Saunkeah et al. argue convincingly that although respect for Tribal sovereignty is often invoked as a core justification for Tribal research protections, an expanded ethical framework is req...

Hierarchical Bayesian models (HBMs) provide an account of Bayesian inference in a hierarchically structured hypothesis space. Scientific theories are plausibly regarded as organized into hierarchies in many cases, with higher levels sometimes called ‘paradigms’ and lower levels encoding more specific or concrete hypotheses. Therefore, HBMs provide a useful model for scientific theory change, showing how higher‐level theory change may be driven by the impact of evidence on lower levels. HBMs capture features described in the Kuhnian tradition, particularly the idea that (...) higher‐level theories guide learning at lower levels. In addition, they help resolve certain issues for Bayesians, such as scientific preference for simplicity and the problem of new theories. *Received July 2009; revised October 2009. †To contact the authors, please write to: Leah Henderson, Massachusetts Institute of Technology, 77 Massachusetts Avenue, 32D‐808, Cambridge, MA 02139; e‐mail: [email protected]. (shrink)

Light and Kennison found that bias effects in the forced-choice perceptual identification of words occurred only in a subset of participants, those who claimed on a strategy questionnaire to be deliberately guessing words they had studied previously. McKoon and Ratcliff raised a number of objections to the proposal that bias effects are due to guessing strategies, citing difficulties in our statistical treatment of data, our use of subjective reports to classify participants, and our approach to the general problem of separating (...) implicit from explicit influences on performance. This article responds to these objections. (shrink)

In the typical single-stimulus perceptual identification task, accuracy is improved by prior study of test words, a repetition priming benefit. There is also a cost, inasmuch as previously studied words are likely to be produced as responses if the test word is orthographically similar but not identical to a studied word. In two-alternative forced-choice perceptual identification, a test word is flashed and followed by two alternatives, one of which is the correct response. When the two alternatives are orthographically similar, test (...) words identical to previously studied items are identified more accurately than new words but tests words orthographically similar to studied words are identified less accurately than new words . Ratcliff and McKoon argue that these are bias effects that arise in the decision stage of word identification. We report five experiments that examined the alternative hypothesis that these bias effects arise from postperceptual guessing strategies. In single-stimulus perceptual identification, repetition priming benefits were equally great for young and older adults who claimed to use deliberate guessing strategies and those who did not . In contrast, only groups of young and older people who claimed to deliberately guess studied words in a two-alternative forced-choice task showed reliable benefits and costs. Costs and benefits were abolished in the two-alternative forced-choice task when a very long study list was used, presumably because the increased retrieval burden made the use of deliberate guessing strategies less attractive . Under conditions similar to those of Experiment 3, repetition priming was observed in single-stimulus perceptual identification . These results are consistent with the view that costs and benefits in the forced-choice perceptual identification task arise from deliberate guessing strategies but that those in the single-stimulus task do not. The possibility that the observed relationship between strategy reports and priming effects reflects erroneous postexperimental assessments of strategies by participants is also considered. (shrink)

To what extent can external incentives influence students’ effort and learning in online course contexts? While cognitive science research has found that monetary incentives can increase goal-directed cognitive effort in certain laboratory tasks, attempts to use monetary incentives to increase students’ academic performance in naturalistic settings has shown mixed results. In two experiments, we tested the influence of a monetary incentive on immediate and delayed tests of computer-based educational performance. In Experiment 1, participants were assigned to receive monetary incentives for (...) correct quiz responses, or receive no additional incentive for correct responses other than finding out their score, and we found no significant difference in total score across groups. In Experiment 2, we used a within-subjects design to test whether participants performed better when they were provided monetary incentives for correct responses on quiz questions. Here, participants performed significantly better on incentivized quiz questions. Thus, monetary incentives may increase performance in online learning tasks when participants can anchor the “stakes” of an incentive compared to no external incentive. These findings highlight potential benefits of external incentives for promoting effort and learning in online contexts, although further research is needed to determine the most useful educationally-relevant extrinsic incentives, as well as potential negative effects of incentives on long-term intrinsic motivation. (shrink)

