Three experimental tasks—spontaneous telling of a story, reading, and parsing the story—were used to determine whether empirical data reflect the narrative structure of stories and can be predicted by a plot unit analysis of the stories (Lehnert, 1981). It was found that spontaneous pause durations at sentence breaks were highly correlated with the importance of these breaks as predicted theoretically. Only low correlations were obtained, however, when reading pause durations were correlated with the model. As for parsing values, the value (...) of the correlation coefficients depended on whether stories had sufficient superficial linguistic cues to help the subjects in parsing. It was concluded that spontaneous pausing not only reflects the narrative structure of stories, but can be used as a guide to constructing theories of narrative structure as well as for deciding between competing theories. (shrink)

After years of trying to figure out how people can communicate and learn in ways that might make themselves, each other, and the world a better place, I have come to see that we humans do not know what sort of creature we are. It is not surprising, then, that our schools, institutions, and societies often do not work well. They are all based on fallacious ideas about what sort of creature a human is. We cannot make real progress-and will (...) continue to do much damage-until we face squarely what humans are. You cannot keep a donkey happy and healthy if you do not know what sort of creature a donkey is and behave accordingly. The same goes for humans. (shrink)

L’articolo colloca i videogiochi nell’area di ciò che chiamo “esperienze progettate”. Le esperienze progettate sono esperienze – nel mondo reale o attraverso i media – che sono progettate per sollecitare specifici effetti o affetti. Nei miei lavori precedenti, ho indagato il modo in cui gli insegnanti, nelle loro classi, o i designer dei videogiochi, nei loro giochi, progettino esperienze volte, in entrambi i casi, a condurre verso l’apprendimento. Tuttavia, le esperienza progettate possono essere volte a sollecitare attività diverse dall’apprendimento. Esse (...) possono anche cercare di sollecitare cose come il cambiamento sociale, i cambiamenti di atteggiamento o di comportamento, le emozioni o altri effetti del (o sul) corpo, la mente o l’anima. Nell’articolo considero la relazione tra i videogiochi intesi come esperienze progettate e i videogiochi intesi come arte. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:CHRISTIANITY AND VIOLENCE: A RESPONSE TO ROBERT DALY Paul Nuechterlein Emmaus Lutheran Church, Racine, Wisconsin While listening to the presentations up to now, I've found myself to be continually scrapping what I was going to say and going on to something else. The only thing I've saved so far is to begin with a sincere thanks to you, Bob Daly, for this paper. It is such an excellent (...) start on the themes ofthis conference, to cover such a broad range ofthe history and the data of Christianity on the theme of violence and institution. And yet, through that broad range ofanalysis, you also help us to focus on what I see as some very important issues, especially the one that you lifted up and emphasized againjust now, the issue ofuniversal salvation. At the risk of sounding a bit like a schoolboy with a new vocabulary word, that issue is for me an insight, to usethatLonerganian term, thatbrings togethermany things under a single view. Iknow thatthere's been abroadrange ofinterestinviolence in general, and especially as it is manifested in Christian institutions of which Tm a part. Then there has also been an interest in the issue ofuniversal salvation. I've actually already been a believer, a hoper in that for quite some time. But the way that you brought them together in this paper, that is the insight for me. It is something that I honestly will take away from this conference as being very important. You've made us see that connection and from that to raise the question: if, as Christians, we continue to imagine ourselves as possibly destined to an ultimate violence of hell as a place of eternal damnation and torture, how much has that played a part in our earthly willingness to participate in violence? Does it make it easier for us to say yes to violence here in this life, when we can imagine ourselves as possibly destined to an ultimate violence? You make that connection, you mention Paul Nuechterlein35 it as a massively central problem, and you've convinced me of it. I think its something we needto work on. We now need to find ways of lifting up that minority viewpoint of hoping for universal salvation to become once again the majority viewpoint. The question thus focuses on the strategy of how to do that. Because there's always the danger that, as we become zealous about something, we can start presenting it in a forceful and violent way. For instance, people could come away from what we're trying to convince them of, and ask themselves: "Gee, did he just say something like: 'You're going to Hell if you don't stop believing in Hell.'?" We can perhaps come across that way if we're too forceful about it. Before your remarks, I hadn't made the connection with the Vietnam War. I hadn't noticed how much that could help us toward the strategy we seek. What turned the American people against the war was seeing its violence on their TV screens, violence that didn't fit in with their imaginative view of themselves. Is there a way in which we can work that sort of strategy by replacing our imagination of ultimate violence with at least the hope of universal salvation? One of my favorite stories—itjust came to me as you were talking—is from the Lynn Brothers, Matthew and Dennis, two Catholic priests or former Catholic priests. They have a little book about the goats, from the image of Matthew 25 on the separation of the sheep from the goats. They tell a story about working with a woman who came to one of them in counseling, frightened for her son. Her son had been in all kinds of addiction problems, all kinds of trouble with the law throughout his life, and was coming to apoint where he was really bottoming out. And through all ofthat, the thing that she still worried about the most was: when he dies, is he going to go to hell? The problem, of course, was that she was still holding on to that majority vision, and I think it... (shrink)

