Listening to someone from some distance in a crowded room you may experience the following phenomenon: when looking at them speak, you may both hear and see where the source of the sounds is; but when your eyes are turned elsewhere, you may no longer be able to detect exactly where the voice must be coming from. With your eyes again fixed on the speaker, and the movement of her lips a clear sense of the source of the sound will (...) return. This ‘ventriloquist’ effect reflects the ways in which visual cognition can dominate auditory perception. And this phenomenological observation is one what you can verify or disconfirm in your own case just by the slightest reflection on what it is like for you to listen to someone with or without visual contact with them. (shrink)
A long-standing theme in discussion of perception and thought has been that our primary cognitive contact with individual objects and events in the world derives from our perceptual contact with them. When I look at a duck in front of me, I am not merely presented with the fact that there is at least one duck in the area, rather I seem to be presented with this thing in front of me, which looks to me to be a duck. Furthermore, (...) such a perception would seem to put me in a position not merely to make the existential judgment that there is some duck or other present, but rather to make a singular, demonstrative judgment, that that is a duck. My grounds for an existential judgment in this case derives from my apprehension of the demonstrative thought and not vice versa. (shrink)
Studies by Gardiner and colleagues connecting musical pitch and arithmetic learning support Rips et al.'s proposal that natural number concepts are constructed on a base of innate abilities. Our evidence suggests that innate ability concerning sequence ( or BSC) is fundamental. Mathematical engagement relating number to BSC does not develop automatically, but, rather, should be encouraged through teaching.
In the target article, Juslin & Vll (J&V) contend that neural mechanisms not unique to music are critical to its capability to convey emotion. The work reviewed here provides a broader context for this proposal. Human abilities to signal emotion through sound could have been essential to human evolution, and may have contributed vital foundations for music. Future learning experiments are needed to further clarify engagement underlying musical and broader emotional signaling.
The increasing corporatization of education has served to expose the university as a business—and one with a highly stratified division of labor. In _Chalk Lines_ editor Randy Martin presents twelve essays that confront current challenges facing the academic workforce in U.S. colleges and universities and demonstrate how, like chalk lines, divisions between employees may be creatively redrawn. While tracing the socioeconomic conditions that have led to the present labor situation on campuses, the contributors consider such topics as the political (...) implications of managerialism and the conceptual status of academic labor. They examine the trend toward restructuring and downsizing, the particular plight of the adjunct professor, the growing emphasis on vocational training in the classroom, and union organizing among university faculty, staff, and graduate students. Placing such issues within the context of the history of labor movements as well as governmental initiatives to train a workforce capable of competing in the global economy, _Chalk Lines_ explores how universities have attempted to remake themselves in the image of the corporate sector. Originally published as an issue of _Social Text_, this expanded volume, which includes four new essays, offers a broad view of academic labor in the United States. With its important, timely contribution to debates concerning the future of higher education, _Chalk Lines_ will interest a wide array of academics, administrators, policymakers, and others invested in the state—and fate—of academia. _ Contributors._ Stanley Aronowitz, Jan Currie, Zelda F. Gamson, Emily Hacker, Stefano Harney, Randy Martin, Bart Meyers, David Montgomery, Frederick Moten, Christopher Newfield, Gary Rhoades, Sheila Slaughter, Jeremy Smith, Vincent Tirelli, William Vaughn, Lesley Vidovich, Ira Yankwitt. (shrink)
If we do not, at some point in our life, face death—thinking hard and straight about it—we turn away from our authenticity. If that facing rejects irrational faith, dogmas, mystification, and personal immortality, is there yet a path free of despair? David Martin argues that participatory pantheism—the experience of the secular and the sacred both as a unity and as a mystery—provides such a path.
A common objection to sense-datum theories of perception is that they cannot give an adequate account of the fact that introspection indicates that our sensory experiences are directed on, or are about, the mind-independent entities in the world around us, that our sense experience is transparent to the world. In this paper I point out that the main force of this claim is to point out an explanatory challenge to sense-datum theories.
The disjunctive theory of perception claims that we should understand statements about how things appear to a perceiver to be equivalent to statements of a disjunction that either one is perceiving such and such or one is suffering an illusion (or hallucination); and that such statements are not to be viewed as introducing a report of a distinctive mental event or state common to these various disjoint situations. When Michael Hinton ﬁrst introduced the idea, he suggested that the burden of (...) proof or disproof lay with his opponent, that what was needed was to show that our talk of how things look or appear to one.. (shrink)