_A thoroughly revised edition of the classic resource for understanding gender differences in the classroom_ In this profoundly significant book, author Michael Gurian has revised and updated his groundbreaking book that clearly demonstrated how the distinction in hard-wiring and socialized gender differences affects how boys and girls learn. Gurian presents a proven method to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and (...) proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. Explores the inherent differences between the developmental neuroscience of boys and girls Reveals how the brain learns Explains when same sex classrooms are appropriate, and when they’re not This edition includes new information on a wealth of topics including how to design the ultimate classroom for kids in elementary, secondary, middle, and high school. (shrink)

BackgroundPrenatal and early postnatal choline supplementation reduces cognitive and behavioral deficits in animal models of Fetal Alcohol Spectrum Disorder. In a previously published 9-month clinical trial of choline supplementation in children with FASD, we reported that postnatal choline was associated with improved performance on a hippocampal-dependent recognition memory task. The current paper describes the neurophysiological correlates of that memory performance for trial completers.MethodsChildren with FASD who were enrolled in a clinical trial of choline supplementation were followed for 9 months. Delayed (...) recall on a 9-step elicited imitation task served as the behavioral measure of recognition memory. Neurophysiological correlates of memory were assessed via event-related potentials.ResultsDelayed recall on EI was correlated with two ERP components commonly associated with recognition memory in young children: middle latency negative component and positive slow wave. No significant ERP differences were observed between the choline and placebo groups at the conclusion of the trial.ConclusionAlthough the small sample size limits the ability to draw clear conclusions about the treatment effect of choline on ERP, the results suggest a relationship between memory performance and underlying neurophysiological status in FASD. This trial was registered.1. (shrink)

The landmark book Boys and Girls Learn Differently! outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now The Boys and Girls Learn Differently Action Guide for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child's brain and allows both boys and girls to gain maximum learning opportunities. This important and easy-to-use guide is (...) based on the latest scientific scholarship on the differences between boy's and girl's brains, neurological development, hormonal effects, behavior, and learning needs and offers information on what all children need to be able to learn effectively. Michael Gurian and his colleagues applied these recent discoveries in the field during a two-year Gurian Institute pilot program in Missouri that led to measurably better academic performance and improved behavior. (shrink)

The vast network of Drosophila geneticists spawned by Thomas Hunt Morgan's fly room in the early 20th century has justifiably received a significant amount of scholarly attention. However, most accounts of the history of Drosophila genetics focus heavily on the "boss and the boys," rather than the many other laboratory groups which also included large numbers of women. Using demographic information extracted from the Drosophila Information Service directories from 1934 to 1970, we offer a profile of the gendered division of (...) labor within Drosophila genetics in the United States during the middle decades of the 20th century. Our analysis of the gendered division of labor supports a reconsideration of laboratory practices as different forms of work. (shrink)

In _I Can Learn from You_, Michael Reichert and Richard Hawley—the authors of _Reaching Boys, Teaching Boys_—set out to probe deeply into the relational dynamics that help boys succeed as learners. Drawing on interviews with students and teachers in thirty-five schools across six countries, they examine the particular ways boys extend and receive empathy—modes of interaction that remain consistent across a wide range of schools, teachers, countries, and cultures. The book shows how teachers can help boys form productive learning (...) relationships and how schools can support the development of teachers’ relational capacities. At the heart of the book is the belief that educators must—and can—put relational teaching at the center of school life. (shrink)

This article applies jus in bello criteria to a relatively novel tactic in asymmetrical warfare: the attempt by a conventionally weaker force to shape the conditions of combat so that the (morally scrupulous) stronger force cannot advance without violating the rules of war. The weaker side accomplishes this by placing its own civilian population before the attacking force: by encouraging or forcing civilians to be human shields, by launching attacks from civilian areas, by provoking reprisal massacres, by creating humanitarian disasters, (...) and by secreting military targets in civilian neighborhoods. This set of tactics is introduced with historical examples taken from recent conflicts in the Balkans and the Middle East. The paper argues that the doctrine of double effect is largely inapplicable to these tactics due to their publicity-seeking nature; that enemy war crimes do not reciprocally release the attacker from his moral obligations; and that responsibility for vulnerable civilians devolves to anyone with the power to offer them protection. Specific tactical recommendations are generated for situations where the deployment of this tactic can be anticipated, for situations where the attacker is and is not immediately imperiled by its use, and in situations where attempts at discrimination are futile. (shrink)

