In lieu of an abstract, here is a brief excerpt of the content:Radical Change Theory and Synergistic Reading for Digital Age YouthEliza T. Dresang (bio) and Bowie Kotrla (bio)Books with digital age characteristics... stimulate curiosity and foster community.—Elizabeth Lennox Keyser, 1999Today’s students think and process information fundamentally differently from their predecessors.—Marc Prensky, 2001PrologueOne of our favorite books is McGillis’s The Nimble Reader: Literary Criticism and Children’s Literature.1 McGillis applies various literary theories—among them the New Criticism, structuralism, feminism, and postmodernism—to (...) much-loved, time-honored books such as E. B. White’s Charlotte’s Web (1952), in each case coming up with a fresh interpretation of a well-known text. The Nimble Reader makes the point that the meaning of any object, experience, or creative endeavor can be evasive and changes according to the lens through which it is viewed. Theory uncovers, illuminates, reveals, explains, predicts, and adds value and dimensions to what otherwise might have been overlooked. [End Page 92]That is what we hope Radical Change Theory does—we hope that it stimulates thinking, brings new perspectives, and adds value to what is already recognized as an immense treasure: the body of children’s literature and the young (and old) readers who love and appreciate it. As an addition to the assortment of approaches McGillis covered, we anticipate that Radical Change Theory is a way to see the mosaic of contemporary children’s literature in a new light, to examine and explain some parts of it that may have gone unnoticed. We offer it as a way to think about contemporary youth in relation to their literature, and we suggest applying Radical Change Theory in retrospect in order to highlight and appreciate “radical” authors and illustrators of the past who wrote for “radical readers” in their times. Radical Change Theory is only one perspective among many, and we realize that the phenomena it addresses could be explained or augmented in other ways, as McGillis demonstrated.IntroductionThe 2008 Caldecott Award for the most outstanding picture book for children published in the United States in the previous year was presented to Brian Selznick, author and illustrator of The Invention of Hugo Cabret, which is hundreds of pages longer than an ordinary picture book.2 Approximately 300 of its 533 pages are wordless black and white sketches that tell the story—not illustrating the text but replacing it. Hugo Cabret is a twelve-year-old boy living in the walls of a Paris train station in 1931; he becomes involved in a mystery adventure with the pioneer silent film maker George Méliès, a fitting element for a largely visual book. Selznick notes that he thinks of the book as somewhere between a graphic novel, a picture book, and a film.3 Each sequence of drawings can itself become a miniature silent move if the reader employs a flipbook technique. Hugo Cabret offers a highly interactive reading experience with vivid visual appeal, intertextuality, and multiple layers of meaning. It also provides a dramatic departure from the typical picture-book tradition and joins a number of other radically changed books that have special appeal for digital age youth.While it was perfectly clear to almost everyone during the 1990s that technology was changing, almost no one acknowledged the concomitant change in a sizeable and growing cadre of handheld books for youth. Some of those who did notice expressed puzzlement and regret at the break from a more traditional form and format; others expressed curiosity. Some others sought explanations.4 One purpose of this essay is to provide one explanation for the nature and character of these “changed” books and to demonstrate that they are somewhat different from but firmly rooted in more traditional children’s literature.But not only are books changing—at least some young readers are as well. In the 1990s, as youth who were born in the late 1970s began to mature, [End Page 93] we, along with some other educators and scholars, noted what seemed to be a change from previous generations in how many youth approached thinking, learning, creating, and engaging with media, including reading handheld books. Various terms, including the net generation, digital natives... