A fundamental aspect of human beings is that they learn. The process of learning and what is learned are impacted by a number of factors, both cognitive and social; that is, humans are boundedly rational. Cognitive and social limitations interact, making it difficult to reason about how to provide information to impact what humans know, believe, and do. Herein, we use a multi‐agent dynamic‐network simulation system, Construct, to conduct such reasoning. In particular, we ask, What media should be used to (...) provide information to most impact what people know, believe, and do, given diverse social structures? All simulated agents are boundedly rational both at the cognitive and social level, and so are subject to factors such as literacy, education, and the breadth of their social network. We find that there is no one most effective intervention; rather, to be effective, messages and the media used to spread the message need to be selected for the population being addressed. Typically, a multimedia campaign is critical. (shrink)

Critical congenital heart disease screening is rapidly becoming the standard of care in the United States after being added to the Recommended Uniform Screening Panel in 2011. Newborn screens typically do not require affirmative parental consent. In fact, most states allow parents to exempt their baby from receiving the required screen on the basis of religious or personally held beliefs. There are many ethical considerations implicated with allowing parents to exempt their child from newborn screening for CCHD. Considerations include the (...) treatment of religious exemptions in our current legal system, as well as medical and ethical principles in relation to the rights of infants. Although there are significant benefits to screening newborns for CCHD, when a parent refuses for religious or personal beliefs, in the case of CCHD screening, the parental decision should stand. (shrink)

Contents Preface General Introduction 1 | Science and Pseudoscience Introduction Karl Popper, Science: Conjectures and Refutations Thomas S. Kuhn, Logic of Discovery or Psychology of Research? Imre Lakatos, Science and Pseudoscience Paul R. Thagard, Why Astrology Is a Pseudoscience Michael Ruse, Creation-Science Is Not Science Larry Laudan, Commentary: Science at the Bar---Causes for Concern Commentary 2 | Rationality, Objectivity, and Values in Science Introduction Thomas S. Kuhn, The Nature and Necessity of Scientific Revolutions Thomas S. Kuhn, Objectivity, Value Judgment, and (...) Theory Choice Ernan McMullin, Rationality and Paradigm Change in Science Larry Laudan, Kuhn’s Critique of Methodology Helen E. Longino, Values and Objectivity Kathleen Okruhlik, Gender and the Biological Sciences Commentary 3 | The Duhem-Quine Thesis and Underdetermination Introduction Pierre Duhem, Physical Theory and Experiment W. V. Quine, Two Dogmas of Empiricism Donald Gillies, The Duhem Thesis and the Quine Thesis Larry Laudan, Demystifying Underdetermination *Colin Howson and Peter Urbach, The Duhem Problem Commentary 4 | Induction, Prediction, and Evidence Introduction Peter Lipton, Induction Karl Popper, The Problem of Induction Wesley C. Salmon, Rational Prediction Carl G. Hempel, Criteria of Confirmation and Acceptability Peter Achinstein, Explanation v. Prediction: Which Carries More Weight? *Nelson Goodman, The New Riddle of Induction Commentary 5 | Confirmation and Relevance: Bayesian Approaches Introduction Wesley C. Salmon, Rationality and Objectivity in Science *Deborah G. Mayo, A Critique of Salmon’s Bayesian Way *Alan Chalmers, The Bayesian Approach Paul Horwich, Therapeutic Bayesianism Commentary 6 | Models of Explanation Introduction Rudolf Carnap, The Value of Laws: Explanation and Prediction Carl G. Hempel, Two Basic Types of Scientific Explanation Carl G. Hempel, The Thesis of Structural Identity Carl G. Hempel, Inductive-Statistical Explanation Peter Railton, A Deductive-Nomological Model of Probabilistic Explanation *Philip Kitcher, Explanatory Unification *James Woodward, The Manipulability Conception of Causal Explanation Commentary 7 | Laws of Nature Introduction A. J. Ayer, What Is a Law of Nature? Fred I. Dretske, Laws of Nature D. H. Mellor, Necessities and Universals in Natural Laws Nancy Cartwright, Do the Laws of Physics State the Facts? Commentary 8 | Intertheoretic Reduction Introduction Ernest Nagel, Issues in the Logic of Reductive Explanations Paul K. Feyerabend, How to Be a Good Empiricist *Jerry A. Fodor, Special Sciences Philip Kitcher, 1953 and All That: A Tale of Two Sciences Commentary 9 | Empiricism and Scientific Realism Introduction Grover Maxwell, The Ontological Status of Theoretical Entities Bas C. van Fraassen, Arguments Concerning Scientific Realism Alan Musgrave, Realism versus Constructive Empiricism Larry Laudan, A Confutation of Convergent Realism *Juha T. Saatsi, On the Pessimistic Induction and Two Fallacies Ian Hacking, Experimentation and Scientific Realism David B. Resnik, Hacking’s Experimental Realism *Martin Carrier, What Is Right with the Miracle Argument Arthur Fine, The Natural Ontological Attitude Alan Musgrave, NOA’s Ark---Fine for Realism Commentary Glossary Bibliography Name Index Subject Index. (shrink)

