Based on ten years of research, The Touch of the Past considers how historically traumatic events uniquely summon forgetting and remembrance. Within a specific focus on events of systemic mass violence, Roger Simon examines how testimonies of historic events influence learning as communities struggle with "difficult histories." The Touch of the Past is a serious and compelling contribution to research in education, historical consciousness, and memory/trauma studies.

In the past few decades there has been rapid progress in cognitive science with respect to how people learn. Indeed, it can be difficult to keep up with all of the recent findings, and it is sometimes unclear how these findings should influence day-to-day teaching in the philosophy classroom. But one simple way to use the insights of cognitive science in the philosophy classroom is to begin each class with a five-minute recap of the previous few lessons. Cognitive science suggests (...) that such a practice can greatly aid student learning by increasing retention of material and skills. I explain why teachers of philosophy ought to take the time to do such a recap by outlining some recent and surprising findings in the science of how people learn, and put forward concrete suggestions for making such a recap as effective as possible. (shrink)

Whereas there are many aspects of Roger Simon’s thought that can be privileged, one of the most compelling points of entry for beginning to consider his legacy in the field of education, and beyond, lies with his concern for the difficult work of receiving and transmitting, of giving countenance to, the traces of those now absent. Indeed, in the last 20 years of his scholarly work, Simon pressed us to consider the pedagogical stakes in forging an ethical living relation with (...) the remnants of past and presently unsettled—ongoing—historical wrongs. Keenly aware of how memorial practices risk falling into facile assurances and deferrals, Simon emphasized the important work of “remembrance-learning,” in which the task is to learn how to ethically receive and translate the remnants of a difficult past in our present, so that we might be able to more thoroughly think our time. In this paper I provide an overview of a certain tendency in Simon’s later thinking, pointing to how his work on pedagogy, aesthetics, curation and collective study was motivated by a not so ordinary way of thinking that takes seriously the fact that the dead cannot bury the dead; that they need those in the present, those whose turn it is to do the work, to offer human significance and a human completion to what remains a remnant. (shrink)

Michalinos Zembylas examines how history education can be reconceived in terms of Jacques Derrida's notion of “hauntology,” that is, as an ongoing conversation with the “ghost” — in the case of this essay, the ghosts of disappeared victims of war and dictatorship. Here, Zembylas uses hauntology as both metaphor and pedagogical methodology for deconstructing the orthodoxies of academic history thinking and learning about “the disappeared.” As metaphor, hauntology evokes the figure of the ghost in order both to trouble the (...) hegemonic status of representational modes of knowledge in remembrance practices and to undermine their ontological frames and ideological histories. As pedagogical methodology, hauntology reframes histories of loss and absence and uses them as points of departure to acknowledge the complexities and contradictions that emerge from haunting. Pedagogies of hauntology are constituted as responses to “spectacle pedagogy” in teaching about the disappeared, that is, a ubiquitous form of representation that manifests the ghosts in a sensationalized and ideological manner. (shrink)

In 2015 students in South Africa mobilized to decolonize universities and to struggle for free higher education. This article discusses these developments in the context of contemporary theories of remembrance, repression and denial and current debates around decolonization and “talking race” in post-apartheid South Africa. The current South African student movement challenge apartheid legacies and white colonial culture, contending that campuses are still dominated by racist symbolic and economic orders. They argue, “As we learn we need to unlearn and (...) develop new epistemologies.” This article analyses this process as it unfolds and looks at the unfolding intergenerational tensions and discusses how a lack of affirmative labor of remembrance on the side of the white South African population complicates notions of decolonization in relation to a gendered black nationalism. A point of conceptual reference is the 1968 student protest movement in West Germany, which forcefully broke the silence surrounding fascist continuities within the newly democratized institutions that was “unable to mourn” and remember. (shrink)

The doctrine of recollection is one of the most controversial in the Platonic corpus, and much scholarship has been aimed at altering the doctrine to resolve its paradoxical features, many of which, I argue, are generated by a failure to appreciate the difference between memory (mneme) and the distinct capacity of recollection (anamnesis). In several of the Platonic dialogues, Socrates gives an account of how recollection functions in ordinary contexts, and thus provides a basis for showing how anamnesis may be (...) employed to describe learning in general. The mystery of learning consists in the fact that one must possess someknowledge of the matter being investigated prior to learning about it, and thus learning may be aptly described as a remembrance of some knowledge previously forgotten. I argue that the recollection account was formulated, not to resolve this mystery, but rather to capture descriptively its essential features. (shrink)

