non-logical constant, say v, which combines with a variable y and a formula F containing y free to form a term (vy:F) whose free variables are exact ly those of F, excluding y. Kalish-Montague 1964 proposed using vbtos to formalize definite descriptions “the x: x+x=2”, set abstracts {x: F}, minimization in recursive function theory “the least x: x+x>2”, etc. However, they gave no semantics for vbtos. Hatcher 1968 gave a semantics but one that has flaws described in the 1971 paper and admitted by Hatcher. In 1971 we give a correct semantic analysis of vbtos. We also give axioms for using them in deductions. And we conjecture strong completeness for the deductions with respect to the semantics. The conjecture, proved in this paper with Hatcher’s help, was proved independently about the same time by Newton da Costa. (shrink)

The professional training of pastoral therapists has been a topic of controversy for many years in South Africa. Up to date, the training of pastoral workers has been limited to the study of ministry and as such is limited by the primary aims and outcomes of this curriculum. In a post-apartheid, post-colonial South Africa, the need for pastoral workers is intensified by the needs of community- and faith-based organisations for trained and registered therapists to alleviate the counselling needs of their (...) beneficiaries on all social levels. This article discusses the current state of affairs of the training and curriculum related to the profession of pastoral therapy in the context of South Africa, the various sociopolitical and religious needs that are still left unanswered in the field, and makes recommendations for the registration and accreditation of the profession with a specific curriculum focused on multicultural, multi-spiritual and post-modern nuances. The author argues that such a curriculum, accredited by a statutory body, can operate as a national health resource, will be more cost-effective than other related health services and may transform the social justice landscape related to both the providers and beneficiaries of this type of care. (shrink)

Intelligent Transportation Systems are expected to automate how parking slots are booked by trucks. The intrinsic dynamic nature of this problem, the need of explanations and the inclusion of private data justify an agent-based solution. Agents solving this problem act with a Believe Desire Intentions reasoning, and are implemented with JASON. Privacy of trucks becomes protected sharing a list of parkings ordered by preference. Furthermore, the process of assigning parking slots takes into account legal requirements on breaks and driving time (...) limits. Finally, the agent simulations use the distances, the number of trucks and parkings corresponding to the proportions of the current European Union data. The performance of the proposed solution is tested in these simulations with three different distances against an alternative with complete knowledge. The difference in efficiency, the number of illegal breaks and the traveled distances are measured in them. Comparing the results, we can conclude that the nonprivate alternative is slightly better in performance while both alternatives do not produce illegal breaks. In this way the simulations show that the proposed privacy protection does not impose a relevant handicap in efficiency. (shrink)

The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part‐ or full‐time work in a teaching center. The authors hope that (...) this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational development. (shrink)

Accessibilism is a version of epistemic internalism on which justification is determined by what is accessible to the subject. I argue that misunderstandings of accessibilism have hinged on a failure to appreciate an ambiguity in the phrase ‘what is accessible to the subject’. I first show that this phrase may either refer to the very things accessible to the subject, or instead to the facts about which things are accessible to her. I then discuss Ralph Wedgwood’s (2002: 350-352) argument that (...) accessibilism absurdly implies that an infinite regress of facts, each more complex than the last, must be accessible to the subject. I show that this regress objection only threatens the ‘very things’ disambiguation of accessibilism, not the ‘facts about’ disambiguation. After this, I discuss the relationships between the motivations for accessibilism and these two disambiguations. We will see that these motivations appear to support each disambiguation. But I will argue this appearance depends on a mistake. Just as only the ‘facts about’ disambiguation escapes the regress objection, it is also the only disambiguation which enjoys genuine support from the motivations for accessibilism. For these reasons, I recommend that future discussions of accessibilism focus on the ‘facts about’ disambiguation. (shrink)

First-order logic. The origin of modern foundational studies. Frege's system and the paradoxes. The teory of types. Zermelo-Fraenkel set theory. Hilbert's program and Godel's incompleteness theorems. The foundational systems of W.V. Quine. Categorical algebra.