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / E.D. (...) Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

Why Don't You Just Talk to Him? looks at the broad political contexts in which violence, specifically domestic violence, occurs. Kathleen Arnold argues that liberal and Enlightenment notions of the social contract, rationality and egalitarianism -- the ideas that constitute norms of good citizenship -- have an inextricable relationship to violence. According to this dynamic, targets of abuse are not rational, make bad choices, are unable to negotiate with their abusers, or otherwise violate norms of the social contract; they (...) are, thus, second-class citizens. In fact, as Arnold shows, drawing from Nietzsche and Foucault's theories of power and arguing against much of the standard policy literature on domestic violence, the very mechanisms that purportedly help targets of domestic abuse actually work to compound the problem by exacerbating the power differences between the abuser and the abused. The book argues that a key to understanding how to prevent domestic violence is seeing it as a political rather than a personal issue, with political consequences. It seeks to challenge Enlightenment ideas about intimacy that conceive of personal relationships as mutual, equal and contractual. Put another way, it challenges policy ideas that suggest that targets of abuse can simply choose to leave abusive relationships without other personal or economic consequences, or that there is a clear and consistent level of help once they make the choice to leave. Asking "Why Don't You Just Talk to Him?" is in reality a suggestion riven with contradictions and false choices. Arnold further explores these issues by looking at two key asylum cases that highlight contradictions within the government's treatment of foreigners and that of long-term residents. These cases expose problematic assumptions in the approach to domestic violence more generally. Exposing major injustices from the point of view of domestic violence targets, this book promises to generate further debate, if not consensus. (shrink)

A content analysis of 48 children's realistic animal stories shows an emphasis on pets and petkeeping that can both challenge and support traditional human-animal boundaries. The genre's sympathetic portrayal of pet animals and the condemnation of theirmistreatment invite the reader to challenge such boundaries. Yet the genre's stereotypical portrayal of these animals also constrains our conceptualization of the human-animal bond. The author discusses these and other narrative elements which render this form of popular culture ambiguous terrain for negotiating an ethic (...) of respect for nonhuman others which goes beyond most contemporary arrangements. (shrink)

Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a ‘deeply democratic’ educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter‐narrative to this ‘standardized management paradigm’ exists in the field of curriculum studies, but is largely ignored by mainstream approaches to the professional development of educators. This (...) paper argues for a reconceptualized, differentiated, and ‘disciplined’ approach to the professional development of educators in democratic societies that builds capacity for curriculum leadership. In support of this proposal, we amplify the tenets of Dewey's pragmatic social and educational philosophy, which have long been at the heart of democratic educational thought, with Badiou's more contemporary thinking about the important relationships between truth as inspirational awakening, subjectification as existential commitment, and ethical fidelity as ‘for all’ action. (shrink)

This essay focuses on the contemporary relevance of Hannah Arendt’s work insofar as it relates to US racism, imperialism, and migration. While Arendt denied that US migration policy and racism were linked or even similar to exercises of racialized sovereignty, totalitarian tactics, and mass displacement in Europe, I suggest that her analyses help us to understand important racialized dialectics between prison and camp, citizen and stateless, and external displacement and internal displacement. In effect, this essay suggests that many of Arendt’s (...) analyses of racism, migration, and camps are more relevant to US history and contemporary US reality than she did or would have admitted. Arendt’s work importantly suggested that the stateless were so rightless that they lacked even criminal rights. In many respects, the criminal-stateless binary accurately illustrates the rightlessness of refugees in contrast to the rights of US citizen-criminals. However, she partly fails to recognize how the dialectical opposition between foreigner and citizen-criminal could lead to less visible forms of overlap and convergence. Arendt’s binary also indicates an adherence to crypto-normativity, despite her professed antifoundational approach to political issues. Together, her theoretical strengths and certain failures illuminate our own (mis)understandings of a set of complex circumstances experienced today. (shrink)

This chapter contains sections titled: Introducing a Reconceptualized Professional Development Inspired by John Dewey Three Forms of Disciplinary Artistry Informed by Alain Badiou From Montage Method to Portfolio Expression Notes References.

