The question whether memory aberrations in posttraumatic stress disorder also manifest as an increased production of false memories is important for both theoretical and practical reasons, but is yet unsolved. Therefore, for the present study we investigated veridical and false recognition in PTSD with a new scenic variant of the Deese–Roediger–McDermott paradigm, which was administered to traumatized individuals with PTSD , traumatized individuals without PTSD , and non-traumatized controls . The PTSD group neither produced higher rates of false memories nor (...) expressed more confidence in errors, but did show inferior memory sensitivity. Whereas depressive symptoms did not correlate with veridical nor false recognition, state dissociation was positively associated with false memories. (shrink)
From Socrates to Jean Brodie, we have become accustomed to teachers serving as placeholders for transgressive and powerful desires in our cultural imaginary. Evidenced by recent scholarship on teachers in film, however, as well as by the 2006 film Notes on a Scandal, the way we ought to feel about teachers acting on their transgressive motivations, realizing the cultural fantasies that shadow desire and break from social norms, is less clear. In this article James Stillwaggon and David Jelinek frame (...) the problematic erotics of school films in terms of the fantasy of the subject presumed to know and the transgressive bliss of jouissance. Stillwaggon and Jelinek analyze Notes on a Scandal as a breakdown and reversal of the tradition of school films to which it is indebted and work from it toward an understanding of the unrecognized and often conflicted cultural commitments that shape teaching. (shrink)
__Filmed School__ examines the place that teaching holds in the public imaginary through its portrayal in cinema. From early films such as _Madchen in Uniform_ and _La Maternelle_ to contemporary images of teaching in _Notes on a Scandal_ and _History Boys_, teachers’ roles in film have been consistently contradictory, portraying teachers as both seducers and selfless heroes, social outcasts and moral models, contributing to a similarly divided popular understanding of teachers as both salvific and sinister. In this book, Stillwaggon and (...)Jelinek present these contradictory images of teaching through the concept of _transference_ – the fantastical belief in another’s knowing that founds a teacher’s authority in relation to her students and, to some degree, the public at large. Tracing the place of transference across a century of school films, each chapter demonstrates the persistence of this fantasy in one of the dreams or nightmares of teaching that recurs thematically in school films: the teacher-as-savior, seducer, signifier in a moribund discourse, and sacrificial object. Through these analyses, the authors suggest that something might be missing in our attempts to theorize education when we leave our unthought fantasies of teaching out of the picture. This book will be of key interest to academics, researchers and postgraduate students in the fields of educational theory, teacher education, philosophy of education, film and media studies, psychoanalysis, sociology of education, curriculum studies and cultural studies. (shrink)
In the Timaeus, Plato’s creation story, Plato describes an entity he refers to as the chora. The Greek word chora is translated as place, room, or space, but Plato’s descriptions of the chora are so notoriously enigmatic that there is disagreement about what, exactly, he intends to indicate by it. In this paper, I address an interpretation of the chora according to which the chora is a kind of cosmic mirror. I argue that this interpretation results in an uncharitable reading (...) of Plato’s explanation. Alternatively, I contend that Plato conceives of the chora as space, place, and matter all at once. The upshot of my view is that it attributes to Plato a more nuanced understanding of space and place and a more coherent explanatory account. (shrink)
I advocate the use of small group learning in the philosophy classroom because it engages a broad cross-section of students and because it proves to be an effective way to teach critical thinking. In this article, I suggest small group activities that are useful for developing philosophical skills, and I propose methods for circumventing common logistical problems that can arise when implementing small group learning in the classroom. Ultimately, I show that small group learning is a pedagogically powerful and logistically (...) feasible supplement to traditional teaching methods. (shrink)
We examine several cases of object movement from various languages, and demonstrate that the syntactic behavior of objects can be derived from certain conditions on LF representations. Conditions on LF relevant to the distribution of arguments are identified as relative scope fixing and type mismatch repair. These two conditions interact with the multiple semantic types that may be assigned to NPs (cf. Partee 1987) to induce movement of certain objects out of the VP, universally by LF and parametrically in the (...) overt syntax. Diesing's (1992b) Mapping Hypothesis combined with the multiple NP types predicts that quantificational NPs in object position will have to undergo movement by LF. This movement is forced by the principles of semantic composition as a mechanism of type mismatch resolution. The existential closure operation over VP is claimed to be genuinely unselective: any NP that introduces a free variable and does not receive an existential interpretation must move out of the scope of existential closure (and thus out of the VP) by LF. Pronouns are variables, limited in semantic type assignment, that by virtue of their definiteness cannot be bound by existential closure and must move out of its scope. In Egyptian Arabic, object pronouns escape from the VP via attachment to a verb that raises to adjoin to an Aspect inflectional head above the VP. The movement of object pronouns and definite/specific NPs in Scandinavian is also associated with verb movement. (shrink)
