This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

For deliberations on the ethical and meta-ethical implications of Alfred North Whitehead's process philosophy, here are abstracts and papers from the Ethics Section of the 6th International Whitehead Conference held at the University of Salzburg in Salzburg, Austria in July 2006. In accordance with the conference schedule, there are three subsections. The subsection on "Metaphysics of Morals and Moral Theory" includes contributions from Franklin I. Gamwell (Does Morality Presuppose God?), John W. Lango (abstract only), Duane Voskuil ("Ethics' Dipolar Necessities (...) and Theistic Implications), and Theodore Walker Jr. ("Neoclassical Cosmology and Matthew 22:36-40). The subsection on "Evaluating Moral Practices" includes contributions from Frederick Ferrè (abstract only), Seung Gap Lee (Hope for the Earth: A Process Eschatological Eco-ethics for South Korea), Mary Elizabeth Mullino Moore (Compassion, Creativity, and Form: The Ethics of Institutions), and George W. Shields (Ruse, Altruism, and Process Philosophy). The subsection on "Ethics and Aesthetic Values" includes contributions from Stephen T. Franklin (abstract only), Brian G. Henning (Is There an Ethics of Creativity?), Mihàly Tòth (Art of Life and the Ethics of Life Forming), and Guorong Yang (Problems and Perspectives in the Emerging of Global Society). (shrink)

Annotation. This edited collection is the first to explore the implications of "Quantum Aesthetics" for social life. Contributors, who represent various disciplines, apply this philosophy to their respective fields of study.

Presented here are the cases of two secondary social studies teachers who were participants in a larger research endeavor designed to examine the enduring effects of a preservice teacher preparation program rooted in problem-based historical inquiry (PBHI) on their in-service beliefs and practices. The study was designed to revisit graduates of this teacher preparation program after they completed their induction into the profession. The two teachers selected for closer examination in this piece had relatively similar preservice teacher experiences and taught (...) in the same city school system. Findings indicate that the preservice program continued to impact both to some extent. However, their current beliefs about social studies teaching and their typical classroom practices differed greatly. Evidence suggests that these differences may be attributed to their personal dispositions and their conceptions of the role of the teacher. (shrink)

This study links corporate reputation, as measured byFortune magazine's Most Admired list, with firm financial performance. Seven measures of financial risk and return were collected for a sample of 149 firms from two time periods, 1981 and 1986. The mean score of four attributes from the 1993Fortune Most Admired list for the sample was then analyzed with the financial data through regression analysis. Two financial variables, Standard Deviation of the Market Return of the Firm and Return on Sales, explained between (...) 0.12 and 0.14 of subsequent reputation. The implication for management is that they can affect a firm's subsequent reputation by lowering financial risk and controlling costs. (shrink)

Tomasello provides compelling evidence that children understand that people are morally obligated toward members of their social group. We call for expanding the scope of inquiry to encompass the full developmental trajectory of humans’ understanding of the relation between moral obligation, sociality, and stancetaking in interaction. We suggest that humans display a lifelong preoccupation with the sociality of moral obligation.

