Surely since the Enlightenment, if not before, the study of mind has centered principally on how man achieves a “true” knowledge of the world. Emphasis in this pursuit has varied, of course: empiricists have concentrated on the mind’s interplay with an external world of nature, hoping to find the key in the association of sensations and ideas, while rationalists have looked inward to the powers of mind itself for the principles of right reason. The objective, in either case, has been (...) to discover how we achieve “reality,” that is to say, how we get a reliable fix on the world, a world that is, as it were, assumed to be immutable and, as it were, “there to be observed.”This quest has, of course, had a profound effect on the development of psychology, and the empiricist and rationalist traditions have dominated our conceptions of how the mind grows and how it gets its grasp on the “real world.” Indeed, at midcentury Gestalt theory represented the rationalist wing of this enterprise and American learning theory the empiricist. Both gave accounts of mental development as proceeding in some more or less linear and uniform fashion from an initial incompetence in grasping reality to a final competence, in one case attributing it to the work out of internal processes or mental organization, and in the other to some unspecified principle of reflection by which—whether through reinforcement, association, or conditioning—we came to respond to the world “as it is.” There have always been dissidents who challenged these views, but conjectures about human mental development have been influenced far more by majoritarian rationalism and empiricism than by these dissident voices. Jerome Bruner is research professor of psychology at New York University, where he is also serving as Meyer Visiting Professor of Law. His most recent book, Acts of Meaning, appeared in 1990. In 1987 he received the Balzan Prize for “a lifetime contribution to the study of human psychology.”. (shrink)

Christopher Boorse’s biostatistical theory of medical disorder claims that biological part-dysfunction (i.e., failure of an internal mechanism to perform its biological function), a factual criterion, is both necessary and sufficient for disorder. Jerome Wakefield’s harmful dysfunction analysis of medical disorder agrees that part-dysfunction is necessary but rejects the sufficiency claim, maintaining that disorder also requires that the part-dysfunction causes harm to the individual, a value criterion. In this paper, I present two considerations against the sufficiency claim. First, I analyze Boorse’s (...) central argument for the sufficiency claim, the “pathologist argument,” which takes pathologists’ intuitions about pathology as determinative of medical disorder and conclude that it begs the question and fails to support the sufficiency claim. Second, I present four counterexamples from the medical literature in which salient part-dysfunctions are considered nondisorders, including healthy disease carriers, HIV-positive status, benign mutations, and situs inversus totalis, thus falsifying the sufficiency claim and supporting the harm criterion. (shrink)

In 1959 C. P. Snow delivered his now-famous Rede Lecture, 'The Two Cultures,' a reflection on the academy based on the premise that intellectual life was divided into two cultures: the arts and humanities on one side and science on the other. Since then, a third culture, generally termed 'social science' and comprised of fields such as sociology, political science, economics, and psychology, has emerged. Jerome Kagan's book describes the assumptions, vocabulary, and contributions of each of these cultures and argues (...) that the meanings of many of the concepts used by each culture are unique to it and do not apply to the others because the source of evidence for the term is special. The text summarizes the contributions of the social sciences and humanities to our understanding of human nature and questions the popular belief that biological processes are the main determinant of variation in human behavior. (shrink)

This book, the product of a lifetime of research by one of the founders of developmental psychology, takes on the powerful assumptions behind these questions- ...

There is something embarrassing about money. Everybody is seeking it but at the same time they are reluctant to talk about their bank balances and stock holdings. As a society we have so much of it that we can install 7000 saffron curtains all over Central Park, send tourists into outer space, and analyze the gas on the surface of Titan, yet we fail to spend it on millions of poverty-stricken people who die of disease or starvation each year. We (...) do open our pocketbooks sometimes, but only when television images of massive destruction overwhelm our sensibilities. Money often dominates our consciousness and bombards us in the headlines: Our national debt is 7.7 trillion dollars and it's increasing by more than 2 billion dollars a day; corporate executives of Enron walk away with millions while their employees lose their jobs and their pensions; and we had an endless fascination with Martha Stewart, who is worth millions, but went to jail trying to save a few thousand. (shrink)

This work exposes the practices that are controlling education and reducing it to little more than skills development in preparation for work. It questions the strategy of mentoring to show how its dynamic requires docility from the learner and thus perpetuates inequality.

This article discusses several problems affecting progress in research on emotion: (1) disagreements over the appropriate referents for an emotion; (2) the modest relations between the brain states provoked by an emotional incentive and the accompanying semantic appraisals or behaviors; and (3) the abstract nature and indifference to origin of the English words used to name emotions. The final section contains some suggestions for future research.