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Prelude to the Special Issue of the Journal of Aesthetic Education on Children’s LiteratureEllen Handler Spitz, Guest Editor (bio)When Professor Pradeep A. Dhillon, editor of the Journal of Aesthetic Education, suggested to me one day that I might guest edit a special issue of the journal devoted to the topic of children’s literature, my initial reticence was toppled and my sense of resolve buoyed as I began to fantasize (...) with billowing excitement about just how this might be done. First, I dreamt up the image of guest editor as bountiful hostess—setting out delectable dishes in an elegantly appointed banquet before the readers of this journal. That metaphor faded, however, despite Maria Tatar’s eloquent reminder to us in these pages that gastronomy has frequently and salubriously been juxtaposed with reading. I could not help worrying (even though children vociferously protest the logic of this problem) that one cannot have one’s cake and eat it too. Therefore, switching to music, I began to imagine the editor as conductor of a highly select ensemble of musicians, all gifted with glorious well-seasoned voices. They might perform a concert (recorded for posterity, of course) of pieces aimed at an audience of those who care passionately about aesthetics, education, literature, and above all about children, and at those who, perhaps with tenderness, still recall their own childhood reading.But how to accomplish this in practical terms? Well, I reasoned, I would simply invite a group of distinguished senior scholars who, having achieved their reputations in related fields and having written on other subjects as well, have published highly significant works pertaining to children’s literature. Each person would contribute a composition in his or her own voice, and there would be complete freedom, carte blanche, no holds barred—the only constraint being page numbers. Would the results turn out to be harmony or cacophony? Well, I speculated, if each voice were finely tuned, resonant, and clear, whether treble or bass, forte or pianissimo, the outcome—although [End Page 1] unpredictable in terms of specifics—would, unquestionably, be musical. But that, dear reader, is ultimately for you to judge, for you have now heard precisely how this issue came into being and will, we hope, read on. Each author I asked responded to my call with alacrity and, in his or her original style and tone, made my task as conductor a perfect pleasure.We offer you a work in three parts. First, you will encounter two melodious and euphonious pieces, contributed respectively by Marina Warner (“Out of an Old Toy Chest”) and Maria Tatar (“From Bookworms to Enchanted Hunters: Why Children Read”). Here, the overarching themes of children’s play and make believe are set up, analyzed, and explored. Playing and reading are placed side by side, as well as reasons why children love to read and how they are variously exhorted, extolled, and even occasionally excoriated by adults for doing so.Our second movement consists of three apparently unrelated motifs, contributed in turn by Gareth Matthews (“Philosophical Adventures in the Lands of Oz and Ev”), Seth Lerer (“Style and the Mole: Domestic Aesthetics in The Wind in the Willows”), and myself (“Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely Child”). Actually, however, these essays are not unrelated, for each motif arises from a particular mode of interpretation grounded in turn in philosophy, in literary history and theory, and in psychology. The works considered are all by notable writers for children: L. Frank Baum, Kenneth Grahame, William Steig, and Maurice Sendak.For our grand finale, we offer two sonorous, seriously challenging contributions, one by Jack Zipes (“Why Fantasy Matters Too Much”) and the other by Eliza T. Dresang and Bowie Kotrla (“Radical Change Theory and Synergistic Reading for Digital Age Youth”). These works grapple with contemporary matters, with fantasy, with technology, and with “radical change” as these can be discerned in the literature, imagery, and general cultural lives of today’s and even, quite possibly, of tomorrow’s children. Gesturing toward the future even more strikingly, we conclude this work with a flourishing coda in the actual voice of a living child... (shrink)