In lieu of an abstract, here is a brief excerpt of the content:Concurrent Contents: Recent and Classic References at the Interface of Philosophy, Psychiatry, and PsychologyArticlesAntonak, R. J., C. R. Fielder, and J. A. Mulick. 1993. A scale of attitudes toward the application of eugenics to the treatment of people with mental retardation. Journal of Intellect Disabilities Research 37:75–83.Arens, K. 1996. Commentary on “Lumps and bumps.” Philosophy, Psychiatry, & Psychology 3:15–16.Bavidge, M. 1996. Commentary on “Minds, memes, and multiples.” Philosophy, Psychiatry, (...) & Psychology 3:29–30.Blashfield, R. K. 1973. Evaluation of the DSM-II classification of schizophrenia as a nomenclature. Journal of Abnormal Psychology 85(2):140–150.Braude, S. E. 1996. Multiple personality and moral responsibility. Philosophy, Psychiatry, & Psychology 3:37–54.Broverman, I. K., S. R. Vogel, D. M. Broverman et al. 1972. Sex-role stereotypes: a current appraisal. Journal of Social Issues 28:59–78.Broverman, I. K., D. M. Broverman, P. E. Clarkson et al. 1975. Sex-role stereotypes and clinical judgments of mental health. Journal of Consulting and Clinical Psychology 34:1–7.Checkland, D., and M. Silberfeld. 1996. Mental competence and the question of beneficient intervention. Theoretical Medicine 17(2):121–134.Clark, S. R. L. 1996. Commentary on “Multiple personality and moral responsibility.” Philosophy, Psychiatry, & Psychology 3:55–57.Clark, S. R. L. 1996. Minds, memes, and multiples. Philosophy, Psychiatry, & Psychology 3:21–28.Dickenson, D., and D. Jones. 1995. True wishes: The philosophy and developmental psychology of children’s informed consent. Philosophy, Psychiatry, & Psychology 2:287–303.Donaldson, T. 1978. Psychoanalyzing the practical inference model. Philosophical Research Archives 4:1215.Eekelaar, J. 1995. Commentary on “True wishes.” Philosophy, Psychiatry, & Psychology 2:305–307.Fisher, S., and R. P. Greenberg. 1993. How sound is the double-blind design for evaluating psychotropic drugs? Journal of Nervous and Mental Disease 181:345–350.Fulwiler, C., and M. F. Folstein. 1995. Commentary on “Chris Walker’s interpretation of Karl Jaspers’ phenomenology.” Philosophy, Psychiatry, & Psychology 2:345–346.Heinze, M. 1995. Commentary on “Moralist or therapist?” Philosophy, Psychiatry, & Psychology 2:31–32.Iturrate, M. 1977. Man’s freedom: Freud’s therapeutic goal. Review of Existential Psychology and Psychiatry 15:32–45.Littlewood, R. 1991. From diseae to illness and back again. Lancet 337:1013–1015.Maddox, J. 1993. New genetics means no new ethics. Nature 364:97.McCormick, S. 1995. Commentary on “True wishes.” Philosophy, Psychiatry, & Psychology 2:309–310.Murray, T. H. 1995. Commentary on “True wishes.” Philosophy, Psychiatry, & Psychology 2:311–312.Muzika, E. G. 1989. Object relations theory, Buddhism, and the self-synthesis of eastern and western approaches. International Philosophical Quarterly 30(1):59–74.Parker, M. 1995. Commentary on “True wishes.” Philosophy, Psychiatry, & Psychology 2:313–314.Phillips, J. 1996. Key concepts: Hermeneutics. Philosophy, Psychiatry, & Psychology 3:61–69.Pole, D. 1970. Self and personality. The Journal of the British Society for Phenomenology 1:30–36.Priebe, S. 1989. On the subjectivity of psychiatric diagnosis. Psychiatric Praxis 16:86–89.Radden, J. 1996. Lumps and bumps: Kantian faculty psychology, phrenology, and twentieth-century psychiatric classification. Philosophy, Psychiatry, & Psychology 3:1–14.Sampson, E. E. 1981. Cognitive psychology as ideology. American Psychologist 36:730–743.Sarbin, T. R. 1976. Contextualism: A worldview for modern psychology. Nebraska Symposium on Motivation 24:1–41.Senft, P. A. 1975. The self-contradictions (antinomies) of psychotherapy: Is a solution in social action possible? The Human Context 7:367–372.Shuman, D. W. 1996. Commentary on “Multiple personality and moral responsibility.” Philosophy, Psychiatry, & Psychology 3:59–60.Sprigge, T. 1996. Commentary on “Minds, memes, and multiples.” Philosophy, Psychiatry, & Psychology 3:31–36.Wallace, K. 1996. Commentary on “Lumps and bumps.” Philosophy, Psychiatry, & Psychology 3:17–20.Wells, L. A. 1995. Commentary on “True wishes.” Philosophy, Psychiatry, & Psychology 2:315–317.Wiggins, O. P., and M. A. Schwartz. 1995. Chris Walker’s interpretation of Karl Jaspers’ phenomenology: a critique. Philosophy, Psychiatry, & Psychology 2:319–343.BooksAmerican Hospital Association. 1994. Values in conflict: Resolving ethical issues in health care. 2nd ed. Chicago: American Hospital Association.American Medical Association. 1992. Code of medical ethics: Annotated current opinions of the council on ethical and judicial affairs. Chicago: American Medical Association.———. 1994. Council on ethical and judicial affairs... (shrink)

This book contains important technical innovations, including comparative measures for the testable content, depth, and unity of scientific theories. Originally published in 1984. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich (...) scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Nature of the problem: Testimony from scientists. Reflex action and theism (1881) by W. James. The organization of thought (1916) by A.N. Whitehead. The changing scientific scene 1900-1950 (1952) by J.B. Conant. A note on methods of analysis (1943) by H.J. Muller. The way things are (1959) by P.W. Bridgman. A definition of style (1948) by J.R. Oppenheimer.--Consequences of the problem: Testimony from artists and writers. Existentialism (1947) by J.-P. Sartre. The testimony of modern art (1957) by W. Barrett. Parts (...) of speech and punctuation (1935) by G. Stein. The waves (1931) by V. Woolf. The imperfect paradise, by W. Stevens. A note on style and the limits of language, by W. Gibson. (shrink)

Using his intimate knowledge of John Locke's writings, John W. Yolton shows that Locke comprehends 'human understanding' as a subset of a larger understanding ...