Chimpanzee/human technological differences are vast, reflect multiple interacting behavioral processes, and may result from the increased information-processing and hierarchical mental constructional capacities of the human brain. Therefore, advanced social, technical, and communicative capacities probably evolved together in concert with increasing brain size. Interpretations of these evolutionary and species differences as continuities or discontinuities reflect differing scientific perspectives.

Recruiting adolescents into smoking cessation studies is challenging, particularly given institutional review board (IRB) requirements for research conducted with adolescents. This article provides a brief review of the federal regulations that apply to research conducted with adolescents, and describes researchers' experiences of seeking IRB approval for youth cessation research. Twenty-one researchers provided information. The most frequently reported difficulty involved obtaining parental consent. Solutions to commonly reported problems with obtaining IRB approval are also identified. Waivers of parental consent can facilitate recruitment (...) of youths into studies; however, researchers must ensure that their protocols comply with federal regulations when requesting a waiver. (shrink)

Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a 'deeply democratic' educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter-narrative to this 'standardized management paradigm' exists in the field of curriculum studies, but is largely ignored by mainstream approaches to the professional development of educators. This (...) paper argues for a reconceptualized, differentiated, and 'disciplined' approach to the professional development of educators in democratic societies that builds capacity for curriculum leadership. In support of this proposal, we amplify the tenets of Dewey's pragmatic social and educational philosophy, which have long been at the heart of democratic educational thought, with Badiou's more contemporary thinking about the important relationships between truth as inspirational awakening, subjectification as existential commitment, and ethical fidelity as 'for all' action. (shrink)

Social conditions of race and class continue to combine in ways that raise systemic questions about the adequacy and legitimacy of liberal, capitalist democracy in America. More radical alternatives, however, are still generally held to be irrelevant in the American context. The following is an effort to correct this widespread misrepresentation of socialism’s relevance to America generally, and to matters of race in particular. I consider the work of C.L.R. James who, fifty years ago, developed a class-oriented, explicitly Marxist theory (...) in which the aspirations and struggles of African-Americans were given a central place, both analytically and politically. (shrink)

Wilkins & Wakefield fall short of solving the language origin puzzle because they underestimate the cognitive and linguistic capacities of great apes. A focus on ape capacities leads to the recognition of varied levels of cognition and language and to a gradualistic model of language emergence in which early hominid language skills exceed those of the apes but fall far short of those of modern humans or later fossil hominid groups.

Much research has been done on the economic effects of self-employment, environmental conditions for entrepreneurial success, as well as attributes if the person him-/herself fits to this career path. To successfully run a business, however, is contingent on the health of the entrepreneur. In particular, small business owners (being solo self-employed without personnel) face financial uncertainties, a high workload, long working hours, and are often unable to call in sick. This study aimed at exploring the working situation considering resources (e.g., (...) autonomy), strain (e.g., dependency on contracts with clients) and health and career outcomes of small business owners. This study used a qualitative approach to comprehensively mirror the working situation. Participants who were 29 small business owners from Germany gave permission for recording expert interviews in which they reported, for example, on health complaints, recovery opportunities, obstacles and resources while running their businesses. The interviews emphasize the meaning of active actions and own responsibility for creating working conditions and enabling autonomy. Small business owners yet have to be able to use the autonomy. Besides personal preferences regarding the career path as being pulled into self-employment and not pushed by situational circumstances also marketability and flexibility played a role and explained health and career issues. Our findings underline that the social network is of utmost importance to small business owners and that social support – even or despite of being solo self-employed – is a key to sustaining health and satisfaction. As voluntariness played an essential role for selecting this specific career path those being pulled into self-employment as no other jobs are available should receive particular support through career counseling. One shortcoming of prior research is that the concrete working situation of small business owners and its impact on health and career has not adequately been taken into account. Based on work-related stress models we developed a frame model specific for the situation of small business owners which allows concrete hypotheses for further quantitative research. (shrink)

Apart from the predictable end-of-the-century tendency to look backwards in time, it is not surprising that much commentary on contemporary American politics has taken on a reflective tone as we approach the end of the 20th century. Unresolved issues of race, class, and culture continue to raise fundamental questions about the legitimacy and functioning of modern liberalism. This is as true today as it was at the beginning of the century when the capitalist social order took on its characteristically modern (...) form in America. Thus, one finds increasing numbers of contemporary academics and activists struggling to understand from whence we have come so as to provide insight and guidance for the future. (shrink)