This paper describes a holistic approach and an interdisciplinary curriculum in enhancing critical thinking and education for democracy at the junior-high schools and highschools levels. The curriculum includes academic subjects such as the humanities, sciences, social sciences and art. The aim of this curriculum is not to teach an additional lesson in history, political sciences, art, etc., but to fostercritical thinking and democratic behavior. The theoretical framework has two bases. The first derives from eighteenth century rationalism and scientific thinking, while (...) the second is from the Industrial Revolution of the nineteenth century. Both produced social economies and a political structure of mass democracy. The focal point here is that critical thinking is a prerequisite for the existence of democratic values and principles in a post-modern society. The program integrates McPeck’s strategies on the conception of critical thinking and the dialectic technique of Richard Paul. The curriculum is designed forone or two semesters (14 to 28 meetings). It is built in a modular fashion, in which each subject stands on its own and is presented by various lecturers from different domains. The curriculum was implemented in junior high and high schools in Haifa and vicinity."It is this consensus around liberal democracy as the final form of government that I have called “the end of history.”(Fukuyama, F (1990) in Fortune, January 15, 1990, p. 75). (shrink)

The paper is the analysis a Feyerabend philosophy of science, his criticism of glorification of science reason and his ”surprising” thoughts of the last period of his life such as ”... objectivism and relativism not only are untenable as philosophies, they are bad guides for fruitful cultural collaboration”.

Když jsem v roce 1992 začínal na filosofické fakultě UK přednášet teorii sémantiky, cítil jsem intenzivní potřebu poskytnout studentům nějaký učební text. O překotném vývoji tohoto interdisciplinárního oboru, který odstartovalo v sedmdesátých letech úspěšné “zkřížení logiky s lingvistikou” Richardem Montaguem a dalšími a který se nezpomalil dodnes, totiž v češtině neexistovaly prakticky žádné zprávy (s čestnou výjimkou přístupu tzv. transparentní intenzionální logiky, který byl dílem českého emigranta Pavla Tichého a o kterém u nás psal Pavel Materna). Přehledové publikace, jaké jsou (...) potřeba pro někoho, kdo se chce v dané problematice zorientovat, se ovšem v té době i po světě teprve začínaly objevovat: v roce 1990 vyšla kniha An Introduction to Semantics Gennara Chierchii a Sally McConell-Ginnetové a v roce 1991 vydala skupina holandských logiků pod kolektivním pseudonymem L.T.F. Gamut dvousvazkovou knihu Language and Meaning. Za této situace jsem se pokusil co nejrychleji sepsat učební text, který by moji studenti i jiní zájemci o sémantiku mohli použít; a protože o jeho vydání paradoxně projevila větší zájem filosofická fakulta Masarykovy univerzity v Brně (kde jsem já osobně nikdy neučil; ale zájem o sémantiku tam neúnavně podněcoval a vydání mého textu tam zprostředkoval kolega Materna) než filosofická fakulta mojí domovské Karlovy univerzity, vyšel tento text v Brně, a to pod názvem Úvod do teoretické sémantiky. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Presentación inaugural. Semblanza de Suárez. Dos opúsculos inéditos y una carta auténtica. Por T. Andrés Marcos.--Suárez y el pensamiento inglés contemporáneo, por F. Elías de Tejada.--Suárez, maestro de metafisica para teólogos, por M. Solana.--Conceptos dinámicos en la metafisica de Suárez, por J. Iturrioz.--La igualdad jurídica según Suárez, por E. Elorduy.--El sentido de la realidad en la metafisica suareciana, por F. García Martínez.--Palabras de clausura, por N. Rodríguez Aniceto.