ABSTRACTThe seeming distinction between motor and cognitive skills has hinged on the fact that the former are automatic and non-propositional, whereas the latter are slow and deliberative. Here, the physiological and behavioral phenomenon of long-latency stretch reflexes is used to show that “knowing-that” can be incorporated into “knowing-how,” either immediately or through learning. The experimental demonstration that slow computations can, with practice, be cached for fast retrieval, without the need for re-computation, dissolves the intellectualist/anti-intellectualist distinction: All complex human tasks, at (...) any level of expertise, are a combination of intelligent reflexes and deliberative decisions. (shrink)

John Carroll undertakes a careful philosophical examination of laws of nature, causation, and other related topics. He argues that laws of nature are not susceptible to the sort of philosophical treatment preferred by empiricists. Indeed he shows that emperically pure matters of fact need not even determine what the laws are. Similar, even stronger, conclusions are drawn about causation. Replacing the traditional view of laws and causation requiring some kind of foundational legitimacy, the author argues that these phenomena are (...) inextricably intertwined with everything else. This distinctively clear and detailed discussion of what it is to be a law will be valuable to a broad swathe of philosophers in metaphysics, the philosophy of mind, and the philosophy of science. (shrink)

Preliminary Material --Foreword /Samuel M. Natale --Acknowledgements /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --Introduction /William O'Neill and Samuel M. Natale --Section I /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --The Working Class Spirituality /Joseph M. McShane --Comparative Christian Perspectives on the Meaning of Work /Joseph W. Ford --Work, Spirituality, and the Moral Point of View /Kenneth E. Goodpaster --Can Christian Ethics Inform Business Practice?: A Typological Road Map (...) and Criteria of Adequacy for an Ethic of Capitalism /David A. Krueger --The American and Catholic Models of Worker Rights: A Comparison and Appraisal /Michael A. Zigarelli --Section II /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --The Work Ethic and Notions of Character in Scottish Education /W. A. Gatherer --The Multidimensionality of Values Conflicts in the Organizational Life /Michel Dion --New Organizational Structures: A Chance for Workers or a New Mode of Control? /Jacques Delcourt --Defining Forces in Work Attitudes: Cultural Values and Economic Environment /Eduardo S. Paderon and Charles F. O'Donnell --The Growing Dilemma of Loyalty to the Firm /John C. SJ. Haughey --Section III /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --Values/Work/Education: Definitions and Context /Lee J. Richmond --Six Questions for Ethical Educational Management /Michael Bottery --Values Education: A More Effective Route to Managerial Competence? /W. M. Robb --The Educative Dimensions of Workplace Democracy /W.J. Toth --Influences on the Value-Mediating Work of Educational Leaders /K.D. Walker --Personal and Social Education in Vocational Preparation /Richard Pring --Contributors /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --Index /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --VIBS /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden. (shrink)

During active vision, the eyes continually scan the visual environment using saccadic scanning movements. This target article presents an information processing model for the control of these movements, with some close parallels to established physiological processes in the oculomotor system. Two separate pathways are concerned with the spatial and the temporal programming of the movement. In the temporal pathway there is spatially distributed coding and the saccade target is selected from a Both pathways descend through a hierarchy of levels, the (...) lower ones operating automatically. Visual onsets have automatic access to the eye control system via the lower levels. Various centres in each pathway are interconnected via reciprocal inhibition. The model accounts for a number of well-established phenomena in target-elicited saccades: the gap effect, express saccades, the remote distractor effect, and the global effect. High-level control of the pathways in tasks such as visual search and reading is discussed; it operates through spatial selection and search selection, which generally combine in an automated way. The model is examined in relation to data from patients with unilateral neglect. (shrink)

For Alesha to give valid and sufficient consent to a COVID-19 vaccine, she must possess both capacity and competency. Let us consider each in turn.Does Alesha have capacity? Is she approaching her...

