Context: Neurophenomenology is a relatively new field, with scope for novel and informative approaches to empirical questions about what structural parallels there are between neural activity and phenomenal experience. Problem: The overall aim is to present a method for examining possible correlations of neurodynamic and phenodynamic structures within the structurally-coupled work of Alexander Technique practitioners with their pupils. Method: This paper includes the development of an enkinaesthetic explanatory framework, an overview of the salient aspects of the Alexander (...) Technique, and the presentation of an elicitation interview technique as part of a neurophenomenological method. It will propose a way of testing the hypothesis that if, in the effective practice of Alexander Technique, there is a union between the nervous systems of teacher and pupil, it should be visible neurologically and affective phenomenologically, and thus it should be possible to investigate both its neural and phenomenal signatures. Results: The proposed means of testing the hypothesis is to use the elicitation interview technique alongside neural monitoring during the teaching of the Alexander Technique in four paired sets of subjects. Constructivist content: At the heart of this paper is the claim that all activity is co-activity. I make no assumption of an ontological primacy of mental or physical, or explanatory primacy of any methodology. Implications: This has important ramifications for somatic education and therapies, for establishing frameworks of co-engagement and care in health-care situations, and for understanding empathy. (shrink)

Musicians generally believe that memory differs from one person to the next. As a result, memorizing strategies that could be useful to almost everyone are not widely taught. We describe how an 18-years old piano student (Grade 7, ABRSM), learned to memorize by recording her thoughts, a technique inspired by studies of how experienced soloists memorize. The student, who had previously ignored suggestions that she play from memory, decided to learn to memorize, selecting Schumann’s “Der Dichter Spricht” for this (...) purpose. Rather than explicitly teaching the student how to memorize, the teacher taught her to record her thoughts while playing by marking them on copies of the score, adapting an approach used previously in research with experienced performers. Over a 6½ week period, the student recorded her thoughts during practice (five times) and while performing from memory for the teacher (three times). The student also video-recorded 3 weeks of practice, three performances, and the reconstruction of the piece from memory after a 9½-weeks break. The thoughts that the student reported were prepared during practice, stable over time, and functioned as memory retrieval cues during reconstruction. This suggests that the student memorized in the same way as the more experienced musicians who have been studied previously and that teaching student musicians to record their thoughts may be an effective way to help them memorize. The speed and durability of her memorization surprised the student, inspiring her to perform in public and to use the same technique for new pieces. (shrink)

Institutional and individual stigmatization represent major barriers that prevent children with disabilities from accessing education. It can be presumed that children with disabilities are labeled as such even in inclusive educational settings and that teachers’ attitudes toward inclusive education and children with disabilities play a crucial role in this context. Against this background, the present study aims to apply and conceptualize the mixed-blessings model in the context of stigma-related reactions to children’s disability labels in inclusive education and shed light (...) on the causal attributions of teachers that underlie stigma-related attitudes toward children with various disabilities. A 3 × 2 × 2 × 2 × 2 online experiment examined the ways in which disability-specific causes and symptoms, the type of disability in question, the children’s sex, and efficacy cues regarding educational efforts affect future teachers’ attitudes toward and expectations of inclusive education as well as their social distance toward children with disabilities. The participants in this experiment were N = 605 German student and trainee teachers representing different types of teaching professions. A multivariate analysis of variance revealed that, in particular, the cause attributed to the disability, the depicted type of disability and the probability of learning success led to changes in attitudes. Respondents’ teaching self-efficacy and their status as students or trainees emerged as moderators of the effect of pupils’ type of disability. As a result, teacher education and training as well as communication regarding pupils with disabilities require a high degree of sensitivity to disability-specific and efficacy-related cues to prevent professional or institutional stigmatization. (shrink)

Over the past decade, heightened attention has been placed on integrating literacy strategies into the social studies. The content literacy movement, as it has become known, began with the passing of No Child Left Behind and has continued with the newly implemented Common Core State Standards. In light of this movement, many states required the pre-service social studies teachers to take courses to teach them how to integrate content literacy into their field in spite of the fact that research (...) has shown that these types of courses can lead to heightened opposition. This study examines the process of change that pre-service social studies teachers experienced as they completed a content literacy course designed to model the principles of content literacy, provide opportunities to struggle with the application of content literacy, and support attempts at implementation. (shrink)

Experts would be better teachers if they could adopt the mindset of a novice, but to do so is perplexingly difficult.