Článek představuje teorii původu lidské morálky od Franse de Waala a zhodnocuje přínos filozofických komentářů od Christine M. Korsgaardové a Mary Midgleyové z hlediska oboru evoluční etiky. Základní struktura de Waalova přístupu je v souladu se sentimentalistickou teorií morálky, která určuje soucítění jako bazální morální cit. V interpretaci vlivné neodarwinistické genocentrické školy dále hraje zásadní roli altruismus. Stoupenci tohoto směru (R. Dawkins, G. C. Williams) nicméně obhajují rozdělení krutého světa přírody a etického světa lidské kultury; distinkce byla Fransem de Waalem (...) nazvána „teorií pozlátka“, neboť vyvolává obraz tenké vrstvy morálky nanesené na sobecké jádro lidské biologické přirozenosti. C. M. Korsgaardová využívá kantovskou etiku, aby ukázala, že zvířata nemohou být počítána za morální, neboť postrádají schopnost normativní autonomie. M. Midgleyová oponuje jak neodarwinistickému, tak kantovskému rozvrhu etiky a ukazuje, že soucítění patří k přirozenosti společensky žijících druhů a že reflektivní uvažování se vztahuje pouze k nejvyššímu patru evoluce morálky. Pozice M. Midgleyové je pro evoluční zkoumání morálky přínosnější než postup C. M. Korsgaardové. This article introduces Frans de Waal’s theory of the origins of human morality and evaluates the merits of the philosophical commentaries of Christine M. Korsgaard and Mary Midgley, and their application to the discipline of evolutionary ethics. The fundamental structure of de Wall’s approach is congruent with the sentimentalist theory of morality which determines sympathy as the most vital moral sentiment. A crucial role is also assigned to altruism in the view of morality in the influential genocentric neo-Darwinian school. However, proponents of this school (R. Dawkins, G. C. Williams) advocate the separation of the cruel world of nature and the ethical world of humane culture; this is dubbed “Veneer Theory” by F. de Waal, since it invokes an image of a thin layer of morality applied to a selfish core of biological human nature. C. M. Korsgaard applies Kantian ethics to argue that animals cannot count as moral because they are not capable of normative self-government. M. Midgley opposes both neo-Darwinism and the Kantian tradition in ethics in arguing that sympathy is a part of any social species’ nature, and that reflective reasoning refers only to the highest peak of moral evolution. It is argued that the position of M. Midgley is ultimately a more fruitful approach to the evolutionary examination of ethics than that proposed by C. M. Korsgaard. (shrink)

Cílem článku je ukázat, že německá raná romantika, která položila filosofické základy romantického hnutí, nebere příklon k subjektivitě prožívání jako odklon od poznání, nýbrž jako jiný způsob poznání. Romantická niternost nachází svůj protějšek ve zkušenosti světa, jemuž umění dokáže propůjčit hlubší význam než racionální filosofie a věda. Tento nový pohled na poznání je romantiky použit jak na výklad přírody, tak duchovní lidské skutečnosti. Článek upozorňuje na to, že vedle dědictví spinozismu měla romantická epistemologie důležitý zdroj v některých úvahách Kantovy Kritiky (...) soudnosti. Tato vazba je sledována zvláště na příkladu filosofie umění F. W. J. Schellinga. Argumentace článku je rozvinuta v kritické konfrontaci se subjektivistickou interpretací romantiky H.-G. Gadamera, čímž se ozřejmuje její širší epistemologický dosah i aktuálnost. Návaznost německých romantiků na Kantovu Kritiku soudnosti se spíše než tendencí k subjektivizaci estetiky projevovala ve snaze o estetizaci poznání. (shrink)