The present studies examined whether implied tactile properties during language comprehension influence subsequent direct tactile perception, and the specificity of any such effects. Participants read sentences that implicitly conveyed information regarding tactile properties (e.g., Grace tried on a pair of thick corduroy pants while shopping) that were either related or unrelated to fabrics and varied in implied texture (smooth, medium, rough). After reading each sentence, participants then performed an unrelated rating task during which they felt and rated the texture of (...) a presented fabric. Results demonstrated that the texture properties implied in sentences influence direct tactile perception. Specifically, after reading about a smooth or rough texture, subsequent fabric ratings became notably smoother or rougher, respectively. However, we also show that there was some specificity to these effects: Fabric-related sentences elicited more specific and interactive effects on subsequent ratings. Together, we demonstrate that under certain circumstances, language comprehension can prime tactile representations and affect direct tactile perception. Results are discussed with regard to the nature and scope of multimodal mental simulation during reading. (shrink)

This article responds to the phenomenon of Internet cats becoming pervasive in Web 2.0, while at the same time digitally shared self-portraits, commonly called “selfies,” also circulate with extremely high frequency. The author tracks the efficacy of sharing selfies for trans/two Spirit individuals such as artist Kiley May and in trans-centric hashtag campaigns. It shows that trans-animality in digital life can offer sovereign forms of subjectivity and engages response patterns that locate a trans point of regard. Further, it seeks to (...) explain why so many different kinds of cuteness are shared in the intimate superpublics of online trans* communities. Building on classic texts in philosophical cat studies, such as from Jacques Derrida, the concept of the “inappropriate/d other,” and contemporary cuteness theories, the article argues that cute aesthetics provide a sentimental shield, can counter sexual indifference, and often enact a mode of resilience crucial for surviving in cultures that erase the existence of trans people of color. (shrink)

This paper explores the impacts of neurological intervention on selfhood with reference to recipients’ claims about changes to their self-understanding following Deep Brain Stimulation for treatment of Parkinson’s Disease. In the neuroethics literature, patients’ claims such as: “I don’t feel like myself anymore” and “I feel like a machine”, are often understood as expressing threats to identity. In this paper I argue that framing debates in terms of a possible threat to identity—whether for or against the proposition, is mistaken and (...) occludes what is ethically salient in changes from DBS. Rather, by adopting a relational narrative approach to identity and autonomy, I show that the ethically salient issue from DBS is impacts on autonomous agency—whether one’s actions and beliefs are one’s own, and how DBS may hinder, or foster, embodied, relational autonomy competences. This approach recognizes that if sufficiently significant, impacts on autonomy competences may pose a threat to one’s ability to contribute to the process of authoring one’s own life and so pose a threat to identity formation. I argue this approach resolves the confusion in the literature about whether and how DBS threatens identity and provides a complex picture of how DBS may affect selfhood by disrupting narrative identity formation and revision, distorting agency and/or undermining autonomy. (shrink)

Background Biobank participants often do not understand much of the information they are provided as part of the informed consent process, despite numerous attempts at simplifying consent forms and improving their readability. We report the first assessment of biobank enrollees’ comprehension under an "integrated consent” process, where patients were asked to enroll in a research biobank as part of their normal healthcare experience. A number of healthcare systems have implemented similar integrated consent processes for biobanking, but it is unknown how (...) much patients understand after enrolling under these conditions. Methods: We recruited patients who enrolled in a biobank while in a healthcare setting when receiving ordinary care. We assessed knowledge of consent materials using 11 true/false questions drawn from a well-known biobank knowledge test. After reviewing the results from 114 participants, we revised the consent form and repeated the knowledge assessment with 144 different participants. Results: Participants scored poorly on the knowledge test in both rounds, with no significant differences in overall scores or individual items between the rounds. In Phase 1, participants answered 53% of the questions correctly, 25% incorrectly, and 22% “I don’t know.” In Phase 2, participants answered 53% of questions correctly, 24% incorrectly, and 23% “I don’t know.” Participants scored particularly poorly on questions about data sharing and accessing medical records. Conclusions: Enrollees under an integrated consent model had significant misunderstandings that persisted despite an attempt to improve information specifically about those topics in a consent form. These results raise challenges for current approaches that attribute misunderstanding to overly complex consent forms. They also suggest that the pressures of the clinic may compound other problems with patient understanding of biobank consent. As health systems increasingly blend research and care, they may need to rethink their approach to educating patients about participation in a biobank. (shrink)

Sociological pscychological problems; Islam; essays.