Zusammenfassung Der Beitrag legt Befunde zur Beteiligung von 15-jährigen Jugendlichen mit Migrationshintergrund am vereinsorganisierten Sport vor. Die Sportvereinszugehörigkeit wird aus einer geschlechterdifferentiellen Perspektive analysiert, aber auch mit der sprachlichen Akkulturation und der sozialstrukturellen Integration der Familie in Beziehung gesetzt. Die Ergebnisse zeigen, dass es sich bei den Jugendlichen mit Migrationshintergrund um eine sehr heterogene Gruppe handelt, die in Teilen durch eine sehr große Nähe, in Teilen aber auch durch eine sehr große Ferne zum Vereinssport gekennzeichnet ist. Vor allem bei den (...) Mädchen wird der Zugang zum Sportverein stark von sozioökonomischen Lebensverhältnissen und von den kulturellen Normalitätsmustern der Familie mitdefiniert. (shrink)

Name der Zeitschrift: Paragrana Jahrgang: 25 Heft: 1 Seiten: 373-399.

This paper examines the vulnerability of boys and young men to trafficking and sexual abuse/exploitation globally as an often-hidden problem. Exploration of the story of Joseph in Genesis and how he was trafficked to Egypt by his brothers and then sexually harassed by Potiphar’s wife will challenge a number of assumptions about vulnerability. The research that has been conducted in Cambodia and the Asia region demonstrates that boys and young men are indeed vulnerable and require our attention. Awareness and response (...) must go beyond stereotypes of what boys should be like to understanding their real context and needs. The paper will emphasize the importance of the Church and Christian faith-based organizations being driven not by donors or current political correctness, but instead focusing on a biblical mandate to work with the most marginalized. Further research is needed to identify exploited populations better, including diverse persons of age, gender, ethnicity disability/ability or sexuality. In addition, the paper will describe the importance of encouraging men in the church towards an authentic biblical masculinity where there is transparency and a deep respect for females and sex. It also promotes the idea of a community where boys and men, in and outside the church, can experience prevention and long-term healing. The restoration of men is needed in relation to buying sex, sexual abuse, pornography and other addictions, which drive the demand for exploitation and trafficking. This includes models of genuine father figures in the church and examples of Christian faith-based organizations that are seeking to challenge men to be better husbands, fathers and brothers. (shrink)

This book demonstrates that the important educational developments of the Elizabethan and early Stuart periods, which are often portrayed as new and revolutionary in nature, were in fact the culmination of an evolutionary process more than two centuries old. It also shows that popular literacy was considerably more widespread by the time of Spenser and Shakespeare than most recent studies suggest. The book treats the long period 1348–1648 as a unit by discounting the importance of the year 1485, which marked (...) the end of one dynasty and the beginning of another but had no discernible effect on educational and cultural conditions. Additionally, it argues that the massive changes of the final years of Henry VIII, which momentarily disrupted the universities and the grammar schools of the realm, were beneficial in the long run, since local energies were thereby unleashed and greater public support for educational institutions of all kinds soon materialized. A period of steady growth continued until the 1640s and 1650s, when the bitter experiences of the Civil War and rancorous arguments about the role of the universities and the grammar schools in precipitating the outbreak of hostilities caused the mainstream of public opinion to question the efficacy of advanced education, which increasingly came to be seen as a threat to established values and traditions. Thereafter an era of decline began that lasted until the mid-nineteenth century. Finally, the book treats the important contributions made by both clerics and women during the long period 1348–1648. Although laymen were the greatest beneficiaries of the steady widening of educational opportunity during those three centuries, clerics and women provided most of the funds, without which many fewer colleges, schools, and scholarships for poor boys would have been established. They did so because of their belief that improved education was necessary for the further spread of the Christian message. (shrink)

In much of the developing world daughters receive lower education and other investments than do their brothers, and may even be so devalued as to suffer differential mortality. Daughter disadvantage may be due in part to social norms that prescribe that daughters move away from their natal family upon marriage, a practice known as virilocality. We evaluate the effects of virilocality on female disadvantage using data from the Indonesia Family Life Survey. We find little support for the hypothesis. There is (...) no evidence that the overall pattern of rough equality in the treatment of boys and girls in Indonesia masks differences according to post-marital residential practice. Virilocal groups do not have "missing daughters." Nor is there other evidence of son preference, such as in relatively low height-for-age or education for girls and women in virilocal areas. Explanations of daughter disadvantage as due to virilocality should be subject to further scrutiny and contextualization. (shrink)