The Spirit (πνεῦμα) and peace (εἰρήνη) with God as opposed to the Flesh (σάρξ) and hostility (ἔχθρα) with God in Romans 8:6–8. A surprising number of exegetes do not address the question to what exactly εἰρήνη refers in Romans 8:6. The rest seem to be divided between interpreting it as an unspecified (eschatological) state of peace (šalôm), peace with one’s fellow humans, or peace with God. Based on the textual context, this article argues that the latter interpretative option is best. (...) In terms of metaphor, the relevant target domain here is that of the relationship with God, while the source domain reflected probably is that of diplomatic relations. In addition, peace (with God) here must be understood in relation to the rule of the Spirit, the decisive influence upon those who live κατὰ πνεῦμα (Rom 8:4–5). Antithetically, personified flesh rules over those who are ἐν σαρκί (Rom 8:8). This leads to a disposition of enmity toward God as well as the inability to submit to his law. For Paul being ruled by the Spirit, as a consequence of being reconciled with God through Christ (Rom 5:1, 10; 8:3–4), is a crucial aspect of being at peace with God. (shrink)

Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the _Harvard Education Letter _Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues. Foreword by Sam M. Intrator, associate professor of education and of the Program in Urban Studies at Smith College and codirector of Smith’s Urban Education Initiative. Contributors include: Michael Bitz, James Paul Gee, Pedro (...) A. Noguera, Laura Pappano, George Sugai, and Richard Weissbourd. (shrink)

This paper describes how bilingual colleagues living in Hong Kong make small talk in instant messaging to achieve various business-oriented goals and construct multiple identities in the discursive process. Guided by James Paul Gee’s revised framework of discourse analysis, the analyses evidenced that, overall, colleagues use small talk in instant messages to maintain minimal ties with distant partners, fill in silence during computer work, affect informal decision-making at work, and to diffuse useful surrounding information into business talk. These instances (...) interplay with different affordances provided by the gadgets in the instant messenger interfaces. Such creative usage, together with the perceived nature of online interaction and instant messaging, results in multiple and turbulent identities circulating in the broader context of workplace discourse. The article concludes by arguing that computer-mediated communication has offered participants an emerging modus of interacting socially, beyond the physical and psychological constraints of time and space. (shrink)

ExcerptI. Introduction The politicizing of language that took place in Egypt before and after the January 25th revolution provides a rich environment for linguistic analysis on many levels. It is no exaggeration to say that discussion of language always feeds into politics through identity construction. As Paul Gee contends, language is in essence political: Politics is not just about contending political parties. At a much deeper level it is about how to distribute social goods in a society: who gets (...) what in terms of money, status, power, and acceptance on a variety of…. (shrink)

In this book, Ramsey addresses the moral problems of medicine, life and death and not merely to those who share his faith.

My argument here is principally that the ubiquity of epistemics is evident in the ways in which knowledge claims and attributions of knowledge to self and other are embedded in turns and sequences, inform the design of turns at talk, are amended in the corrections that speakers sometimes make, to change from one epistemic stance to another, and are contested, in the occasional ‘struggles’ between participants, as to which of them has epistemic primacy. I show that these cannot be understood (...) in cognitive terms; furthermore, I show that epistemics – again the attribution of knowledge to self and other – is ‘real’ for participants. That is, in these four practices and aspects of interaction it is evident that participants orient to their states of knowledge relative to one another, on a moment-by-moment, turn-by-turn basis. (shrink)

This volume brings together Paul Williams's previously published papers on the Indian and Tibetan interpretations of selected verses from the eighth and ninth chapters of the Bodhicaryavatara. In addition, there is a much longer version of the paper 'Identifying the Object of Negation', and nearly half the book consists of a wholly new essay, 'The Absence of Self and the Removal of Pain', subtitled 'How Santideva Destroyed the Bodhisattva Path'. This book will be of interest to those concerned with (...) the history and interpretation of Indian and Tibetan philosophy. (shrink)

This book is an important study in the philosophy of the mind; drawing on the work of philosopher Wilfrid Sellars and the theory of critical realism to develop a novel argument for understanding perception and metaphysics.