Although molecular biology has meant different things at different times, the term is often associated with a tendency to view cellular causation as conforming to simple linear schemas in which macro-scale effects are specified by micro-scale structures. The early achievements of molecular biologists were important for the formation of such an outlook, one to which the discovery of recombinant DNA techniques, and a number of other findings, gave new life even after the complexity of genotype–phenotype
relations had become apparent. Against this (...) background we outline how a range of scientific developments and conceptual considerations can be regarded as enabling and perhaps necessitating contemporary systems approaches. We suggest that philosophical ideas have a valuable part to play in making sense of complex scientific and disciplinary issues. (shrink)

An effective numerical scheme based on Euler wavelets is proposed for numerically solving a class of neutral delay differential equations. The technique explores the numerical solution via Euler wavelet truncated series generated by a set of functions and matrix inversion of some collocation points. Based on the operational matrix, the neutral delay differential equations are reduced to a system of algebraic equations, which is solved through a numerical algorithm. The effectiveness and efficiency of the technique have been illustrated (...) by several examples of neutral delay differential equations. The main advantages and key role of using the Euler wavelets in this work lie in the performance, accuracy, and computational cost of the proposed technique. (shrink)

Brain states, which correlate with specific motor, cognitive, and emotional states, may be monitored with noninvasive techniques such as electroencephalography and magnetoencephalography that measure macroscopic cortical activity manifested as oscillatory network dynamics. These rhythmic cortical signatures provide insight into the neuronal activity used to identify pathological cortical function in numerous neurological and psychiatric conditions. Sensory and transcranial stimulation, entraining the brain with specific brain rhythms, can effectively induce desired brain states correlated with such cortical rhythms. Because brain states have distinct (...) neural correlates, it may be possible to induce a desired brain state by replicating these neural correlates through stimulation. To do so, we propose recording brain waves from a “donor” in a particular brain state using EEG/MEG to extract cortical signatures of the brain state. These cortical signatures would then be inverted and used to entrain the brain of a “recipient” via sensory or transcranial stimulation. We propose that brain states may thus be transferred between people by acquiring an associated cortical signature from a donor, which, following processing, may be applied to a recipient through sensory or transcranial stimulation. This technique may provide a novel and effective neuromodulation approach to the noninvasive, non-pharmacological treatment of a variety of psychiatric and neurological disorders for which current treatments are mostly limited to pharmacotherapeutic interventions. (shrink)

This new edition of Alexander Miller’s highly readable introduction to contemporary metaethics provides a critical overview of the main arguments and themes in twentieth- and twenty-first-century contemporary metaethics. Miller traces the development of contemporary debates in metaethics from their beginnings in the work of G. E. Moore up to the most recent arguments between naturalism and non-naturalism, cognitivism and non-cognitivism. From Moore’s attack on ethical naturalism, A. J. Ayer’s emotivism and Simon Blackburn’s quasi-realism to anti-realist and best opinion accounts (...) of moral truth and the non-reductionist naturalism of the ‘Cornell realists’, this book addresses all the key theories and ideas in this field. As well as revisiting the whole terrain with revised and updated guides to further reading, Miller also introduces major new sections on the revolutionary fictionalism of Richard Joyce and the hermeneutic fictionalism of Mark Kalderon. The new edition will continue to be essential reading for students, teachers and professional philosophers with an interest in contemporary metaethics. (shrink)

I am grateful to the editors of the Canadian Journal of Philosophy for inviting me to write a comment on Kathleen Gill’s ‘On the Metaphysical Distinction Between Processes and Events’. I readily concede that she is right in the central criticism she makes of my 1978 paper: that a properly metaphysical or ontological distinction between processes and events, if it is to be made at all, cannot be sustained on the basis of the informal linguistic criteria I offered in ‘Events, (...) Processes, and States.’ My main concern in that paper was to show that discussions of the Kenny-Vendler typology of activities, performances, and states had focused too narrowly on verb types, on adverbial phrases, on the domain of human action, and on English-language intuitions. Mine was one of several voices urging in the late 1970s that issues of tense logic and of the logic of verb types had to be placed in the broader context of verb aspect — a salient and pervasive structure in natural languages generally, and one that had been studied by philologists and linguists since the nineteenth century. Captivated, as I and others had become at the time, by evidence that the distinction between count nouns and mass nouns appears to be mirrored in verb predications, I went on to make some rather venturesome ‘ontological’ claims. It is satisfying, of course, that Gill accepts not only that there is ‘substantial evidence in favor of recognizing a grammatical distinction between the language of processes and [the language of] events’ but also that ‘similarities with count and mass expressions will allow us to apply techniques for han dling nominal expressions to verbal expressions’. It is more than satisfying that the phenomenon of verb aspect is now noticed and investigated by philosophers as well as by linguists. (shrink)