In this article, I examine an ostensible case of the reincarnation type previously investigated and analyzed by Jim Tucker, M.D. of the University of Virginia. The case concerns James Leininger, a young boy who beginning around age two in 2000 and for several years thereafter began exhibiting behaviors and making claims that were later believed to resemble the life and death of World War II fighter pilot James Huston, Jr. The James Leininger story is widely regarded as a superior American (...) case of reincarnation. After a two-year investigation of this case, I present my findings and their implications for the evaluation of this case as evidence for reincarnation. The favorable assessment of the case is based on the assumption that there is a sufficiently robust and credible narrative of James Leininger’s experiences, behaviors, and claims. I will argue that the chronology of events which provide the factual scaffolding of this case is neither robust nor credible, especially with respect to what are presumed to be the case’s strongest features. The official narrative is not robust because it excludes salient contextual details related to James’s exposure to ordinary sources of information which plausibly shaped his experience. The narrative is not credible because the presumed facts of the case are based almost exclusively on the testimony of James Leininger’s parents, but their testimony suffers from a variety of significant credibility problems. These two defects – lack of narrative robustness and credibility – also vitiate Jim Tucker’s investigation and presentation. Consequently, his favorable assessment of this case as evidence for reincarnation is unwarranted. (shrink)

Consider the following situation. It is the first day of school, and the new third-grade students file into the classroom to be shown to their seats for the coming year. As they enter, the third-grade teacher notices one small boy who is particularly unkempt. He looks to be in desperate need of bathing, and his clothes are dirty, torn and tight-fitting. During recess, the teacher pulls aside the boy's previous teacher and asks about his wretched condition. The other teacher informs (...) her that he always looks that way, even though the boy's family is quite wealthy. The reason he appears as he does, she continues, is that the family observes an odd practice according to which the children do not receive many important things – food, clothing, bathing, even shelter – unless they specifically request them. Since the boy, like many third-graders, has little interest in bathing and clean clothes, he just never asks for them. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Devil's Stratagem or Human Fraud:Ippolito Desideri on the Reincarnate Succession of the Dalai LamaMichael J. SweetThe institution of the Dalai Lama and the narrative of his reincarnate succession have become so familiar in the course of the past few decades as to seem almost unremarkable. But, let us imagine hearing the story of the Fourteenth Dalai Lama's succession for the first time: the prophecies of his dying predecessor, (...) the cryptic words of the state oracle, dreams, omens, a mummy turning its head and a fungus growing on a pillar (both indicating the direction of the birthplace of the new incarnation), visions in a sacred lake, and finally the discovery and recognition of a remarkable child who gives incontrovertible evidence of remembering his past life,2 followed by his enthronement and veneration as a virtual god-king—some people will take this story as a factual report, others will find it a captivating fairy tale,3 while still others would dismiss it as a sham. The process of reincarnate succession is unique to what Ippolito Desideri called "the false and most singular religious sect found in Tibet.... this hodgepodge of bizarre dogmas which make up a religious monstrosity unlike any other religion in the world that I know of,"4 and in the shock of first encounter it has appeared either miraculous, fraudulent, or diabolical to many outsiders who heard about it through the middle twentieth century, before Tibet was forcibly incorporated into China, when it could still be viewed as a remote and mysterious theocratic kingdom.5 The reception of the reincarnate succession narrative in the West, in China, and elsewhere certainly warrants a full-length treatment. Here I will focus on a small aspect of this subject, namely, how this narrative was received by one exceptional individual, the Italian Jesuit missionary Ippolito Desideri (1684–1733). In describing his understanding of reincarnate succession, applied in particular to the case of the Dalai Lama, I hope to illuminate Desideri's struggle in engaging with Tibetan Buddhism, caught as he was between acceptance and even enthusiasm for many aspects of Tibetan culture and religious life and his unswerving commitment to the faith and doctrine of the Catholic Reformation; the motive for all of his trials and labors in the Tibet mission was a burning desire to win the imperiled souls of the Tibetans for Christ. [End Page 131]Reincarnate succession has a long history in Tibet. Almost five hundred years before Desideri's sojourn, the Franciscan William of Rubruck (ca. 1220–after 1257) mentioned hearing of a boy who was less than three years old "yet was fully capable of rational thought; he said of himself that he was in his third incarnation, and he knew how to read and write."6 William, whose journey (1253–1255) to the court of the Mongol great khan Mönke occurred not very long after the institution of incarnate lamas originated in Tibet,7 was the first to introduce the figure of the infant tulku [incarnate lama] as child prodigy, which we will encounter subsequently.Aside from this one early reference, the subject truly surfaced for the first time in Athanasius Kircher's 1667 China Illustrata;8 the section dealing with Tibet was based on the account given to him by the German Jesuit Johannes Grüber, who had briefly visited Lhasa in 1661.9 Kircher's depiction of Tibet is a second- or third-hand mishmash of misinformation, fantasy, and the barest minimum of fact. The Dalai Lama is presented as a demonically inspired antipope: "He is worshiped like a divinity... They kiss his feet with incredible veneration, as if he were the Pope... by this the deceitfulness of the evil spirit is wondrously shown, for the veneration due only to... the Pope of Rome is transferred to the heathen worship of savage nations, like all the other mysteries of Christianity."10 Kircher here resorts to the principle of diabolical plagiarism, originating in early Christian apologetics, to explain the perceived resemblances of Tibetan practices and institutions to those of Roman Catholicism.11 However, he regarded the Dalai Lama's succession as a purely human deception in which a... (shrink)