Arguments for the extended mind suggest the possibility of extended knowers, individuals whose epistemic standing is tied to the operation of cognitive circuits that extend beyond the bounds of skin and skull. When applied to the Internet, this idea yields the possibility of Internet-extended knowledge, a form of extended knowledge that derives from our interactions and engagements with the online environment. This, however, yields a tension: proponents of the extended mind have suggested that cognitive extension requires the automatic endorsement of (...) bio-external content, but such a commitment appears to conflict with the need to carefully evaluate the veracity of online information. Lukas Schwengerer proposes a solution to this problem. He suggests that proponents of the extended mind ought to accept an alternative conception of the extended mind, one that allows for the evaluation of online content via the exercise of intellectual virtue. We highlight a number of problems with this proposal and suggest that further research is required before a virtue-theoretic approach to Internet-extended knowledge can be adopted. On a more positive note, we suggest that the exercise of intellectual virtue may play an important role in the developmental emergence of Internet-extended knowers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Research and Policy in Art EducationCharles M. DornHandbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper.The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for any reader (...) who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field.The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. Graeme-Chalmers, Ralph Smith, Anna Kindler, Enid Zimmerman, Elisabeth Soep, and Arthur Efland. Forty-one authors contributed to the book's contents, all of which have nationally recognized expertise in handling the topic discussed.Editors Elliot Eisner and Michael Day view the book as an effort to bring together research and theory, policy, and concepts that guide and give shape to what people in art education try to accomplish—which is, of course, a rather ambitious goal. Even the editors admit the Handbook meets some but not all of these competing orientations. They also claim that the Handbook serves as an assertion that art education is a scholarly field, perhaps even to a fault through mostly ignoring qualitative issues regarding goals, expressive art form, and aesthetics. Also, the editors admit that the Handbook will be a disappointment, which is true, especially with respect to its emphasis on rationales rather than policy problems, on assessment appreciation rather than policy and research, on assessment in art education history as a record of events rather than as policy windows, and on emerging visions as older forms of social and political discourse rather than policy issues, implementation, and evaluation.Nevertheless, the Handbook addresses a number of important policy issues, providing well-developed and valuable views of the field by a variety of important authors and, in some cases, with some rarely seen insights into the nature of the field. I will only review the most salient ideas of the chapter authors in each of the six sections and then comment on what I believe are promising, and sometimes somewhat troubling, directions pointed out in the chapters, including what promises have not been fulfilled. [End Page 111]Section I, on historical currents, includes chapters by F. Graeme Chalmers; Mary Ann Stankiewicz, Pat Amburgy, and Paul Bolin; and John Howell White. Chalmers provides a very thorough overview of the literature on the history of art education, including what he calls the broad perspectives on art education, history, and research interests of art education historians. Overall, he references nearly 300 publications. Stankiewicz, Amburgy, and Bolin then address specific movements in nineteenth-century art education and art, including a brief history of the social function of art, drawing instruction in schools, industrial drawing, manual training, the arts and crafts movement picture study, and progressive education with over 120 references. White, who follows, provides a similar review of major forces, focusing mainly on art education influences in the twentieth century, addressing the contributions of various art educators, arts organizational leaders, artists, government initiatives, and the critical and divergent influences of key post–WW II art education writers. He also documents his work with nearly 300 sources.Section II, on policy perspectives, contains seven chapters, including ones by Ralph Smith; Samuel Hope; Constance Bumgarner Gee; Lois Hetland and Ellen Winner; H. Gene Blocker; and E. Louis Langford and Kelly Scheffer. In Section II, Sam Hope outlines the power of policy and its effect... (shrink)

This short, elegiac volume makes an impassioned case for the fundamental importance of the forgotten virtue of reverence, and how awe for things greater than oneself can - indeed must - be a touchstone for other virtues like respect, humility, and charity. Ranging widely over diverse cultural terrain - from Philip Larkin to ancient Greek poetry, from modern politics to Chinese philosphy - Woodruff shows how absolutely essential reverence is to a well-functioning society.

This book discusses some of the most challenging ideas emerging out of the research program on institutional diversity associated with the 2009 co-recipient of 2009 Nobel Prize in economics, Elinor Ostrom, while outlining a set of new research directions and an original interpretation of the significance and future of this program.