Sorabji has written a comprehensive and scholarly volume on the concepts of Time, Creation, and the Continuum and their development from antiquity up until the early middle ages. The major portion of the book, however, focuses on the ancient period from the pre-Socratics through the Neoplatonic period. Sorabji does, however, trace the influence of Hellenistic thought on early medieval theory especially that of the Islamic tradition. Before going into some of the specific areas that are covered it is worth noting (...) that this work is a contribution not only to philosophy but to mathematics, physics, and other disciplines interested in the topic of time. A word of caution. This is a formidable book to digest, not because of any deficiency on the part of the author but because of the subject matter which demands at least an elementary grasp of physics. For those who are willing to apply themselves diligently to the task of accompanying Sorabji in his scrupulous analysis of the texts and trenchant criticism the venture will be rewarded. The scope of Sorabji's project is so extensive that one would anticipate that the material might be treated superficially. This is not the case. He is so conscientious in mining the original texts as well as secondary sources that we cannot but be impressed by his commitment to scholarship and thoroughness. An example of the author's credentials as a scholar is the fact that he includes in the book no less than 476 bibliographical entries categorized under very specific headings. An instance of this is that under the general rubric of Time there are listings under the categories of Time and determinism, Is time real?, Time, change and flow, and Timelessness and changelessness. The chapters are replete with footnotes and cross referencing. To further facilitate the reader there is an extensive index that exhausts every conceivable person and subject discussed in the corpus. This is a decided advantage since the book is of such quality that it deserves to serve as a permanent source book especially for those interested in the concept of time as it develops in the ancient period. What does Sorabji offer in the way of content? In Part I on "The Reality of Time" the question is raised, "Is Time Real?" Subsequently, Chapter 2 offers the solutions from Diodorus to August. Chapter 3 is titled "Iamblichus' Solution: Static and Flowing Time," Chapter 4, "Aristotle on Static and Flowing Time," and Chapter 5, "Solutions by the Last Athenian Neoplatonists." Part II is concerned with "Eternity," Part III, "Time and Creation," Part IV, "Creation and Cause," Part V, "Atoms, Time-Atoms and the Continuum," a total of 26 chapters. While the main intent of Sorabji is to critically examine the texts and give his own exegesis supported by other commentators of note he is not remiss in giving recognition to those of opposing views, such as Norman Kretzmann, A. C. Lloyd, and Myles Burnyeat. If one could trigger in on one or more positive contributions of the book it is the consideration rendered to some less well known or at least less treated philosophers of the ancient period such as Diodorus Cronus, Iamblichus and Damascius, to cite only a few. One of the most stimulating chapters is the one on eternity in which Sorabji raises the question, "Is eternity timeless?" The answer would seem to have recourse to analytic analysis of the concept of eternity that implies opposition to time. But the fact is there are a plethora of interpretations of the concept that do not espouse the timelessness of eternity and Sorabji investigates them all with a commitment to give air to both negative and positive responses to the question although he asserts at the beginning what his own response is. Whatever effort is spent in mining the contents of this book will be remunerated by an in-depth, scholarly, and provocative analysis of some of the theories of time that have come down to us from the Hellenistic period and have since been revived and subjected to scrutiny even in the last decade with the emergence of the quantum theory that proposes an atomic structure of the universe.--Kathleen R. Madden, De Paul University, Chicago. (shrink)

Together, their work signals a new direction in the field and offers refreshingly original insights into a broad spectrum of texts.

Richard Martin's aim in this paper is to present a critical method of making ethical decisions in a medical context. He feels that such a reflective method provides the best means of making the appropriate decisions in given situations. It is based on Dr Martin's experience in applying ethical theory while collaborating with physicians in the daily course of clinical practice. Through his giving of a functional definition of medical ethics, his descriptions of an analytical model, the significance of values (...) for clinical decision-making and the advocacy role of medical ethicists and their relationships with clinicians, Richard Martin sets out his own value-intention as regards an ideal decision process. He stresses that his argument is of particular importance to his fellow ethicists who should continuously and vigorously examine the creative interaction of faith and fact in their own inquiry and action. Dr Martin concludes by stating that physicians and ethicists can work together to accomplish their common aim, which is, of course, the health and well-being of the patient. (shrink)

With the publication of The Social Frameworks of Knowledge? the English speaking world has at last been given a serious opportunity to approach the complex sociological thought of Georges Gurvitch. However, as the author himself admits in the Preface, this book appears ?abstract and schematic particularly to the uninitiated?.1 The aim of this paper will be to try to relate this translated work to the main body of Gurvitch's writing and particularly to his stance in the sociology of knowledge. First (...) I will examine the intellectual origins of his sociology of knowledge and his attitude to his predecessors in the field. Secondly I will compare his approach to the sociology of knowledge to that of P. L. Berger and T. Luckmann. (shrink)