This paper seeks to join studies which have drawn attention to the ethical reflexivity of research and the research enterprise in the organisational studies’ field. Towards this end, we review OB, HRM, and IR studies on direct employee participation in organisations post-1990s to examine their normative underpinnings. Using Fox’s three frames—unitarist, pluralist, and radical—we compare the underpinnings within and across the chosen disciplines to bring ethical reflexivity to studies in this area of inquiry. Implications are drawn out to take forward (...) the quest for more ethically reflexive employee participation research. (shrink)

The algebra of sets has, basically, two different types of symbols. One type of symbol (∩, ?, +, ?) defines another set from two other sets. A second type of symbol (?, ?, =, ?) makes a proposition about two sets. When the construction of these two types of symbols is based on the same four-dot matrix as the logic symbols described in a previous paper, the three symbol types then dovetail together into a harmonious whole that greatly simplifies derivation (...) in the algebra of sets. (shrink)

“Imagine A rather short-sighted person told to read an inscription in small letters from some way off….' So begins the quest for “the real nature of justice and injustice” undertaken in response to the challenge of Glaucon and Adeimantus to show that “justice pays”. It is often alleged that the search leads through analogy to a monster “organic” state that lives by devouring individual rights. I believe that these charges are mistaken. Plato's political theory does not derive from an analogy (...) which makes the state a monster individual with interests superior to and independent of those of ordinary citizens; it derives rather from a doctrine of objective interests discernible by those with special training and ability, interests which later thinkers have taken to be the object of a “real will”, unerring even where a person's mere empirical desires are shortsightedly misdirected. Plato identifies the interests of his ideal state with the objective interests of its citizens , and in his harmonious world, metaphysics, moral psychology, and political organization combine to ensure that those interests need never override individual mundane interests for they never conflict: they coincide. That the whole theory is dubious should not prevent us from seeing that just what the theory is may be clarified by examining the arguments which putatively lead to it, and that those arguments provide grounds for not confounding Plato's theory with others which may reach similar conclusions about political organization and obligation. (shrink)

Progress in understanding the relation between brain profiles and emotions is being slowed by the belief in a collection of basic emotional states, with the names: fear, anger, joy, disgust, and sadness, that do not specify the species or age of the experiencing agent, the origin of the state, or the evidence used to infer it. This article evaluates critically the premise that decontextualized emotional words refer to natural kinds. It also suggests that investigators set aside the currently popular words (...) and search for relations, in humans and animals, between patterns of measures to varied incentives presented in distinctive contexts. (shrink)

Education has always been at the heart of most, if not all, human endeavours. This explains the growing interest of many scholars in educational issues. Self-Reliance, one of Emerson’s most impressive and influential works, provides an outstanding contribution to education in general and particularly to the personal development of individuals in society. The relevance of the educational values addressed in Self-Reliance makes it an appropriate context for academic reflection. This paper scrutinises the educational dimension of Emerson’s work with a focus (...) on language didactics. My concern is to provide evidence that the educational values expressed instruct didactics. The study of Self-Reliance reveals the expression of some values, the main ones being trust, responsibility, commitment, creativity, autonomy, independence, self-esteem, self-determination, self-evaluation, and individual talents. By reflecting on their educational dimension with a focus on their didactic implications I come to conclude that even though didactics does not draw directly on Emerson’s educational philosophy, it integrates some aspects, notably the values referred to in this paper. (shrink)

This analytic autoethnographic and autobiographical essay addresses several interrelated questions regarding the use of ethnographic and otherwise ‘qualitative’ research methods in the study of contemporary urban society. The testy relationship between qualitative and quantitative research has historical as well as logico-deductive roots that continue to haunt the social sciences. As to hermeneutics, the debate parallels my academic career journey from Indiana University to Brooklyn College by way of New York University during which I learned that the normative practices of the (...) social and not so social sciences come in a myriad of different competing, and occasionally conflicting, pre- and proscriptions. My intention in this essay is not to construct a fine, or even a crude, philosophical discourse but to argue for more attention to be paid to what social scientists do best as opposed to the labels they apply to each other and their trades. As the positivist founders of sociology would agree, social science is not exempt from the laws of social science. At the conclusion, an example will be given of the kind of knowledge accessible only through direct observation and best conveyed by thick description. (shrink)

Derrida n’entend pas simplement hériter de Hegel mais interrompre sa relève, précisant que l’enjeu est ici « énorme ». Pourquoi? Parce qu’il est question ici de la relation entre la vérité et sa transmission, entre l’enseignement et la pratique de la philosophie en Allemagne et en France, entre un système de pensée qui articule la politique, l’art, la religion et sa désarticulation contemporaine. Confronté à un texte « majeur » de la tradition philosophique, Derrida l’interrompt alors en recourant aux textes (...) mineurs, en particulier la correspondance de Hegel, qu’il détourne pour rendre possible une correspondance entre dialectique et déconstruction, mais aussi entre deux philosophes qui s’adressent toujours à un autre et sont hantés par ce tiers, fantôme ou pierre impossibles à relever. (shrink)

The conditions of philosophy: its checkered past, its present disorder, and its future promise.