Over the past two decades, Philip Pettit has consistently argued for an understanding of “republican” liberty in terms of nondomination. Yet in his major published studies, he has almost nothing to say about markets, nor about the economy more generally. I contend that this is a seriously problematic omission, insofar as markets represent a major problem for republican views of freedom. In short: if freedom requires the absence of the mere possibility of arbitrary interference (as Pettit maintains), then the widespread (...) existence of markets indicates that on a republican view the vast majority of people in the world today exist in the dominated position of slaves. As a result, Pettit cannot adopt the “complacency” towards market transactions that he officially avows. But in turn, we ought to be highly skpetical that the republican account of freedom is a viable one. (shrink)

Medicine increasingly envisions health promotion in terms of reducing risk as determined by quantitative risk factors, such as blood pressure, blood lipids, or genetic variants. This essay argues that this vision of health care as risk reduction is dangerous for Christian bioethics, since risk can be infinitely reduced leading to a self-defeating spiral of iatrogenic effects. Moreover, it endangers character because this vision of health is connected to a reductionist vision of the body and an understanding of individual risk that (...) undermines the more communal virtue of solidarity. The essay concludes by discussing how recent Thomistic analyses in favor of physical enhancements illustrate some of the problems that envisioning health care in terms of risk reduction holds for Christian bioethics. (shrink)

Many of the leading Freudian analysts, including in the early days, Jung, Adler, Reich and Rank, attempted to link the writings of Nietzsche with the clinical ...

Excerpt from Nine Modern Moralists The greatness of the men whose insight and re ections are the subject of the following chapters is obviously a sufficient justification for this volume. The reader who simply wants to learn what was felt and thought and believed by some of the outstanding minds of the immediate past and of the present can, it is hoped, do so by reading the chapters of this book as expository essays. Here he will find their thought anatomized; (...) and, in relatively brief compass, it may be possible for him to become seriously engaged in thinking their thoughts after them. Certainly, no one can come to an understanding of the latest and best of contemporary ideas and ideals by going around these men; only by going through them can one gain a deeper understanding of himself and of our epoch. That is the first purpose of this book: to provide an introduction to nine selected modern moralists. The second purpose is constructive and critical. Exposition and ex planation by themselves are not the aim of these chapters. The highest tribute one can pay any thinker, or any body of writing, is to wrestle with it; and this may well be the best way to bring out the innermost and most vital meaning of what any man has said. I trust that in this wrestling I have nowhere simply commanded an issue to be gone, or have ignored the real meaning or the strength of an idea or point of view in rejecting or reformulating it. The procedure employed in criti cism is always an internal one. This is to say that it always seems best to go as far as one can with another man's thought, developing it up to the point where some criticism or objection or revision unfolds itself, as it were, from within the system or structure of thought under examina tion. In this way the most constructive results may be expected from criticism; and, in this way also, constructive and critical essays may fairly aim to be explanatory ones. As expository essays the chapters that follow may be taken one at a time and in any order, or one or more without the others. Their con structive and critical purpose, however, connects them all together. The author has been somewhat surprised at the extent to which this is true, when preparing for publication these papers which were written in some cases years apart. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)

I discuss the problem of whether true contradictions of the form “x is P and not P” might be the expression of an implicit relativization to distinct respects of application of one and the same predicate P. Priest rightly claims that one should not mistake true contradictions for an expression of lexical ambiguity. However, he primarily targets cases of homophony for which lexical meanings do not overlap. There exist more subtle forms of equivocation, such as the relation of privative opposition (...) singled out by Zwicky and Sadock in their study of ambiguity. I argue that this relation, which is basically a relation of general to more specific, underlies the logical form of true contradictions. The generalization appears to be that all true contradictions really mean “x is P in some respects/to some extent, but not in all respects/not to all extent”. I relate this to the strict-tolerant account of vague predicates and outline a variant of the account to cover one-dimensional and multidimensional predicates. (shrink)

An exploration of the consequences of various ideas in the thought of John Calvin, and the influence of his ideas on later theologians. The emphasis is on philosophical ideas within Calvin's theology, dealing in turn with epistemological, metaphysical, and ethical issues. Helm provides a fresh perspective on Calvin's theological context and legacy.

No detailed description available for "Platone".

Exploring the 'roads less travelled', MacDonald continues his monumental essay in the history of ideas. The history of heterodox ideas about the concept of mind takes the reader from the earliest records about human nature in Ancient Egypt, the Ancient Near East, and the Zoroastrian religion, through the secret teachings in the Hermetic and Gnostic scriptures, and into the transformation of ideas about the mind, soul and spirit in the late antique and early medieval epochs. These transitions include discussion of (...) the influence of Central Asian shamanism, Manichean ideas about the soul in light and darkness, and Neoplatonic theurgy, 'working-on-god-within'. Sections on the medieval period are concerned with the rediscovery of magical practices and occult doctrines from Roger Bacon to Francis Bacon, the adaptation of Neoplatonic and esoteric ideas in the medieval Christian mystics, and the survival of these ideas mixed with natural science in the works of von Helmont, Leibniz and Goethe. The book concludes with an investigation of the many forms of dualism in accounts of the human mind and soul, and the concept of dual-life which underpins our aspiration to understand how humans could have an immortal nature like the gods. (shrink)

Paul Tillich ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- Var. 382 t-1/2.