Much social theory takes for granted the core conceit of modern culture, that modern actors-individuals, organizations, nation states-are autochthonous and natural entities, no longer really embedded in culture. Accordingly, while there is much abstract metatheory about "actors" and their "agency," there is arguably little theory about the topic. This article offers direct arguments about how the modern (European, now global) cultural system constructs the modern actor as an authorized agent for various interests via an ongoing relocation into society of agency (...) originally located in transcendental authority or in natural forces environing the social system. We see this authorized agentic capability as an essential feature of what modern theory and culture call an "actor," and one that, when analyzed, helps greatly in explaining a number of otherwise anomalous or little analyzed features of modern individuals, organizations, and states. These features include their isomorphism and standardization, their internal decoupling, their extraordinarily complex structuration, and their capacity for prolific collective action. (shrink)

The essays reflect Locke's position as a polymath and recontextualise his ideas through the juxtaposition of various academic approaches.

If these realignments in philosophy are to produce an understanding of man and his world, three main areas must be reexamined. Philosophers must offer an account of the context of human action, an account of the cognitive processes of man, and an account of the evaluative reaches of man's reactions to his context. Contemporary phenomenology constitutes the only concerted effort to cover all three of these domains, although even it is stronger on ontology and epistemology than on value theory. Sartre (...) has tried to see the evaluative reaches of man in the context of ontology, and Gabriel Marcel has been much concerned with the emergence of ethical and value attitudes from action. H. G. Bugbee seeks to survey the alternatives to the traditional empirical approaches; he does so from a point of view markedly phenomenological, influenced somewhat by Marcel but developed independently under dissatisfaction with the current modes of philosophizing. (shrink)

This book tells for the first time the long and complex story of the involvement of Locke's suggestion that God could add to matter the power of thought in his Essay Concerning Human Understanding in the growth of French materialism. There is a discussion of the 'affaire de Prades', in which Locke's name was linked with a censored thesis at the Faculty of Theology in Paris. The similarities and differences between English "thinking matter" and the French "matiere pensante" of the (...) philosophes are also discussed. (shrink)

Some Thoughts concerning Education, originally published in 1693, is one of John Locke's major works, a classic text in the philosophy of education; this is the definitive scholarly edition. The work mainly concerns moral education and its role in creating a responsible adult, and the importance of virtue as a transmitter of culture; but Locke ranges also over a wide range of practical topics.

There is a longstanding definition of instantaneous velocity. It saysthat the velocity at t 0 of an object moving along a coordinate line is r if and only if the value of the first derivative of the object's position function at t 0 is r. The goal of this paper is to determine to what extent this definition successfully underpins a standard account of motion at an instant. Counterexamples proposed by Michael Tooley (1988) and also by John Bigelow and (...) Robert Pargetter (1990) are reinforced and illuminated by considering the presence or absence of changes to the object's motion. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 62.4 (2001) 665-683 [Access article in PDF] Locke's Man John W. Yolton Much attention has been paid to Locke's discussion of personal identity, his concept of person, the distinction between man and person. In fact, in that discussion there are four terms or concepts: man, self, person, and agent. Around those terms a number of themes, aspects of Locke's thought, are clustered, (...) some more directly related to those terms, others more tangential but still important for our understanding of the thought of Locke. If possible, some sorting out of those four terms could be helpful in reaching an appreciation of the nature and function of man in Locke's account. If we can determine who the agent of action is, find the locus of agency in acting, the source of the power, that nature may be explicated. There are some similarities between the body-mind relation and the man-person relation, similarities which may raise some question of materialism. I think we can say that Locke's man is not born a person, that the man can become a person, develop into one. The boy, the child, grows into a man through education, acquiring the necessary attributes of virtue and rationality. There is a rough analog between the education of a child and the emergence of personhood from a man. Also in Locke's discussion of man there is a firm suggestion of an underlying constitution from which the properties come as their causal source, an intriguing parallel between the constitution of man and the corpuscular structure of body.I propose in this paper to explore these various topics, trusting that the nature of man, of a human being in Locke's account, may become a little bit more clear. Person has perhaps received too much attention; it is man's turn now. 1. Action and Agency Man is a biological organism. "Same man" designates "a participation of the same continued Life, by constantly fleeting particles of Matter [biological matter], in succession vitally united to the same organized Body." 1 We might say [End Page 665] man consists of two materialities, corporeal particles and a biological body, but Locke says elsewhere that by the term "man" we mean "a corporeal, rational Creature." 2 The term "rational" clearly adds a non-corporeal property to the corporeal, biological body. Since Locke characterized "person" as having reason, "rational" added to "man" indicates that man and person are not separated or distinct; same reference for "I" but different contributions to the combination of man and person. Person adds something important to man: rationality is added to corporeality. The properties of a person--intelligence, rationality, consciousness--are not identified with or reduced to neurobiological properties nor to material particles.Several questions can be raised: how do man and person work together, how does agency pertain to the man-person, what is the locus of agency? To say, "I did it," e.g., repayment of a debt, is to say I performed that action in a certain way, with arm or hands or by instructing my banker, etc. Actions require a body, a physical body. As actor, I am both a person and a man. Thus, I am the agent of my actions. We need to ask whether the agency pertains to the unit of man and person, or are there aspects of agency ascribed to the man, others ascribed to the person? Agency involves power, on Locke's account. If we consult the main chapter of the Essay where Locke discusses agency and action (2.21), we find that the majority of actions locate the power of acting and deciding with the man. One section at least locates that power with the person: Liberty belongs "to the Person having the Power of doing, or forbearing to do." 3 Several sections give the mind some power relevant to acting. Other passages just refer to "the agent." Frequently references to man and agent occur in the same passage.Essay 2.21.8 credits the man with the power to think and to... (shrink)