Understanding cognitive processes with a formal framework necessitates some limited, internal prescriptive normativism. This is because it is not possible to endorse the psychological relevance of some axioms in a formal framework, but reject that of others. The empirical challenge then becomes identifying the remit of different formal frameworks, an objective consistent with the descriptivism Elqayam & Evans (E&E) advocate.

This book critically explores indigenous sub-Saharan African agrarian thought. Indigenous African agrarian philosophy is an uncharted and largely overlooked area of study in the burgeoning fields of African philosophy and philosophy of nature. The book shows that wherever human beings have lived, they have been preoccupied with exploring ways to ensure the sustainable management of limited resources at their disposal, to attain to their basic needs: food, shelter, and security. The book also shows that agriculture and the way people relate (...) with nature are an essential, but generally neglected, determinant of the emergence and orientation of all philosophical traditions. In traditional, pre-colonial African culture, it was difficult to separate agriculture from African relational ontology. Agriculture and the use of natural resources were at the centre of community life and influenced the social, political, economic, and spiritual worldviews of the people. In their contact with nature through agriculture, different beliefs, knowledge systems, norms, moral outlooks, cultural practices and institutions emerged and have been valorized to guide societies on how to sustainably manage the environment. As a way of life, then, agriculture was deeply connected with indigenous beliefs, values, and practices which transcended a wide range of issues related to ecological ethics, food ethics, religion, traditional medicine, political economy, social organisation, biological reproduction and species survival, indigenous knowledge, and property rights. This book will thus be a valuable resource for policy makers and researchers in diverse fields such as philosophy, geography, sociology, anthropology, and development studies. (shrink)

[W. J. T.] Mitchell focuses on the exemplary status of the Wall of Fame in Sal’s Pizzeria, “an array of signed publicity photos of Italian-American stars in sports, movies, and popular music” . He argues that the Wall “exemplifies the central contradictions of public art” . “The Wall,” he writes, “is important to Sal not just because it displays famous Italians but because they are famous Americans … who have made it possible for Italians to think of themselves as Americans, (...) full-fledged members of the general public sphere” . For Buggin’ Out, the young black customer who angrily objects to the absence of photos of black people, the Wall “signifies exclusion from the public sphere” . Although the streets are saturated with images of “African-American heroes,” those “tokens of self-respect” are not enough for Buggin’ Out, who wants “the respect of whites, the acknowledgment that African-Americans are hyphenated Americans, too, just like Italians” . Mitchell astutely interprets the desired integration of the Wall as merely a symptom of a larger struggle for “full economic participation. As long as blacks do not own private property in this society,” he states, “they remain in something like the status of public art, mere ornaments to the public place, entertaining statues and abstract caricatures rather than full human beings” . By foregrounding the economic implications of the film, Mitchell has surely engaged one of the dominant goals of the man who formed Forty Acres and a Mule Productions and who recently opened the store called Spike’s Joint in New York City. Yet Mitchell’s sympathetic account belies the countercurrents that trouble the ostensible progressiveness of Spike Lee’s ambitious art. Jerome Christensen teaches in the English department at Johns Hopkins University. He is the author of books on Coleridge and Hume and one forthcoming on Byron. Currently, he is completing a study of the continued pertinence of the romantic turn of mind called Romantic Theory, Romantic Practice. (shrink)

Teachers and critics have much to learn from [Harold] Bloom's work, and in this paper I want to try to show what it is we can learn from him and how we might go about it. In doing so, I also mean to analyze his attack upon formal criticism and to consider the merits of that attack. In the end, I propose an assessment of what in my view is the crucial weakness of both formal and dialectical criticism alike. This (...) will involve an explication of the meaning of critical care and an enlargement of our customary understanding of critical method and procedure. . . . In The Anxiety of Influence Bloom presents theory based frankly upon Freudian models, or what Bloom calls Family Romance. Every new poet is caught up in a struggle with his forebears, or precursors. Being Freudian forebears, they naturally both teach the poet and threaten him as teachers. The problem for the poet is to learn from his forebearing family without losing his integral self. If he succeeds he becomes what Bloom calls a "strong poet," and, hence, again quite naturally, he lives to present much trouble to coming generations, who have their own paths to go. Jerome McGann, professor of English at John Hopkins University, has written books on Byron and Swinburne and is presently working on the Oxford English Text edition of Byron's Complete Poetical Works, Don Juan in Context, and a collection of poetry, Air Heart Sermons. See also: "Poetry, Revisionism, Repression" by Harold Boom in Vol. 2, No. 2; "The Poet as Elaborator: Analytical Psychology as a Critical Paradigm" by David D. Cooper in Vol. 6, No. 1. (shrink)