This book introduces the phenomenology and theory of hadron form factors in a consistent manner, deriving step-by-step the key equations, defining the form factors from the matrix elements of hadronic transitions and deriving their symmetry relations. Explained are several general concepts of particle theory and phenomenology exemplified by hadron form factors. The main emphasis here is on learning the analytical methods in particle phenomenology. Many examples of hadronic processes involving form factors are considered, from the pion electromagnetic scattering to heavy (...) B-meson decays. In the second part of the book modern techniques of the form factor calculation, based on the method of sum rules in the theory of strong interactions, quantum chromodynamics, are introduced in an accessible manner. This book will be a useful guide for graduate students and early-career researchers working in the field of particle phenomenology and experiments. Features: The first book to address the phenomenology of hadron form factors at a pedagogical level in one coherent volume. Contains up-to-date descriptions of the most important form factors of the electroweak transitions investigated in particle physics experiments. (shrink)

Les Beiträge zur Philosophie (1936-1938) ont été présentées, lors de leur publication en 1989, par l'éditeur F. -W. von Herrmann comme le "second chef-d'oeuvre" de M. Heidegger. Le présent volume rassemble des contributions parmi les plus grands spécialistes des recherches heideggériennes de la France et de l'étranger, qui permet de statuer sur la réception de cet ouvrage aussi fascinant que troublant. Il s'agit, d'une part, de préciser l'objet du texte, d'en exposer la structure, les concepts fondamentaux et son rapport avec (...) Etre et temps (1927), ainsi qu'avec certaines élaborations ultérieures ; d'autre part, des problèmes ciblés, parfois plus techniques, sont abordés, qui permettent d'introduire à ce texte, sans doute le plus difficile de Heidegger, et d'en approfondir la lecture. (shrink)

Based on Hans Blumenberg’s philosophical concept of »reoccupation«, the study analyzes why the microbe has never really been situated in the world, demarcating ontological shifts in modeling microbes. The shifts are related to techniques such as sequencing and digitizing, to microbe banks acting as world models, and to metaphysical vacancies co-created. These can be operated on a historiographic level, as highlighted by the world formula of bacterial photosynthesis. It allowed for imaginations of the Early Earth and an Iron-Sulfur-World. In sum, (...) collecting and cultivating are shown to be crucial pre-operations for operative bio-ontologies, exemplified by a case study on the German Collection of Microorganisms (DSMZ). (shrink)

n three overtures on economy, ecology and >echo-logy< of attention this paper introduces Aristotle's conception of economics. In particular, in Giorgio Agamben's theological-patristic reading of the oikos and the double theoretical movement of a politicization of the oikos and an economization of the political. In the background of a totalitarian concept of budgetary thinking. In Agamben's interpretation, the form of intimate household and domesticity itself becomes a threshold phenomenon - which this paper refers to as the oikos of alterity, indicating (...) a necessity of incorporating Oikos' figures in political life and its economization as well in political order. In a second opening coming from fin-de-siècle debates on cinematic distraction the paper shows the critical discourse of socio-cultural techniques of attention and media of modernity while facing the rise of the media of cinema and internet can be described as transitions in attention economy. A third opening introduces in economic metaphors of attention analysed and their move from modern economic theory into biology and Cognitive Sciences. Finally, a recent metaphorologic shift from economic metaphors of attention to acoustic resonance and ecology metaphors of attention, starting with the >echo-logical< attention metaphor of Yves Citton, is hinted on. (shrink)

The Philosophy of History contains a selection of the talks given at the Philosophy of History seminar in the Institute of Historical Research, London, in the period 2000-6. It puts students of the Philosophy of History, historians, teachers of History and anyone else interested in the subject in touch with what is being researched and discussed today at the cutting edge of Philosophy of History studies. With contributions from, among others, Robert Burns, Keith Jenkins, James Connelly, Beverly Southgate, Ellen (...) O'Gorman, Be;atrice Han-Pile, Mary Fulbrook, Alun Munslow and Ray Monk. (shrink)

This Editorial reports an exchange in form of a comment and reply on the article “History and Nature of the Jeffreys–Lindley Paradox” (Arch Hist Exact Sci 77:25, 2023) by Eric-Jan Wagenmakers and Alexander Ly.