In this article I consider a two-page autobiographical recount which appears at the end of Nelson Mandela's book Long Walk to Freedom as a summary of his life and what he has learned from it. My aim is to illustrate the role of a detailed analysis of single texts in the field of discourse analysis, as opposed to studies of selected variables across a corpus of texts. The analysis is conducted within the general theoretical framework of systemic functional linguistics, with (...) special attention to transitivity, mood, theme, grammatical metaphor, lexical relations, conjunction, tense, phase, process type, hierarchy of periodicity, polarity, continuity, elaboration, extension and the analysis of images in multimodal text. Through these procedures I show the way in which Mandela reconciles the linear unfolding of his life history with the deepening understanding of freedom that gives meaning to his life - by means of a spiral texture which returns again and again to the meaning of freedom at different levels of abstraction. The effect, I think, is inspirational - with no tinge of bitterness or betrayal; rather a message of hope and wisdom - grace personified. The approach exemplifies a positive style of discourse analysis that focuses on hope and change, by way of complementing the deconstructive exposé associated with critical discourse analysis. (shrink)

"How, if at all, is responsibility possible," and "What kind of beings must we be if we are ever to be responsible for the results of our wills?". This study is not intended to guarantee final answers to these questions. What Wolf's study attempts to offer is insight into and a new perspective on the problem of the relationship between responsibility and freedom; it accomplishes this. After introducing us to the dilemma of autonomy as an issue germane to the problem, (...) Wolf embarks upon an examination and criticism of two standard positions: The Real Self View and the Autonomy View. While both of these contain plausible arguments, Wolf's examination exposes their inadequacies. According to the Real Self View, the actions of an agent are free and responsible if those actions arise out of one's own valuation system and are governed by the desires of the real self. The major difficulty is that if the real self is "deeply responsible" so as to deserve praise or blame, it leaves unanswered an explanation of why the real self is "deeply responsible" at all. Hence, the Real Self View fails to provide a solution. The Autonomy View is more radical and less defensible than the Real Self View. An autonomous agent can make choices on no basis, and is no more bound by reason than desire. To want autonomy is not only to want the ability to make choices when no choices exist, but to desire to be able to make choices for no reason, even if a reason exists. Wolf targets the vulnerability of the position. Prescinding from a cognitive perspective of reason, Wolf describes reason as a "normative faculty," or "whatever faculties are thought to be most likely to lead to true beliefs and good values". Concrete examples provide Wolf with supportive evidence that no responsible agent would want the ability to act contrary to reason. Like the Real Self View, the Autonomy View is inadequate. Wolf procedes to formulate her own theory in which reason plays a pivotal role. Her view is marked by a refreshing simplicity that does not undermine its philosophical soundness or its persuasiveness. According to Wolf's view, or the Reason View, the condition for responsibility is the ability to act in accordance with right reasons, the true, and the good. Philosophically, the true and the good are concepts that invite endless inquiry and debate. Wolf wisely avoids the pitfalls of many inquisitors and assumes a common sense, matter of fact approach to what constitutes the true and the good. There is objectivity in the world sufficient to yield empirical beliefs. Responsible agents are able to discern the true from the false and form value judgments that serve as a basis for action. Absolute metaphysical independence is not integral to responsible action, since there is always the presence of physical and psychological factors. But these factors are not so great as to deter or hinder responsible action. Whether or not an agent ultimately chooses to do that which is objectively better than something else does not alter the fact that one has the ability to act responsibly. Using the fundamental rational powers of perception, imagination, reflection, training, and logical thinking, the agent can recognize and appreciate the true and the good and act in accordance with them. The Reason View presumes that those whose intellectual and emotional capabilities fall within the range of normality are able to perceive what is objectively valid and morally good. Responsible action extends beyond the bounds of the moral sphere. Included under the category of responsible action are aesthetic, as well as personal, goals, and whatever else may be seen as good for the agent. What reason values as good has objective validity, albeit not absolute validity. What is good for the agent can never be judged apart from a given, determinate environment or from the psychological disposition of the agent that has its own normative competence. In its judgments, reason accommodates itself to both factors, and the responsible agent comes to see and appreciate the True and the Good. Wolf does not absolutize her theory; she offers it as working moral certitude for responsible agents. Her claim is that if the Reason View is correct, "It is important to cultivate and promote an open and active mind and an attitude of alertness and sensitivity to the world," so that one can come to "appreciate the True and Good" and "direct one's actions, in light of them". One can find little to discredit in Wolf's arguments, and her approach to the problem of the relationship between responsibility and freedom provides a relief from the tedious and convoluted debates that often take place when this issue is the topic.--Kathleen R. Madden, Chicago, Ill. (shrink)