Opinion about neonatal male circumcision is deeply divided. Some take it to be a prophylactic measure with unequivocal and significant health benefits, while others consider it a form of child abuse. We argue against both these polar views. In doing so, we discuss whether circumcision constitutes bodily mutilation, whether the absence of the child's informed consent makes it wrong, the nature and strength of the evidence regarding medical harms and benefits, and what moral weight cultural considerations have. We conclude that (...) nontherapeutic circumcision of infant boys is a suitable matter for parental discretion. (shrink)

odi profanum uulgus et arceo.fauete linguis: carmina non priusaudita Musarum sacerdosuirginibus puerisque canto.I hate and spurn the unversed crowd.Mind your tongues: songs yet unheardI sing to boys and virgin girls,the Muses' priest.

Recent research on children's worlds has revealed how gender varies in salience across social contexts. Building on this observation, the author examines a highly salient gendered moment of group life among four- and five-year-old children at a youth soccer opening ceremony, where gender boundaries were activated and enforced in ways that constructed an apparently “natural” categorical difference between the girls and the boys. The author employs a multilevel analytical framework to explore how children “do gender” at the level of interaction (...) or performance, how the structured gender regime constrains and enables the actions of children and parents, and how children's gendered immersion in popular culture provides symbolic resources with which children and parents actively create categorical differences. The article ends with a discussion of how gendered interactions, structure, and cultural meanings are intertwined, in both mutually reinforcing and contradictory ways. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Patchwork of Non-Integrated OthersMichael Elias (bio)It has been a long time since I first presented a paper at a Colloquium on Violence & Religion (COV&R) conference, in 1994 in Wiesbaden, entitled "Neck Riddles in Mimetic Theory." It discusses riddle stories in which a man sentenced to death saves his life by propounding to the judge a riddle that he cannot possibly solve, because it is based on bizarre (...) experiences, unique to the condemned person. This was somewhat similar to what I did in my lecture, because I hid the fact that my research, which I would later base my doctorate on, was inspired by the eccentric experiences from psychoses that overtook me between 1979 and 1983 and landed me in a psychiatric hospital. Moreover, the motif of a condemned person saving his life is related for me to the experiences of my father, who spent weeks on death row at Buchenwald concentration camp during World War II—and miraculously escaped death. As the eldest in the family, I was definitely "the boy who had to make everything right."I am convinced that a lot of research is related to a researcher's own experiences. Our maître à penser, René Girard, tells his interviewer Michel Treguer, in answer to a question about the last chapter of Mensonge romantique, "You're [End Page 121] right, of course, about there being a personal experience behind what I say. I ended up understanding that I was going through an experience of the kind that I was describing."1 In his overview of Girard's work, Wolfgang Palaver wrote, "He began to turn away from his own pride and to see himself as a puppet of his own mimetic desire."2 But Girard adds a caveat in 1994: There is the danger of narcissism.3I also experience that when I do not stick to the theory, but try to clarify parts of my life story from the moment I started reading Girard's Des choses cachées depuis la fondation du monde, which offered me a new opening to my Christian background. It stimulated me to start learning Hebrew to investigate the roots of Christianity.My learning still continues, in a study group: what Jews do in a beth hamidrash. The Torah is too great to be owned by any of us, so the mimetic rivalry that is always there becomes a fruitful mimesis: Lernen leads to freedom. The last ten years we have been studying the book of Exodus, with midrashim from the long rabbinic tradition. It's a book of liberation that finally gave me the courage to write about that profound period in the psychiatric hospital.From the third part of Des choses cachées, I learned a lot about interdividuality, and also from J.-M. Oughourlian's The Mimetic Brain, in which he distinguishes between the rational, emotional, and mimetic brain. And from Henri Grivois, who published on incipient psychosis. Initially I steered toward a kind of psycho-philosophical self-analysis using insights from mimetic theory. However, in the end I decided: What I learned will not be put in a scientific treatise, but a novel. For several reasons:1. I learned from Mensonge romantique that real knowledge can be conveyed very well through a novel.2. Hungarian writer and Nobel Prize winner Imre Kertész, explaining why he was unable to describe his real-life concentration camp experiences, gave me the freedom to paradoxically tell my "real story" in fiction.3. I could by no means always remember exactly what had happened, and therefore had to resort to fiction, even though I had preserved material from those years.4. I wanted to make people in my immediate surroundings unrecognizable by literary means. The American writer David Vann once said (according to a Dutch writer), "You must sacrifice your family on the altar of fiction." I didn't want that, especially with regard to my mother. [End Page 122]5. Finally, I was inspired by a Jewish sage from the eighteenth century in Lithuania (the maggid of Doubno). He explains why the truth of the Torah is not presented as a philosophy or code of law... (shrink)

