We propose a model of motivated skepticism that helps explain when and why citizens are biased information processors. Two experimental studies explore how citizens evaluate arguments about affirmative action and gun control, finding strong evidence of a prior attitude effect such that attitudinally congruent arguments are evaluated as stronger than attitudinally incongruent arguments. When reading pro and con arguments, participants (Ps) counterargue the contrary arguments and uncritically accept supporting arguments, evidence of a disconfirmation bias. We also find a confirmation bias—the (...) seeking out of confirmatory evidence—when Ps are free to self-select the source of the arguments they read. Both the confirmation and disconfirmation biases lead to attitude polarization—the strengthening of t2 over t1 attitudes—especially among those with the strongest priors and highest levels of political sophistication. We conclude with a discussion of the normative implications of these findings for rational behavior in a democracy. (shrink)

This is a translation of the chapter on perception by Kumarilabhatta's magnum opus, the Slokavarttika , which is one of the central texts of the Hindu response to the criticism of the logical-epistemological school of Buddhist thought. It is crucial for understanding the debates between Hindus and Buddhists about metaphysical, epistemological and linguistic questions during the classical period. In an extensive commentary, the author explains the course of the argument from verse to verse and alludes to other theories of classical (...) Indian philosophy and numerous other technical matters. Notes to the translation and commentary go further into the historical and philosophical background of Kumarila's ideas. The book provides an introduction to the history and the development of Indian epistemology, a synopsis of Kumarila's work and an analysis of its argument. It is a valuable contribution to the field of Indian philosophical studies. (shrink)

The pūrvapakṣa of the Śūnyavāda chapter of Kumārila’s Ślokavārttika (vv. 10-63) is the longest continuous statement of a Buddhist position in that work. Philosophically, this section is of considerable interest in that the arguments developed for the thesis that the form ( ākāra ) in cognition belongs to the cognition, not to an external object, are cleverly constructed. Historically, it is of interest in that it represents a stage of thinking about the two-fold nature of cognition and the provenance of (...) the ākāra that is clearly more advanced than Dignāga but not quite as sophisticated as Dharmakīrti. In particular, although one may see an anticipation of Dharmakīrti’s famous sahopalambhaniyama argument in this text, it is not yet fully spelled out. (shrink)

This is a translation of the chapter on perception of Kumarilabhatta's magnum opus, the Slokavarttika, one of the central texts of the Hindu response to the criticism of the logical-epistemological school of Buddhist thought. In an extensive commentary, the author explains the course of the argument from verse to verse and alludes to other theories of classical Indian philosophy and other technical matters. Notes to the translation and commentary go further into the historical and philosophical background of Kumarila's ideas. The (...) book provides an introduction to the history and the development of Indian epistemology, a synopsis of Kumarila's work and an analysis of its argument. (shrink)

Research into learners' ideas aboutscience suggests that school and collegestudents often hold alternative conceptionsabout `the atom'. This paper discusses whylearners acquire ideas about atoms which areincompatible with the modern scientificunderstanding. It is suggested that learners'alternative ideas derive – at least in part –from the way ideas about atoms are presented inthe school and college curriculum. Inparticular, it is argued that the atomicconcept met in science education is anincoherent hybrid of historical models, andthat this explains why learners commonlyattribute to atoms properties (...) (such as beingthe constituent particles of all substances, orof being indivisible and conserved inreactions) that more correctly belong to otherentities (such as molecules or sub-atomicparticles). Bachelard suggested that archaicscientific ideas act as `epistemologicalobstacles', and here it is argued thatanachronistic notions of the atom survive inthe chemistry curriculum. These conceptualfossils encourage learners to develop an`atomic ontology' (granting atoms `ontologicalpriority' in the molecular model of matter); tomake the `assumption of initial atomicity' whenconsidering chemical reactions; and to developan explanatory framework to rationalisechemical reactions which is based on thedesirability of full electron shells. Theseideas then act as impediments to thedevelopment of a modern chemical perspective onthe structure of matter, and an appreciation ofthe nature of chemical changes at the molecularlevel. (shrink)