This essay reconsiders the haphazard arrangement of Donne's first printed collection of poems in relation to an elegy written for Donne by one Thomas Browne, published for the first and only time in that same volume. The earliest recorded response we have to Donne's verse considered as a complete body of work, Browne's elegy thematizes the readerly tendency to interpret this textual body in the light of "subjective" notions of "proper" desire. Through a close reading of Browne's poem, in which (...) I contextualize his key image of the bad reader as a "circumciser" within the theological and medical discourses of the period, I argue that Browne's response to Donne's text is at once instructively prescient -- providing a useful allegory of reading for the contemporary critic -- and also helpful in situating Donne at the cusp of a historical transformation between "medieval" and "early modern" conceptions of the sexual and the spiritual.IThe structural organization of John Donne's first printed book of poetry makes no obvious sense. Published posthumously in 1633, the collection eschews even the basic generic distinctions so familiar to Donne's modern audience: "Songs and Sonnets," "Satires," "Verse Letters," and "Divine Poems" . Several readers over the years have commented upon the disorderly configuration of Donne's 1633 text; and most recently, Leah Marcus has provided a detailed analysis of the collection in Unediting The Renaissance, itself an ambitious attempt to combine the traditional skills of textual bibliography with the insights of poststructuralist theory. Among other things, Marcus asserts that the very layout and internal composition of Donne's first collection constitute graphic evidence for the ultimate impossibility of "fixing" him within any reductively binary scheme. Indeed, for Marcus, the version of Donne projected by the 1633 Poems confirms not only her deconstructivist principles but also her aesthetic taste more generally. In her words, the collection is a striking melange of sacred and secular that refuses to separate John Donne from Jack. Verse epistles . . . jostle up against scurrilous amatory verses and evocations of human decay in a rough gallimaufry of mingled passions that projects a John Donne very like the Donne most of us value, a Donne for whom the sacred and secular are so closely entwined as to be inseparable.This reading would probably not be considered controversial in most quarters, and I too am in agreement with the main points of Marcus's argument, insofar as they go. However, I want to pause for a moment over one of the more undeveloped aspects of Marcus's interpretation, encoded in her use of the phrase "most of us." As the context makes clear, by "most of us" Marcus means a rather small band of nonreligious or liberal, professionalized, twentieth-century readers. Of course, Marcus is perfectly justified in assuming that her audience will be drawn from exactly this narrow demographic , but at the same time it must also be admitted that "most of us" therefore only refers to the tiniest portion of Donne's actual historical readership. Given that Marcus is performing an analysis of Donne's 1633 Poems, then, one obvious question emerges from her account: How might readers in 1633 have responded to the collection's juxtaposition of the religious with the secular? What might its disorganization have signified for them?One possible answer to this question has been suggested by Arthur F. Marotti, perhaps the most influential of Donne's textualist critics. In Manuscript, Print, and the English Renaissance Lyric, Marotti suggests, against Marcus, that Donne's first editors deliberately delay the readerly encounter with Donne's more earthly lyrics by burying them toward the back of the book. In other words, according to Marotti, the appearance of random disorganization that Marcus values is actually an intentional blind -- the result of a conscious attempt to "protect the reputation of Dean Donne from moral taint."However, this ingenious theory is not without flaws. For example, we are required to accept Marotti's contention. (shrink)

After discussing in the first five sections the meaning and the difficulties of the principle of relativity we present a new sel of spacetime transformations between inertial systems (“inertial” transformations), based on three assumptions: (1) The two-way velocity of light is c in all inertial systems and in all directions; (2) Time dilation effects take place with the usual relativistic factor; (3) Clocks are synchronized in the way chosen by nature itself, e.g., in the Sagnac effect. We show that our (...) new transformation laws can explain the available experimental evidence in spite of the implied noninvariance of the one-way velocity of light. (shrink)

Autobiography and Teacher Development in China investigates the roles of autobiography in teacher education, as several scholars in China recontextualize Western conceptions of teacher development, combining them with uniquely Chinese cultural conceptions to articulate a reconceptualization of teacher development that holds worldwide significance. Framed by the work of Zhang Hua and William F. Pinar, these theoretical and practical essays point to an internationally inflected reconceptualization of teachers' professional development, pre-service and in-service. This volume addresses multiple movements of teacher education reform (...) worldwide, focused on crafting a nationally distinctive course not only internationally, but also culturally, historically, and locally. (shrink)