In study 1, the time when aggressive fighting involving 8 and 11 year‐old children took place was examined by means of direct playground observations during lunch‐time recess. There was a tendency, significant in the younger group, for there to have been more fights in the last quarter of recess. In study 2, the causes of fights, the sex of the participants, the proportion of fights that were escalated by other children joining in in a non‐conciliatory way, and the proportion in (...) which children intervened to stop the fights were investigated, again by means of direct playground observations. The most common causes of fights were disputes over some aspect of a rule‐governed game, teasing, retaliations to accidental hurt/injury, and to a lesser extent disputes over space. Most of the fights that were observed involved boys only , and only a minority involved boys and girls or just girls . Most fights were not escalated by other children and most fights did not involve attempts to stop them by other children. In study 3, interview data concerning children's views on fighting are reported. Many children expressed generally negative attitudes towards fighting, and there appeared to be several common ‘barriers’ that deterred children from participating. On the other hand, some children also articulated reasons why they sometimes felt it was necessary to fight. The significance of the results from the three studies for managing children's aggressive behaviour in schools is discussed. (shrink)

This comprehensive volume offers a wide-ranging perspective on the stories that art music has told since the start of the 20th century. Contributors challenge the broadly held opinion that the loss of tonality in some music after 1900 also meant the loss of narrative in that music. To the contrary, the editors and essayists in this book demonstrate how experiments in approaching narrative in other media, such as fiction and cinema, suggested fresh possibilities for musical narrative, which composers were quick (...) to exploit. The new conceptions of time, narrative voice, plot, and character that accompanied these experiments also had a significant impact on contemporary music. The repertoire explored in the collection ranges across a wide variety of genres and includes composers from Charles Ives and the Pet Shop Boys to Thomas Adès and Dmitri Shostakovich. (shrink)

The two sons of Eli, Hophni and Phinehas (1 Sam 2:11-36), served along with their father as priests at Shiloh in the tabernacle, where the ark of the covenant was housed (11am 1:3). While in service, Eli’s children became sons of worthlessness (bənȇ-bəliyyaʿal), dishonest, wicked and corrupt, as well as refused to know the Lord (lō’ yāḏə‘û ՚eṯ-ʾădōnāi) and his teachings. They were unrighteous, greedy, intimidating, immoral, and abusive to women at the entrance of the temple (vv. 12-22). Eli did (...) little to correct them, leading to God’s punishment. Some scholars have examined this narrative with Western historical models, lacking African stories, cultures, customs, and experiences, where there are similar incidences of children’s misbehaviors and challenges of their upbringing in the African context. Using an African Biblical Hermeneutical approach with illustrative stories from Zain E. Asher’s memoir, “Where the Children Take Us: How One Family Achieved the Unimaginable,” this work contextually examines 1 Sam 2:11-17, within the theological contexts of the Books of Samuel and Deuteronomistic History (Josh–2 Kings). It compares Obiajulu’s disciplined and trained children (Obinze, Chiwetel, Zain, Kandibe) and the obedient boy, Samuel (vv. 18-22), with the consequences of the blasphemies and corruption of Eli’s children (vv. 11-17). It proposes lessons that no matter how we perform our duties in the church, schools and families, sadness may still come if we neglect to train our children responsibly in righteousness, integrity, hard work, and in the fear of the Lord. (shrink)

On its surface, the movie her depicts a classical romance: boy meets girl, both fall in love, the relationship evolves, until they finally and sadly break up. What makes this conventional plot special and worthwhile of being used in philosophical investigation is the fact that the girl in this case is an artificial intelligence —Samantha is an operating system owned by Theodore. But is reciprocal, romantic love between a human and an AI even possible, and, if so, might there be (...) aspects of such a loving relationship that warrant ethical criticism? Assuming, for the sake of argument, a positive answer to the first question, this chapter focuses on the latter. In addressing the ethical implications of such a loving relationship, we highlight the likelihood of its sexist and misogynistic traits. Current depictions of AI lovers—just like Samantha—usually fulfill the female stereotype of being warm, caring, and always up to satisfying the user’s needs. This is due to a fundamental asymmetry which is constitutive for relationships between humans and AIs—after all, the latter are programmed and bought for the very reason to satisfy the buyer’s needs. We argue that romantic love between a human and an AI, therefore, warrants substantial ethical criticism, as it falls short of important ethical aspects of a romantic love worthwhile pursuing. (shrink)