The preference for `reductive explanations', i.e., explanations of the behaviour of a system at one `basic' level of sub-systems, seems to be related, at least in the physical sciences, to the success of a formal technique –- perturbation theory –- for extracting insight into the workings of a system from a supposedly exact but intractable mathematical description of the system. This preference for a style of explanation, however, can be justified only in the case of `regular' perturbation problems in (...) which the zeroth-order term in the perturbation expansion (characterizing the `basic' level) is the uniform limit of the exact solution as the perturbation parameter goes to zero. For the much more frequent case of `singular' perturbation problems, various techniques have been developed which all introduce a hierarchy of levels or scales into the solutions. These levels describe processes or sub-systems operating simultaneously at different time or spatial scales. No single level, no reductive explanation in the above sense will provide an adequate explanation of the system behaviour. Explanations involving multiple levels should be recognized as far more common even in supposedly reductionist disciplines like physics. (shrink)

This paper re-evaluates the formative year of quantum mechanics—from Heisenberg’s first paper on matrix mechanics to Schrödinger’s equivalence proof—by focusing on the role of radiation in the emerging theory. We argue that the radiation problem played a key role in early quantum mechanics, a role that has not been taken into account in the standard histories. Radiation was perceived by the main protagonists of matrix and wave mechanics as a central lacuna in these emerging theories and continued to contribute to (...) the theoretical development and conceptual clarification of quantum mechanics. Studying the interplay between quantum mechanics and radiation, the paper provides an account of (a) how quantum mechanics was able to connect to its empirical basis in spectroscopy and (b) how Schrödinger’s equivalence proof emerged from his explorative calculations on the emission of radiation. (shrink)

Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.

Long noncoding RNAs have been described in cell lines and various whole tissues, but lncRNA analysis of development in vivo is limited. Here, we comprehensively analyze lncRNA expression for the adult mouse subventricular zone neural stem cell lineage. We utilize complementary genome-wide techniques including RNA-seq, RNA CaptureSeq, and ChIP-seq to associate specific lncRNAs with neural cell types, developmental processes, and human disease states. By integrating data from chromatin state maps, custom microarrays, and FACS purification of the subventricular zone lineage, we (...) stringently identify lncRNAs with potential roles in adult neurogenesis. shRNA-mediated knockdown of two such lncRNAs, Six3os and Dlx1as, indicate roles for lncRNAs in the glial-neuronal lineage specification of multipotent adult stem cells. Our data and workflow thus provide a uniquely coherent in vivo lncRNA analysis and form the foundation of a user-friendly online resource for the study of lncRNAs in development and disease. © 2013 Elsevier Inc. (shrink)

This article is a discussion of the intersection between curriculum theory and agential realism as it emerged in the development of a curriculum theory course. During the process of designing such a course, I found myself wrestling with the different theoretical understandings of curriculum. What I came to realize was that while all of the theories I encountered have merits, none individually seem to capture the whole of what researchers/teachers understand to be curriculum as they encounter it in the (...) classroom. Also, the different theories seem to be incommensurable with each other and, thus, cannot be synthesized into a single more comprehensive theory. In response to these realizations and in an effort to develop the course, I turn to Karen Barad’s agential realism and specifically her theory of the apparatus. My conclusion is that curriculum theory itself is an apparatus. This article is an explanation of both that process of realization and the applicable theories of Barad’s agential realism. I conclude this article by arguing that engaging curriculum theory as a Baradian apparatus in courses for new researchers/teachers can prepare them to engage with those theories differently and with more agility in their future practice. (shrink)

A new interpretation of quantum mechanics, the interpretation which became popular in XXI, has been taken under consideration. This is the quantum baysinism (QBism) which may be taken as an extrapolation of the baysian philosophy of probability over the interpretation of quantum mechanics. The baysian philosophy of quantum mechanics has been compared with the Copenhagen interpretation of quantum mechanics, the interpretation which can been treated as standard as it is represented in the main textbooks. In contrast to the Copenhagen interpretation (...) which proceeds from the triplets – nature, apparatus and observer (agent), QBism emphasizes the conscious of the observer: the quantum state is the observer’s state, and by means of the quantum conceptual technique the observer constructs his/her own image of quantum processes. By means of measurement the observer updates his/her quantum state, the measuring apparatus being an extension of the observer’s sensuality. From the point of the QBism’s view the phenomenon of decoherence which is widely discussed in the contemporary literature is not essential for the theory of measurement in quantum mechanics. The decoherence explains why the macroscopic phenomena don’t expose the interference behavior which is characteristic for quantum superposition. From the historicо-philosophical point of view Qbism can be traced back to American instrumentalism and operationalism. (shrink)