Some scientists try to discover and report laws of nature. And, they do so with success. There are many principles that were for a long time thought to be laws that turned out to be useful approximations, like Newton’s gravitational principle. There are others that were thought to be laws and still are considered laws, like Einstein’s principle that no signals travel faster than light. Laws of nature are not just important to scientists. They are also of great interest to (...) us philosophers, though primarily in an ancillary way. Qua philosophers, we do not try to discover what the laws are. We care about what it is to be a law, about lawhood, the essential difference between something’s being a law and something’s not being a law. It is one of our jobs to understand lawhood and convey our understanding to others. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:HUME'S IDEAS In the eighteenth century, there was widespread acceptance of a physiological basis for cognition. Some writers even argued for a rather detailed correlation between awareness and physiological changes, suggesting that (a) the former could be adequately explained in terms of the latter or, in some few instances, (b) that the former are the latter. David Hartley may come to mind as fitting one or the other of (...) these alternatives, but Robert Hooke had earlier argued for ideas as brain impressions, as of course did Descartes in his early scientific treatises. There was also one medical doctor in the eighteenth century, Dr. Astruc, who seems (on the basis of what Chambers reports) to have attempted a very specific correlation between specific forms of awareness and specific states and changes in physiology. There were also writers in this century who warned against the dangers of using physical-object vocabulary when talking about the mind and acts of awareness. Berkeley is one such writer,- Thomas Reid at the end of the century traced, to the use of this vocabulary, what he took to be the indirect realism of the way of ideas. Hume is writing in both these traditions: the tradition of using physical language for characterizing mental operations and the tradition of physiological explanations and correlations. The phrase used by Alexander Pope and Hume, 'the anatomy of the mind', seems to be a mixed metaphor, but it is a phrase which I take as an indication that Hume is doing what we would call 'cognitive psychology'. Another phrase used by Hume (this time in the Enquiry), 'mental geography', may capture his enterprise better: 'geography' still sounds physical, but it is modified by 'mental'. Hume is engaged in mental mapping. I want to take a look at the use of the term 'idea' in Hume's writing (mainly in the Treatise) in order to see 2. whether Hume's text enables us to say anything about the nature of his ideas, to discover what role they play in his mental geography. As far as I can determine, there are three possible candidates for the nature of ideas in Hume: images, brain impressions, and cognitive contents. The first of these is, I think, the standard reading of Hume's ideas. Professor Anderson has presented strong argument and evidence to support the second. I will be suggesting that the third is the best candidate, given the full range of the text of the Treatise. Of course, the correct answer 4 may be all three of these. The Treatise opens by dividing all perceptions of the human mind into two kinds. Impressions and ideas differ in the degree of force and liveliness with which they strike upon the mind. Even though the language of 'force' and 'liveliness' may be borrowed from physical talk, it is the mind, not the brain, on which perceptions strike. The examples of impressions are sensations, passions, and emotions. Ideas are said to be the faint images of these impressions in thinking and reasoning. The term 'image' throughout the eighteenth century never receives any clear explication. Its inheritance from optical treatises always hangs about it. We should look to the examples cited by Hume, in order to see whether we can construct a meaning for that term when used in these psychological contexts. Let us look first at his very first example of 'ideas': all the perceptions excited by the present discourse. (Tl) He explicitly excludes from these perceptions those which arise from the sight and touch, as well as the immediate pleasure or uneasiness his discourse may excite in us. The perceptions which are thus excluded are sensations and emotions, the impressions he has just distinguished. The only candidate left for ideas would seem to be what this discourse says, our thoughts about it, my understanding of what it says. The distinction is not one Hume thinks is difficult to follow: Every one of himself will readily perceive the difference betwixt feeling and thinking. (Tl-2) Last week I was sad, today I recall that feeling of sadness/ the difference between being sad and remembering that I was sad. Hume gives a different example: the perceptions formed when... (shrink)