The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist-reasoning and fact recall ability in 556 public middle-school students (grades seven and eight), versus a sample of 357 middle school students who served as a comparison group, to determine if changes in gist-reasoning and fact (...) recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist-reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist-reasoning varied as a function of gender and grade-level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist-reasoning after training regardless of socioeconomic status. There were no significant increases in gist-reasoning or fact recall ability for the 357 middle school students who served in the comparison group. We postulate that cognitive training in middle school is efficacious for improving gist-reasoning ability and fact recall in students from all socioeconomic levels. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.1 (2001) 155-156 [Access article in PDF] Terry Pinkard, Hegel: A Biography. New York: Cambridge University Press, 2000. Pp. xx + 780. Cloth, $39.95. Having already made an important contribution to Hegel scholarship with his book, Hegel's Phenomenology: The Sociality of Reason, Terry Pinkard has now published an outstanding biography of the great nineteenth century thinker. Pinkard explains extraordinarily well the complicated philosophical (...) and social contexts in which Hegel's philosophy arose and sheds abundant light on Hegel's personality, life, family, and times. This book validates the very idea of the "sociality of reason," by revealing that Hegel's ideas were shaped by his effort both to understand and to influence the contours of a fledgling modernity. Philosophers who may have been put off either by Hegel's philosophy, or else by the obscure rhetoric in which it is often couched, may give Hegel a second chance if they read this rewarding book.The text begins with a detailed account of Hegel's early life and family, including his familial status within the highly stratified society of the duchy of Württenberg. Pinkard's account of late eighteenth century German politics, including the role played by "estates" in social organization, greatly clarifies issues involved in Hegel's effort to reconcile the benefits of local particularism with those of Enlightenment universalism. Pinkard goes on to provide fascinating details about Hegel's life and personality as he traveled the long and frustrating road to a university professorship at Heidelberg, which he did not attain until 1816, when he was forty six. We learn of Hegel's love for good wine, social gatherings, card playing, opera, and theater. It was during a very busy seven year period (1809-1816), when he was rector of a gymnasium in Nuremberg, that Hegel wrote his Logic. The conservative politics, customs, and educational practices of Roman Catholic Bavaria grated on Hegel, who clearly preferred the political progressiveness of his own (thoroughly modernized) version of Lutheranism. Plagued throughout his career by stuttering and other symptoms of nervousness while lecturing, Hegel's fame grew so great in Berlin that his students regarded such symptoms as evidence of the great thinker's struggle with difficult concepts.Pinkard's book also offers an invaluable account of Hegel's relationships—both intellectual and personal, friendly and disputational—with the leading intellectuals of early nineteenth century Germany, including Hölderlin, Fichte, Schelling, Goethe, Schleiermacher, and many others. Pinkard succeeds brilliantly in explaining not only the philosophical debates of the day, including the rise of and resistance to German [End Page 155] idealism, but also how Hegel positioned his own thought in relation to that of his contemporaries. The book recounts complex debates that took place among authors now long forgotten, but who were at the time important, especially to the young Hegel, who was trying to establish himself professionally. Pinkard's excellent summaries of Hegel's major works, ranging from the Phenomenology to the late lectures on religion, reveal how they relate to the philosophical, cultural, social, political, and economic issues of the era. By closely examining Hegel's letters and unpublished works, and by scrutinizing remarks made about him by his contemporaries, Pinkard shows how strongly Hegel yearned to make a difference in the formation of the modern world.In addition to these and many other notable accomplishments, Pinkard's book also examines the various legends connected with Hegel's life. It was a letter written by Hegel himself that helped to establish the myth that while completing the Phenomenology of Spirit, Hegel could hear the thunder of cannons while Napoleon advanced on Jena. In fact, the book had been substantially completed two weeks earlier (see 228-229). Hegel did in fact father a son out of wedlock, but later formally adopted the boy, who unfortunately never felt fully integrated into the family. Moreover, Hegel's own deeds, not merely his philosophical position in The Philosophy of Right, helped to earn for him the reputation of supporting the conservative views of the Prussian state. For instance, going... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:From Parnassus to EdenChristopher McDonoughFor Rebekah SmithIn these pages some seven years ago, Robert Renehan (1992) discussed the passage from book 19 of the Odyssey in which the young Odysseus’ cousins sing a healing incantation over his wound in the wilderness of Mount Parnassus. 1 Renehan was specifically interested in bringing to light the Old Irish comparanda, so as to display the Indo-European roots of this particular form of (...) magical healing; he was clear in stating, nonetheless, that such practices are found in many other parts of the world. To encounter this custom, however, it is not necessary to study ancient Ireland or Greece, as I discovered by surprise in class one day.When lecturing on the Odyssey in the past, I have always enjoyed lingering over this particular scene, presenting to students Erich Auerbach’s ideas on mimesis as well as more general folkloric material. 2 In addition to the Irish evidence adduced by Renehan, I have usually mentioned anecdotes about the brauchers (wizards) of the Pennsylvania Dutch, some of whom could still blood by chanting—even over the telephone (see Dorson 1964, 115). Thus it was, in the fall of 1995, that I was giving a guest lecture on book 19 for a classical mythology class at the University of North Carolina at Greensboro. I had just finished reciting some of the stories above, when a student raised his hand to ask, “Is that anything like talking out fire?” Before I could respond, another student also spoke up. “I was thinking that, too,” she said.A few others were nodding their heads in recognition, though the majority of the class looked perplexed. I certainly was, since I had no idea what they were talking about. The first student explained that he [End Page 297] was from Eden, North Carolina, a Piedmont town near the Virginia border; that, in this area, there were old women who could talk out fire; that, if a person had been burned, such a woman could be hired to speak to the fire and convince it to leave the body; that his own grandmother was such a woman; and that he himself as a child had had a burn talked out of his hand, which hand—the very hand he had raised!—he now raised again as dramatic testimony of the treatment. A few other students said that they too were familiar with the custom, though none had quite so intimate a familiarity as he.In the days that followed I did a little research on the topic, fearing that I may have been hoodwinked by some true son of crafty Autolykos. But his story checked out: the phenomenon of “talking the fire out of a burn” is well attested in North Carolina and throughout the South. 3 While folklorists have collected many accounts of this type of healing, perhaps the most vivid description is given by Southern writer Harry Crews. In A Childhood: The Biography of a Place (1978 = 1993, 17–170), a memoir of his upbringing in Depression-era rural Georgia, the author relates that, while playing as a boy, he had fallen into a cast-iron tub filled with boiling water for skinning hogs; over two-thirds of his body was scalded and, he recalls, the skin of his left hand came off “like a wet glove.” His family was too remote and too poor for a hospital trip, and had to rely on some makeshift arrangements set up by the local doctor. Shortly thereafter, however, they were visited by a rough character named Hollis Toomey, known throughout the area for his ability to talk out fire. Crews recounts what happened next:Hollis Toomey’s voice was low like the quiet rasping of a file on metal. I couldn’t hear most of what he had to say, but that was all right because I stopped burning before he ever started talking. He talked to the fire like an old and respected adversary, but one he had beaten consistently and had come to beat again. I don’t remember him once looking at my face while he explained: “Fire, this boy is mine. This bed is mine... (shrink)