This work is an essay in Peirce's epistemology, with about an equal emphasis on the "epistemology" as on the "Peirce's." In other words our intention has not been to write exclusively a piece of Peirce scholarshiJ> hence, the reader will find no elaborate tying in of Peirce's epistemology to other portions of his thought, no great emphasis on the chronology of his thought, etc. Peirce scholarship is a painstaking business. His mind was Labyrinthine, his terminology intricate, and his writings are, (...) as he himself confessed, "a snarl of twine." This book rather is intended perhaps even primarily as an essay in epistemology, taking Peirce's as the focal point. The book thus addresses a general philosophical audience and bears as much on the wider issue as on the man. I hope therefore that readers will give their critical attention to the problem of knowledge and the sugges tions we have developed around that problem and will not look here in the hope of finding an exhaustive piece of Peirce scholarship. (shrink)

Emerging out of increased attention to gender equality within violence and HIV prevention efforts in South African society has been an intensified focus on masculinities. Garnering a deeper understanding of how men respond to shifting gender relations and rights on the ground is of urgent importance, particularly since social constructions of gender are implicated in the HIV/aids epidemic. As social scientists collaborating on a rights-based HIV and antiviolence program, we sought to understand masculinities, rights, and gender norms across six high (...) HIV/aids seroprevalence provinces in South Africa. Drawing on focus group research, we explore the ways that men who are engaged in HIV and antiviolence programming can often be simultaneously resistant to and embracing of changes in masculinities, women’s rights, and gender relations. We use our findings on men’s responses to changing gender relations to make suggestions for how to better engage men in HIV and antiviolence programs. (shrink)

This book presents and survey of the foundations of mathematics. The emphasis is on a mathematical comparison of systems rather than on any exhaustive development of analysis within a single system. Nevertheless, for most systems considered, enough details are given for the development of arithmetic, and the method of constructing the other notions of analysis is indicated. The elements of the general theory of cardinal and ordinal numbers are also furnished in the course of this work.

Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...) critical skills and “rational passions” could be greatly improved. In spite of the dream’s appeal, the reality is, after 30+ years, there is little reason to think the dream resembles reality. After describing what I take to be an adequate definition of CT, such a depressing conclusion will be supported by CT assessment scores from across academe, the continued widespread disagreement among experts in nearly all fields, including CT, and the abundant psychological research on rationality and decision making. And finally, while the ideal extols the value of objectivity, I shall argue that bias may be unavoidable because personal values play a vital role in the evaluation of many arguments. (shrink)

This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as 'post-Fordism', of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian (...) and democratic reform. (shrink)

This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as 'post-Fordism', of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian (...) and democratic reform. (shrink)

While perhaps best known for his Lives, Plutarch also wrote philosophical dialogues that constitute a major intellectual legacy from the first century A.D. This collection presents two important short works from his writings in moral philosophy. They reveal Plutarch at his best--informative, sympathetic, rich in narrative--and are accompanied by an extensive commentary that situates Plutarch and his views on marriage in their historical context.

I first clarify the idea that blameworthiness requires consciousness as the view that one can be blameworthy only for what is a response to a reason of which one is conscious. Next I develop the following argument: blameworthiness requires exercising control in a way distinctive of persons and doing this, in view of what it is to be a person, requires responding to a reason of which one is conscious. Then I defend this argument from an objection inspired by Arpaly (...) and Schroeder according to which responding to moral reasons suffices for exercising control distinctive of persons. (shrink)

Some researchers have claimed that there is no significant correlation between students’ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students’ majors and other standardized tests, data from Baker University’s Critical Thinking and Writing Program show large differences in effect size gains relative to students’ majors.

This autobiographical piece is in response to Frank Fair’s kind invitation to write a reflective piece on my involvement over the last 30 years in the critical thinking movement, with special attention given to 18 years of assessment data as I assessed students’ critical thinking outcomes at Baker University. The first section of the paper deals with my intellectual history and how I came to a specific understanding of CT. The second deals with the Baker Experiment in combining instruction in (...) CT with written composition, with a special focus on Deductive Reconstruction. The third section goes over our attempts at assessment and what we discovered by using three separate tests. The final section of the paper presents my conclusions about the challenges of teaching CT based on the Baker Experiment. (shrink)

1 Th. 5:17 tells us to pray without ceasing. Many have worried that praying without ceasing seems impossible. Most address the problem by giving an account of the true nature of prayer. Unexplored are strategies for dealing with the problem that are neutral on the nature of prayer, strategies consistent, for example, with the view that only petition is prayer. In this article, after clarifying the nature of the problem for praying without ceasing, I identify and explore the prospects of (...) five different strategies that are neutral in this sense. I also raise problems for each strategy. (shrink)

In this paper, after showing how the postmodern critiques of Enlightenment rationality apply to critical thinking, I argue that a critical discussion on any subject must assume specific principles of rationality. I then show how these principles can be used to critique and reject postmodern claims about the contextual nature of rationality.