I ponder what the rapid progress of AI means for education in the 21st century. Is it feasible to expect embodied autonomous tools that, through participatory sense-making, can construct knowledge ready to be taught to students?

This article attempts to comprehend the problem within the methodology of science. The authors compare the concepts of creativity and heuristics and suggest a semantic differentiation between them, and also offer their own viewpoint on the main types of activity corresponding to these concepts. The problem of creativity is associated with the characteristics that a person must have in order to solve tasks and problems. The authors consider the relationship between the problem and the task, as well as some major (...) techniques to tackle them. Here they substantiate the idea of a wider adaptation of randomization as a special tactic, that is, going beyond the narrow framework of mathematical statistics and empirical research. In this context, the authors introduce the notion of “epistemological randomization”, designed to denote the following of open rationality without abandoning the rational way of solving scientific problems. This technique is viewed as a phenomenon related to the counterfactual thinking. The last part of the article proposes a typology of personalities as problem and task solvers – adaptive, heuristic and creative personalities. It is assumed that the “heuristic” personality aims to complete tasks, which, unlike problems, have a final solution, while the “creative” personality aims to expand the problem field. The latter type is characterized as capable and inclined to use the “epistemological randomization”, the techniques of lateral thinking and other techniques that suggest several methods of solving problems and tasks at once. (shrink)

L.I. Mandelstam, the outstanding Soviet physicist, leader of a prominent and productive scientific community, was educated as a physicist and started as a researcher and an university teacher at Strasbourg University. We consider the intellectual influence of the main currents in contemporary German science on Mandelstam's work in science.

Popular science in Nuremberg at the end of the 18th century exemplifies a little known German scientific culture: as in English und French towns, public lectures in natural philosophy and experimental demonstrations were offered to an interested bourgeois audience; the production of scientific toys flourished. The career of Johann Konrad Gütle, private teacher, itinerant lecturer and instrument maker, illustrates the popular scientific scene in Enlightenment Nuremberg.

It is increasingly common to conceive of scientific research as something that can be planned, managed, and assessed by applying modern techniques of project management. Expecting research to follow certain standardized procedures to achieve clearly defined goals has a long tradition, in particular, in the natural sciences and has arguably contributed to the acceptance of science as an authoritative force that makes tangible contributions to social progress. For the social sciences, however such a narrow understanding of scientific research causes serious (...) problems. Social science research doesn’t always fit in the logic of project management. Moreover, attempts to adjust research practices to correspond with external, managerial experiences are far more consequential and damaging to the social sciences. This article interrogates the prospects and consequences of project thinking in the social sciences and discusses the likely epistemological consequences. To do so, it will recapitulate the historical and social developments that lead to the adoption of managerial principles in social science research and contrasts them with the philosophical principles that underpinned the scientification of thinking about the social. (shrink)

Pt. II (pp. 239-329), "The Jewish People among the Nations, " contains essays, addresses, and letters by the author spanning the years 1938-1980. Discusses, among other topics, antisemitism in the USSR in the 1930s, antisemitism in Nazi Germany, Black antisemitism during the teachers' strike in New York City (1968), and ecumenism.

Brings together scholars who use literary interpretation and discourse analysis to read 18th-century British philosophy in its historical context. This work analyses how the philosophers of the Enlightenment viewed their writing; and, how their institutional positions as teachers and writers influenced their understanding of human consciousness.