Opinion about neonatal male circumcision is deeply divided. Some take it to be a prophylactic measure with unequivocal and significant health benefits, while others consider it a form of child abuse. We argue against both these polar views. In doing so, we discuss whether circumcision constitutes bodily mutilation, whether the absence of the child's informed consent makes it wrong, the nature and strength of the evidence regarding medical harms and benefits, and what moral weight cultural considerations have. We conclude that (...) nontherapeutic circumcision of infant boys is a suitable matter for parental discretion. (shrink)

Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group ( n = 104). Our goal was to promote (...) emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood. (shrink)

Is the assessment of motor milestones valid and scaled equivalently for all infants? It is not only important to understand if the way we use gross and fine motor scores are appropriate for monitoring motor milestones but also to determine if these scores are confounded by specific infant characteristics. Therefore, the aim of the study is to investigate the latent structure underlying motor milestone assessment in infancy and measurement invariance across sex, birth weight, and gestational age. For this study, the (...) birth cohort data from the United Kingdom Millennium Cohort Study was used, which includes the assessment of eight motor milestone tasks from the Denver Developmental Screening Test in 9-month-old infants, depicting early motor development of the first children of generation Z. Confirmatory factor analyses showed a better model fit for a two-factor structure compared to a one-factor structure, and multiple indicators multiple causes modeling revealed no differential item functioning related to sex, birth weight, and gestational age. The study provides support for the use of gross and fine motor scores when assessing motor milestones in infants—both boys and girls with different birth weights and of varying gestational ages. Further investigation into widely adopted assessment tools is recommended to support the use of valid composite scores in early childhood research and practice. (shrink)