Cognition or higher brain activity is sometimes seen as a phenomenon greater than the sum of its parts. This viewpoint however is largely dependent on the state of the art of experimental techniques that endeavor to characterize morphology and its association to function. Retinal ganglion cells are readily accessible for this work and we discuss recent advances in computational techniques in identifying novel parameters that describe structural attributes possibly associated with specific function. These parameters are based on calculating wavelet gradients (...) from cell images followed by the extraction of meaningful measures including 2nd wavelet moment, entropy of orientation, and curvature. For the three cell types analyzed, the mean 2nd wavelet moment, which relates to the field of influence of the dendritic-tree segments was significantly different. cells had the highest mean 2nd wavelet moment, followed by the and cells (134 ± 22, 93 ± 19 and 63 ± 12, respectively). There was no significant difference between cells for entropy of orientation, indicating no class with a preferential orientation of their dendritic tree. Curvature provided similar results to the 2nd wavelet moment with cells having the highest curvature followed by and the cells (mean ± SD: 161 ± 15; 134 ± 22; 121 ± 15). Our feature space analysis also indicated a difference between these cell types. No difference was found between the and cell types and their physiological counterparts the Y and X cells based on wavelet analysis. Both the X and Y cells can be divided into two subtypes, the ON- and OFF-center cells based on the stratification level of the dendritic tree within the retina. Using 2nd wavelet moment, a difference in their morphological attributes, not reported previously, was noted for these subtypes. The 2nd wavelet moment and curvature are further discussed with respect to explaining regularity of spacing and coverage associated with retinal ganglion cell mosaics. (shrink)
Films depicting educational relationships typically emphasize personal connections between students and teachers over the educational goals that such relations facilitate. In doing so, these films raise the question of how teachers stand in relation to their institutional roles in such a way as to inspire students’ desires for knowledge. In this paper, in order to examine the influence of institutional roles in defining teacher–student relationships, we analyze “The Paper Chase,” a film in which teacher and student have no personal connection (...) but in which the drama of student desire is nonetheless clearly featured. Drawing from Plato’s erotics, in which the soul is shaped by desire for that which it lacks, and from Jacques Lacan’s theories of desire and transference, we argue that “The Paper Chase” portrays educational desire as rooted in the differential of authority between teacher and student. (shrink)
During the past decade, M.W. Evans and his coworkers have been developing so-called “Evans” or “ECE theory” that intends to serve as an unified field theory. One of its predictions is an existence of a radiation magnetic field called a “B(3)-field” which should accompany a circularly polarized electromagnetic radiation. This field should affect free electrons in two ways: (1) the electrons should behave in the B(3)-field in the same way as in a classical magnetic field (i.e., Larmor precession) and moreover, (...) (2) the electrons should undergo quantum interaction with the B(3)-field with the formation of a spin connection resonance. This paper presents an experimental test of the B(3)-field existence by observing the changes in trajectories of free electrons in special detector, when strong (up to 200 W/m2) continuous circularly polarized microwave radiation of a frequency of 2.45 GHz is applied. We have not detected any sign of B(3)-field in presented experiment. It follows that if the B(3)-field really exists, it should be at least 4 orders of magnitude smaller than the Evans’ theory predicts. (shrink)
(1999). Reviews: Managing the Unknowable: Strategic Boundaries Between Order and Chaos in Organizations, Ralph D. Stacey; Complexity and Creativity in Organizations, Ralph D. Stacey. Emergence: Vol. 1, No. 2, pp. 129-138.
The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods, and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, (...) and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences. (shrink)
The first part of the paper will be devoted to addressing the nature and function of self-conceptions. In part two of the paper, I will briefly explore the issues of identity and self-awareness. Part three will examine pathologies of the self, while part ...
The present article proposes a reading of the novel Elfriede Jelinek’s The Piano Teacher as a deconstruction of the configuration of female sexuality in Freud. For this, it investigates the theoretical elaborations of Foucault and Derrida and the main elements of the differentiation of Freudian female sexuality: preoedipal phase, mother-daughter bond, castration fantasy. Finally, we try to show that The Piano Teacher deconstructs the way in which psychoanalytic discourses install subjectivation regimes that place women in a position of inferiority.
This article is a commentary on Alana Jelinek's book, This Is Not Art. It broadly agrees with Jelinek in her diagnosis of the current ills of the artworld, who is to blame for this, and the need for an endogenous value of art. Furthermore, it agrees with her that the value of art lies in its status as a ‘knowledge-forming discipline’. However, it takes issue with the very notion of an ‘avant-garde’ art, with Jelinek's claims concerning truth, (...) and raises questions as to what it is for the discipline of art to be ‘knowledge-forming’. It ends with a sceptical doubt as to whether it is the nature of art to favour politically progressive messages. (shrink)
Rather than choose between competing theories of alienation, whether Marxist, feminist, or psychoanalytic, this chapter argues that each theory has its value for a critical understanding of Jelinek’s literary work. At the level of the “signified or plot,” the author finds that Marxist theories of alienation through labor, and feminist theories of alienation in patriarchy, are both helpful frameworks for exploring the situations represented in the novel. In addition, at the level of “signifier or language,” the author shows how (...)Jelinek’s use of metonymy also works to subvert customary expectations of a romance formula. (shrink)