Whilst social and political issues have an important role in the geography curriculum, the long-term erosion of the value and insularity of disciplinary knowledge in society and the curriculum has blurred the distinction between educational aims and political advocacy in classrooms. Increasingly, teachers, policymakers, and nongovernmental organizations (NGOs) instrumentalize the curriculum with respect to their political objectives, including climate change and social injustice. In taking an advocacy approach to pedagogy, they potentially undermine liberal educational objectives, including the development of (...) autonomy and subjectification. Drawing on recent work in philosophy of education (e.g. Biesta; Van Poeck, and Östman) as well as social realist approaches to knowledge, I make a case for teaching about social and political issues on liberal educational grounds. Geography plays a key role in the school curriculum by providing a space for exploring the human condition through the study of people in contrasting environments and cultural systems. Here, we examine how geography teachers can handle issues in a morally careful way and navigate a line between advocacy and educational aims. One key difference examined is the need to treat students as subjects in their own right and to help develop skills of moral enquiry. In practice this means encouraging an open-ended approach, exploring topics (and the values underpinning them) from a range of perspectives, developing sensitivity to difference, and showing tolerance for ideas of which one disapproves. For students to develop agency and moral independence, they must learn how to think about social and political issues rather than be told what to think. (shrink)

This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. (...) Such a vision can be grounded, I contend, in a democratic Jewish theology that emphasizes God as teacher rather than tyrant. (shrink)

Writing a captivating book about a bureaucrat and his statistical modelling techniques is impossible? Erwin Dekker’s biography of Jan Tinbergen proves otherwise. As he has done before, Dekker tells the history of economic thought and methodology as part and parcel of general intellectual and cultural history. Nevertheless, he never downplays or neglects the analysis of inner-scientific problem situations. Drawing on rich archival material and conversations with Tinbergen’s family, students, and colleagues, Dekker vividly introduces us to an extraordinary personality and career. (...) Tinbergen of course was so much more than a Dutch bureaucrat and Nobel Prize winning econometrician. He became a key figure in transforming the discipline of economics. Perhaps even more sweeping – and reaching far beyond academia – is Tinbergen’s re-invention of the role played by economists in the modern nation state and in the international community. Ultimately, he spearheaded a shift in the public notion of how malleable “the economy” is by conscious policy efforts – or so Dekker convincingly exhibits and critically discusses. Anybody reflecting on the proper role of scientific experts in democratic societies, may want to pick up Dekker’s entertaining and thought-provoking study. (shrink)

'A wonderfully assured and utterly riveting biography that captures not only the much-maligned Machiavelli, but also the spirit of his time and place. A monumental achievement.' - Jessie Childs, author of God's Traitors. 'A notorious fiend', 'generally odious', 'he seems hideous, and so he is.' Thanks to the invidious reputation of his most famous work, The Prince, Niccolò Machiavelli exerts a unique hold over the popular imagination. But was Machiavelli as sinister as he is often thought to be? Might he (...) not have been an infinitely more sympathetic figure, prone to political missteps, professional failures and personal dramas? Alexander Lee reveals the man behind the myth, following him from cradle to grave, from his father's penury and the abuse he suffered at a teacher's hands, to his marriage and his many affairs (with both men and women), to his political triumphs and, ultimately, his fall from grace and exile. In doing so, Lee uncovers hitherto unobserved connections between Machiavelli's life and thought. He also reveals the world through which Machiavelli moved: from the great halls of Renaissance Florence to the court of the Borgia pope, Alexander VI, from the dungeons of the Stinche prison to the Rucellai gardens, where he would begin work on some of his last great works. As much a portrait of an age as of a uniquely engaging man, Lee's gripping and definitive biography takes the reader into Machiavelli's world - and his work - more completely than ever before. (shrink)

We give a systematic technical exposition of the foundations of the theory of computably compact metric spaces. We discover several new characterizations of computable compactness and apply these characterizations to prove new results in computable analysis and effective topology. We also apply the technique of computable compactness to give new and less combinatorially involved proofs of known results from the literature. Some of these results do not have computable compactness or compact spaces in their statements, and thus these applications (...) are not necessarily direct or expected. (shrink)

This challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in the twenty-first century. In a series of positive yet powerful and provocative chapters, the authors look at critical issues shaping schools today, with a view to: * set out the critical issues behind the headlines * show evidence from research and examples of good practice * stimulate public debate and (...) rigorous thinking about how we educate children for life in the twenty-first century * provide practical examples of learning for the future * present a vision for school transformation. With contributions from a range of leading commentators including Tim Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and Jonathan Sacks, this is a must-read for school leaders, teachers, policy-makers, parents and all education professionals. (shrink)

