Classical temples in ancient Greece show two deterministic illusionistic principles of architecture, which govern their functional design: geometric proportionalism and a set of illusion-strengthening rules in the proportionalism's stochastic margin. Animal morphology, in its mechanistic-deductive revival, applies just one architectural principle, which is not always satisfactory. Whether a Greek Classical situation occurs in the architecture of living structure is to be investigated by extreme testing with deductive methods.Three deductive methods for explanation of living structure in animal morphology are proposed: the (...) parts, the compromise, and the transformation deduction. The methods are based upon the systems concept for an organism, the flow chart for a functionalistic picture, and the network chart for a structuralistic picture, whereas the optimal design serves as the architectural principle for living structure. These methods show clearly the high explanatory power of deductive methods in morphology, but they also make one open end most explicit: neutral issues do exist. (shrink)

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

Given Conciliar Christology and a compositionalist metaphysics of the incarnation, I explore whether ‘qua-propositions’ are capable of solving the coherence problem in Christology. I do this by probing the metaphysical aspect of qua-propositions, since ‘semantics presupposes metaphysics’. My proposal focuses on the fact that the Word accidentally owns an individual human nature. Due to that individuality, the human properties first characterise the individual human nature and, in a ‘next step’, this individual human nature characterises the Word. I call this ‘stepped (...) characterisation’. Subsequently, I show that stepped characterisation validates the use of qua-propositions in Conciliar Christology. Hence, qua-propositions are not merely ‘muddling the waters of logic’. (shrink)

Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes ways by which teachers can be supported to bypass a technocentric view of learning with technology in the classroom, from a constructionist perspective. She reports on the development of a corresponding model of professional development by describing the elements of the model and its design principles as well as the tensions that arose while trying to support teachers’ explorations and experiences in (...) the classroom. Questions arise about the potential of the model to be exploited to address issues underlying teachers’ professional development in different contexts. (shrink)

This Is A New Release Of The Original 1910 Edition.