F. H. Bradley was the foremost philosopher of the British Idealist school, which came to prominence in the second half of the nineteenth century and remained influential into the first half of the twentieth. Bradley, who was educated at Oxford, and spent his life as a fellow of Merton College, was influenced by Hegel, and also reacted against utilitarianism. He was recognised during his lifetime as one of the greatest intellectuals of his generation and was the first philosopher to receive (...) the Order of Merit, in 1924. In this major work, originally published in 1883, Bradley discusses the basic principles of logic: judgment and inference. He rejects the idea of a separation between mind and body, arguing that human thought cannot be separated from its worldly context. In the second edition, published in 1922 and reissued here, Bradley added a commentary and essays, but left the text largely unaltered. (shrink)

Objective: To pilot informed consent materials developed for Aboriginal parents in a vaccine trial, and evaluate their design and the informed consent process.Methods: Cross sectional quantitative and qualitative survey of 20 Aboriginal and 20 non-Aboriginal women in Alice Springs. Information about the proposed research was presented to Aboriginal participants by an Aboriginal researcher, using purpose designed verbal, visual, and written materials. Non-Aboriginal participants received standard materials developed by the sponsor. Questionnaires were used to evaluate recall and understanding immediately and five (...) days later. Qualitative analysis of Aboriginal participants’ interviews was performed.Results: There were no differences between the groups in understanding of diseases prevented by the vaccine, the potential risks of participating, or the voluntary nature of participation. Most Aboriginal participants had difficulty with the concept of a “licensed” versus “unlicensed” vaccine. The non-Aboriginal group had a good understanding of this. Aboriginal participants identified the use of the flipchart, along with a presentation by a doctor and Aboriginal health worker, as preferred delivery modes. Group presentations were preferred rather than one-on-one discussions. The use of the questionnaire posed considerable methodological difficulties.Conclusions: A one-off oral presentation to Aboriginal participants is unlikely to produce “informed consent”. Key but unfamiliar concepts require identification and particularly considered presentation. (shrink)

This is the first comprehensive translation of the expanded French version of E.F.F. Chladni's Traité d'Acoustique, using Chladni's 1802 Die Akustik for reference and clarification. Chladni's experiments and observations with sound and vibrations profoundly influenced the development of the field of Acoustics. The famous Chladni diagrams along with other observations are contained in Die Akustik, published in German in 1802 and Traité d'Acoustique, a greatly expanded version, published in French in 1809. The present translation was undertaken by Robert T. Beyer, (...) PhD (1920-2008), noted acoustician, Professor of Physics at Brown University, and Gold Medal recipient of the Acoustical Society of America. Along with many other projects completed over the course of his career, Dr. Beyer translated Von Neumann's seminal work, Mathematical Foundations of Quantum Mechanics from the original German, spent 30 years translating Russian physics treatises and journals, served as editor of the English translation of the Soviet Journal of Experimental and Theoretical Physics, and also authored Sounds of our Times: Two Hundred Years of Acoustics. Represents the first comprehensive English translation of a seminal work in acoustics Translated by a prominent acoustician, and former Gold Medal recipient of the Acoustical Society of America In addition to the classic experiments with glass plates and violin bows, covers topics in music, architecture, and anatomy of human and animal hearing Appeals to a wide audience in physics, acoustics, and history of science. (shrink)

Colin McGinn urged that while a brain state P explains consciousness, a conception P is cognitively inaccessible to us. This paper argues that McGinn's argument for his form of materialism is committed to P being epiphenomenal or causally inert relative to such things as the movements of our bodies. As a result, McGinn's materialism creates a duality in the brain and thereby faces the same problem of epiphenomenalism which plagues the Cartesian dualist.

In the first part of this article, I raisequestions about Dworkin''s theory of theintrinsic value of life and about the adequacyof his proposal to understand abortion in termsof different ways of valuing life. In thesecond part of the article, I consider hisargument in ``The Philosophers'' Brief on AssistedSuicide'''', which claims that the distinctionbetween killing and letting die is morallyirrelevant, the distinction between intendingand foreseeing death can be morally relevantbut is not always so. I argue that thekilling/letting die distinction can be (...) relevantin the context of assisted suicide, but alsoshow when it is not. Then I consider why theintention/foresight distinction can be morallyirrelevant and conclude by presenting analternative argument for physician-assistedsuicide. (shrink)