Let ${2-\textsf{RAN}}$ be the statement that for each real X a real 2-random relative to X exists. We apply program extraction techniques we developed in Kreuzer and Kohlenbach (J. Symb. Log. 77(3):853–895, 2012. doi:10.2178/jsl/1344862165), Kreuzer (Notre Dame J. Formal Log. 53(2):245–265, 2012. doi:10.1215/00294527-1715716) to this principle. Let ${{\textsf{WKL}_0^\omega}}$ be the finite type extension of ${\textsf{WKL}_0}$ . We obtain that one can extract primitive recursive realizers from proofs in ${{\textsf{WKL}_0^\omega} + \Pi^0_1-{\textsf{CP}} + 2-\textsf{RAN}}$ , i.e., if ${{\textsf{WKL}_0^\omega} + \Pi^0_1-{\textsf{CP}} + 2-\textsf{RAN} (...) \, {\vdash} \, \forall{f}\, {\exists}{x} A_{qf}(f,x)}$ then one can extract from the proof a primitive recursive term t(f) such that ${A_{qf}(f,t(f))}$ . As a consequence, we obtain that ${{\textsf{WKL}_0}+ \Pi^0_1 - {\textsf{CP}} + 2-\textsf{RAN}}$ is ${\Pi^0_3}$ -conservative over ${\textsf{RCA}_0}$. (shrink)

The late Benjamin L. Whorf proposed "that the linguistic system of each language is not merely a reproducing instrument for voicing ideas but rather is itself the shaper of ideas, the program and guide for the individual's mental activity, for his analysis of impressions, for his synthesis of his mental stock in trade". Whorf went further, maintaining that each language conceals a hidden metaphysics, and that this metaphysics has a profound influence on normal behavior patterns. Whorf was a disciple of (...) the late Edward Sapir, who earlier but more reservedly suggested the thesis of linguistic influence on thought and action. Whorf, in his enthusiasm, tended toward the extreme view that thought worlds rest on language to such an extent that they defy ultimate translation from one language to another. Even an individual equally versed in two languages could only sense the presence of the basic linguistic difference, but could never verbalize it completely in either language. Such a thesis is called "the linguistic relativity principle" by Franklin Fearing. Joseph Greenberg, on the other hand, though shying away from "absolutes" of translatable meaning, sees the end of scientific linguistics unless some common experience is assumed to be expressible between languages. The ablest solution to this problem appears to be the one proposed by Stanley Newman in a technique of translation through "multiple equivalents". In one place in the discussions, he explains it as follows. (shrink)

We study computable Polish spaces and Polish groups up to homeomorphism. We prove a natural effective analogy of Stone duality, and we also develop an effective definability technique which works up to homeomorphism. As an application, we show that there is a $\Delta ^0_2$ Polish space not homeomorphic to a computable one. We apply our techniques to build, for any computable ordinal $\alpha $, an effectively closed set not homeomorphic to any $0^{}$-computable Polish space; this answers a question of (...) Nies. We also prove analogous results for compact Polish groups and locally path-connected spaces. (shrink)

While there is an increased interest in describing attitudes of teachers, parents and peers towards students with special educational needs in regular education, there is a lack of knowledge about various variables relating to the attitudes of these three groups. The aims of this study are: (1) to examine which variables relate to the attitudes of teachers (N?=?44), parents (N?=?508) and peers (N?=?1113) towards students with Attention Deficit/Hyperactivity Disorder, Autistic Spectrum Syndrome or a cognitive disability in regular primary (...) education and (2) to examine whether teachers and parents? attitudes affect the attitudes of peers. An attitude survey was used to assess attitudes and data were analysed by means of multilevel analyses. The variables found in this study relating to attitudes can be used as a foundation to develop interventions to change attitudes. (shrink)

The paper argues that renormalization in quantum field theory was not a radically new - and possibly ad hoc - technique to save a badly flawed theory, but rather the culmination of a methodological strategy that physicists had been applying for a long time. The strategy was to obtain reliable results from unreliable theories by making the derivation of the results independent of possible future modifications of the theory. Examples of this practice include Bohr's use of the Correspondence Principle (...) and Heisenberg's S-matrix theory. (shrink)

The aim of this article is to give students a small sense of what metamathematics is—that is, how one might use mathematics to study mathematics itself. School or college teachers could base a classroom exercise on the letter games I shall describe and use them as a springboard for further exploration. Since I shall presuppose no knowledge of formal logic, the games are less an introduction to Gödel's theorems than an introduction to an introduction to them. Nevertheless, they show, (...) in an accessible way, how metamathematics can be mathematically interesting. (shrink)