The urgency of the paper is to explore the impact of the latest discoveries of the exact and human sciences on the activities of higher education in its ideological perspective. There is a tendency to increasing interest of medical students not only in professional issues, but also in the general atmosphere of changes in health care and the requirements already formulated by the society of the future. The purpose of the article is to continue our study of the historical and (...) philosophical evolution of humanistic ideas and views from the ideas of the times of Antiquity up to modern theories and futuristic predictions. The problem of the study is to analyze the phenomenon of transhumanism as the result of unrealistic expectations about the easy implementation of most people's dreams of health, happiness and even immortality. The prospects of development of means and methods of "artificial intelligence" are also studied. The research methods consist of combining the achievements of classical philosophy with the successes of the youngest sciences that study human beings, operate large data, use foresight and other means of forecasting. The central new notions are noosciences and nootechnologies, which are able to save mankind from the threats to its existence. Results of the research : a philosophical analysis of the new worldview – transhumanism has been undertaken in the article. The reasons for its appearance in the second half of the twentieth century are explained. The social and scientific sources and the main stages of the consolidation of supporters of transhumanism in the world and national associations have been studied. The variety of proposals of transhumanists and their relative unity as to the need for "human perfection" have been also studied. The main variants of "Transhumanistic manifestos " have been analyzed and showed the existence of two flows of proposals - technological and those oriented on changes in human behavior. It is proved that in our time transhumanism is an option of fundraising - the collection of donations from the very rich people who strive to live longer than it is possible now. It is indicated that transhumanism is supported by the male segment of the citizens of the West, who are keen on technological progress and, above all, fear of death. The position of T-m is positive for medical research. The conclusion s of our study showed the fact that existing variants of transhumanistic studies use only a minority of modern and promising technologies. Even leading scientists from Western Europe do not notice that among the nanotechnologies, the number of environmentally friendly nootechnologies is slowly growing. A group of scholars are studying these technologies and offering an increasing number of noosciences. We have chosen for our study the notion of "noohumanism". The article proves that in worldview and educational aspects noohumanism based on the noosciences has not only significant creative advantages over transhumanism, but is also devoid of its shortcomings. Medical and other sectors of higher education in Ukraine should rely on noohumanism, not transhumanism. (shrink)

The Cartesian thinking self may seem indisputably real. But if it is real, then so thinking, which would undercut mental fictionalism. Thus, in defense of mental fictionalism, this paper argues for fictionalism about the thinking self. In short form, the argument is: (1) If I exist outside of fiction, then I am identical to (some part of/) this biomass [= my body]. (2) If I die at t, I cease to exist at t. (3) If I die at t, no (...) part of this biomass ceases to exist at t. (4) Therefore, no part of this biomass is identical to me. [From (2), (3)] (5) Therefore, I do not exist outside of fiction. [From (4), (1)] One reply to the argument is that the self is an aggregate of electricity in the brain which disperses upon death. The rejoinder is that this, at best, describes the thoughts realized in the brain, and not the subject who thinks the thoughts. A second objection stresses the undeniable sense that the thinking self has a location. In reply, the extended thought-experiment from Dennett’s “Where Am I?” is used to show that the sense of self-location may well be illusory. (shrink)

Commentary on Tarkasaṅgraha of Annambhaṭṭa, active 17th century, treatise on the fundamentals of Nyaya philosophy.

Contributed seminar papers on concept of Jiva in Vedanta philosophy.

On divine reincarnations (avatars) in Hindu mythology.

The paper gives an account of Št?pan Launer’s conception od modernization as developed in his work The Nature of Slavdom. The theoretical background of the paper is the distinction between national-emancipatory project, based on ethnic identity, and the modernization project, which focused on education and shared political identity indifferent to the emancipatory agenda of the linguistic nationalism. The basis of Launer’s considerations is philosophy of history, deriving from Hegel’s thesis, according to which the subjects of progress are always nations, which (...) create the history and represent the standard. Launer does not believe in romantic philosophy of revealing a specific common identity. Rather, he claims, that a civilization/historical achievment is possible only through adopting contemporary educational standard. In this sense, the contribution of Slavdom to the history is possible only through creative adopting of the contemporary English -French-Italian-German educational standards, rather than on the basis of a primordial constitution od national entity with its ideologically justified historical mission. (shrink)

If all or any of our MSS. dated from 800 or 900 B.C., it might be of importance to note θέλεις for the regular epic form ⋯θέλεις and even to print it so in the text, otherwise it is negligible. More worthyof attention is the punctuation after ⋯μo⋯μαι. The presence of ὑπίσχoμαι in the next line is held to justify the stop given above, otherwise the comma, as in Gemoll's edition, would be sufficient or more than sufficient. For in accordance (...) with Homeric usage we might read:πατρòς κεϕαλήν μέγαν ὃρκoν ⋯μo⋯μαιμή μέν ⋯γώ μητ' αὐτòς—ὑπίσχoμαι—αἴτιoς εἶναι. (shrink)

Study on religious and philosophical works of Gopālanidhi Tivārī, 1921-2000, Hindu scholar.

Study of the impact of ragas of Hindustani classical music on human body and mind.