At last, we have the scientific evidence that documents the manybiological gender differences that influence learning. Forinstance, girls talk sooner, develop better vocabularies, readbetter, and have better fine motor skills. Boys, on the other hand,have better auditory memory, are better at three-dimensionalreasoning, are more prone to explore, and achieve greater abstractdesign ability after puberty. In this profoundly significant book, author Michael Guriansynthesizes the current knowledge and clearly demonstrates how thisdistinction in hard-wiring and socialized gender differencesaffects how boys and girls (...) learn. Gurian presents a new way toeducate our children based on brain science, neurologicaldevelopment, and chemical and hormonal disparities. The innovationspresented in this book were applied in the classroom and provensuccessful, with dramatic improvements in test scores, during atwo-year study that Gurian and his colleagues conducted in sixMissouri school districts. (shrink)

At last, we have the scientific evidence that documents the many biological gender differences that influence learning. For instance, girls talk sooner, develop better vocabularies, read better, and have better fine motor skills. Boys, on the other hand, have better auditory memory, are better at three-dimensional reasoning, are more prone to explore, and achieve greater abstract design ability after puberty. In this profoundly significant book, author Michael Gurian synthesizes the current knowledge and clearly demonstrates how this distinction in hard-wiring (...) and socialized gender differences affects how boys and girls learn. Gurian presents a new way to educate our children based on brain science, neurological development, and chemical and hormonal disparities. The innovations presented in this book were applied in the classroom and proven successful, with dramatic improvements in test scores, during a two-year study that Gurian and his colleagues conducted in six Missouri school districts. (shrink)

This essay reviews two recently published American books about masculinity politics - Michael Kimmel's pro-feminist Manhood in America and his edited collection The Politics of Manhood - in order to comment critically on the current debate underway in various parts of the world on 'boys' and their schooling which sees them as the 'new victims' of the educational process.

This is a review of the biographic drama Love and Mercy. More than a story of the evolution of The Beach Boys, it is the story of the lead Beach Boy, Brian Wilson, and his struggle with substance abuse, mental illness, family stress, emerging love, and a controlling psychologist. Interwoven are many bioethics themes, including the doctor–patient relationship, conflict of interest, autonomy, and patient welfare. For those unaware of the sadness and torment running directly alongside the sunny, bubbly life of (...) The Beach Boys, this film is an eye-opener. It is also a great reminder of the importance of boundaries between clinicians and their patients. (shrink)

[1] Michael Gareth Justin Evans was born in London on May 12 th, 1946, to his parents Gwaldus and Justin Evans. He had an older brother Huw, an older sister Myfawny, and a younger sister Elaine. As a young student, Evans was both highly intelligent and careless. The final report from his form master at Granton Primary School says that "Gareth is so vigorous and impatient to get his work finished that he is subject to error. A delightful boy!".

This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes (...) in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in-service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. (shrink)

Olof Rudbeck’s Atlantica is a characteristically wide-ranging example of Early Modern scholarship in which the author draws on a compendious assortment of evidence to argue that his native Sweden was the cradle of human civilization. Within this discussion, he devotes particular attention to the Phoenicians, whom he attempts to paint as descendants of “Scythians” who had migrated to the Mediterranean from an original Swedish homeland. Drawing upon the work of earlier Phoenician scholars such as Joseph Scaliger and Samuel Bochart, as (...) well as his own, often rather creative, etymologies, he seeks to demonstrate a relationship between the Phoenician language and Swedish. This paper explores how Rudbeck engages with and utilizes the Phoenician people and the Phoenician language in service of his wider proto-nationalist goals and places his work within the wider context of Phoenician studies in Early Modern Europe, a few decades before Barthélemy’s decipherment of the Phoenician script. While clearly wrong in many of his conclusions, Rudbeck’s work can tell us much about perceptions of Phoenicians at an important time of transition between Renaissance scholarship and the beginnings of modern archaeological and linguistic research. (shrink)

This text gives voice to the idea that the study of the philosophy of thought and language is more than a specialism, but rather lies at the very heart of the ...

After outlining why the notion of conscious control of action matters to us and after distinguishing different challenges to that notion, the contribution focuses on the challenge posed by the literature on unconscious goal pursuit. Based on a conceptual clarification of the notion of consciousness, I argue that the understanding of consciousness in that literature is too restricted. The hypothesis that the behaviors reported can be accounted for by nonconceptual forms of consciousness, such as emotions and motor experiences, rather than (...) by—conscious or unconscious—conceptual level intentions tends to be disregarded, even though it promises to be empirically fruitful. (shrink)