: Claus Oetke, in his "Ancient Indian Logic as a Theory of Non-monotonic Reasoning," presents a sweeping new interpretation of the early history of Indian logic. His main proposal is that Indian logic up until Dharmakirti was nonmonotonic in character-similar to some of the newer logics that have been explored in the field of Artificial Intelligence, such as default logic, which abandon deductive validity as a requirement for formally acceptable arguments; Dharmakirti, he suggests, was the first to consider that a (...) good argument should be one for which it is not possible for the property identified as the "reason" (hetu) to occur without the property to be proved (sadhya)-a requirement akin to deductive validity. Oetke's approach is challenged here, arguing that from the very beginning in India something like monotonic, that is, deductively valid, reasoning was the ideal or norm, but that the conception of that ideal was continually refined, in that the criteria for determining when it is realized were progressively sharpened. (shrink)

This essays considers the hypothesis that Indian epistemology does not clearly recognize, let alone emphasize, an intellectual faculty that apprehends intelligible things, such as essences or “truths of reason,” or elevate knowledge of such things to a status higher than that of sense perception. Evidence for this hypothesis from various sources, including Sāṃkhya, Yoga, Nyāya, and Buddhist logic-epistemological writings, is examined. Special attention is given to a passage from Kumārila’s _Ślokavārttika_, _Pratyakṣasūtra_ chapter, where he argues that the senses directly perceive (...) existence. Kumārila’s view is contrasted to Plato’s, in the _Theaetetus_, that existence is the object, not of the senses, but the soul (_psychē_). (shrink)

This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if we (...) expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention. (shrink)

This essay considers why English-speaking scholars have been inclined to engage Indian philosophical materials “philosophically,” as opposed to purely historically. That is to say, they have tended to ask questions about the philosophical significance and even validity of the theories they encounter in Indian philosophical writings, often approaching them critically in the way philosophers assess contemporary philosophical ideas. I first attempt to explain how this phenomenon has come about. Then I attempt to justify the philosophical approach to the study of (...) Indian philosophical texts by showing how it complements, in various ways, the historical-philological study of these materials. (shrink)

As is the case with most pre‐modern philosophers of India, very little historical information is available about Bhartṛ‐hari. There are many interesting legends, some turned into extensive plays and poems, current about him. However, it is impossible to determine on their basis even whether there was only one philosopher called Bhartṛ‐hari. The appellation “philosopher” could unquestionably be applied to the author or authors of at least two Sanskrit works that are commonly ascribed to Bhartṛ‐hari.

Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others (...) who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools. (shrink)

Contrary to popular imagination, the division between those countries which allow freedom to preach the gospel and those which deny it is not the line between Marxist and non-Marxist states. Both left and right wing authoritarian regimes tolerate gospels that focus exclusively on individual religious concerns that are politically uncritical. This frees them from any criticism on religious grounds. There is another formulation of the gospel which is not reductionist and which asserts the Lordship of Christ over the entire universe (...) and all aspects of its life. Such a formulation is a serious threat to any totalitarian regime of whatever ideology. (shrink)

A theoretical model is presented for pattern formation in an epithelium. The epithelial model consists of a thin, incompressible, viscoelastic membrane on an elastic foundation (substrate), with the component cells assumed to have active contractile properties similar to those of smooth muscle. The analysis includes the effects of large strains and material nonlinearity, and the governing equations were solved using finite differences. Deformation patterns form when the cells activate while lying on the descending limb of their total (active + passive) (...) stress-stretch curve. Various one-dimensional and two-dimensional simulations illustrate the effects of spatial and temporal variations in passive stiffness, as well as the effects of foundation stiffness and stretch activation. The model can be used to examine the mechanical aspects of pattern formation in morphogenetic processes such as angiogenesis and myocardial trabeculation. (shrink)

A translation is an interpretation. The best translations of the Bible are those which accept and exploit this fact responsibly rather than resisting and evading it.