Elie Wiesel, plucked from the ashes of the Holocaust, became a Nobel Peace laureate, an activist on behalf of the oppressed, a teacher, an award-winning novelist, and a renowned humanist. He moved easily among world leaders but was equally at home among the disenfranchised. Following his Nobel Prize, Wiesel established the Elie Wiesel Foundation for Humanity; one of their early initiatives was the founding of the Elie Wiesel Ethics Essay Contest. The reflections in this volume come from judges of the (...) contest. They share their personal and professional experiences working with and learning from Wiesel, providing a glimpse of the person behind the public figure. At a time when the future seems ominous and chaotic at best, these reflections hold on to the promise of an ethically and morally robust possibility. The students whose essays prompt this sense of hope are remarkable for their insight and dedication. The messages embedded in the judges’ reflections mirror Wiesel’s convictions about the importance of friendship, the need to interrogate (without abandoning) God, and the power of remembrance in order to fight indifference. (shrink)

The aim of this paper is to say something about the continuing impact of the Holocaust as an historical event through the application of aspects of Arendt's political thought and, at the same time, to say something about Arendt's distinctive understanding of the problems of post-Holocaust culture. An aim of this sort carries the intrinsic danger that the event in question becomes simply an illustration or grist to a particularinterpretative mill, an outcome that would be particularly undesirable here if it (...) afforded the Nazi Holocaust merely exemplary status. However, the danger may be easier to avoid in this case than in many due to a particular aspect of Arendt's thought itself. She places consistent emphasis upon the importance of the unprecedented event, the eventthat even with hindsight carries a sense of complete improbability and which changes the world and how we think about it. Arendt usually has in mind here ''positive'' political events such as acts of foundation but I want to suggest that implicitly her thought can also accommodate the notion of the Holocaust as an unprecedented ''negative''; an event that persists in its impact not because, like foundational acts, it establishes a self-reproducing arena of action and judgment, but because it insinuates a self-reproducing form of ruin. Arendt would have been sympathetic, I think, to Yehuda Bauer's description of the Holocaust as an ''upside-down miracle.''1 Undoubtedly, she regarded the Holocaust as having a symbolic significance, representing the apotheosis of the experience of modernity. The destruction of the personality in its juridical, moral and political forms enacted as a principle the superfluousness of mankind already present in the experience of modern mass society, where the vital distinction between freedom and necessity is obscured as social life fallsincreasingly under the rule of impersonal processes.2 This symbolic rendering aside, however, implicit in Arendt's thoughts on the political conditions of cognition, is an available sense of a continuing, more than symbolic significance attaching to the Holocaust as an unprecedented negative occurrence which changed things for good. Equally, and by the same token, bringing Arendt's thought to bear here will reveal an acute sense of the irreversible novelty of the contemporary, post-Holocaust situation and of the unprecedented cultural and political predicament it involves: the internal relation she posits between human plurality and cognitive certification illuminates the sense in which events involving the emasculation of plurality, and a consequent erosion of the basis of cognition, create problematic legacies for the historical imagination and in turn pose a continuing threat to freedom. I will suggest that Arendt's political thought is self-consciously located within, and structured by, this situation. It has been argued that the Holocaust represents an ''unmasterable'' episode; that it resists proper comprehension or analysis. There may be good reasons for thinking that in some sense this is true. Some critics of this view have taken it to imply that we cannot learn anything from the Holocaust as an historical event.3 In fact, I will argue, Arendt's approach delivers a sense in which this ''unmasterable'' event may carry a particular kind of significance and establishes a particular kind of point to attempts at Holocaust remembrance. At issue throughout will be the Arendtian conception of judgment. I shall suggest that what is at stake is the possibility of judgment and that this implicates the possibility of culture. I will begin by looking at some symptoms of what I take to be the problem of the Holocaust as an historical event, as an object for historical memory, and at how these may be generalised in a way which invites an Arendtian commentary. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 29.2 (2005) 379-393 [Access article in PDF] Love, Self-Deception, and the Moral "Must" Randy Ramal Claremont Graduate University I One significant impact that conceptual relativism has had on current discussions in moral philosophy is the denial of intelligibility to discourses that affirm moral absolutism. The denial is typically based on two allied arguments. The first argument entails that the justification of absolute moral laws and values (...) presupposes the existence of an Archimedean standpoint, but since such viewpoint is unintelligible, a "view from nowhere" as it has been called, then affirming moral absolutism could only be the result of a confused temptation for metaphysical universality and objectivity. The second argument states that since all moral values and concepts are the products of particular cultural-linguistic contexts, it would not make sense to speak of absolute values that have application in other cultural-linguistic contexts.I sympathize with the critical spirit in which this dual argument is made. The unintelligibility of a neutral standpoint and the obvious contextuality of all moral discourses render meaningless any attempt to affirm metaphysically-based moral absolutes. But what this argument fails to acknowledge is that the ordinary language of moral absoluteness is not only infinitely distant from the metaphysical claims to Olympian grounds but also internally related to the absolute moral judgments and principles it invokes. Furthermore, it is doubtful that one could speak at all of moral discourse as needing metaphysical justification. It would not make sense to speak of moral discourse as either needing or not needing metaphysical backing because both notions ignore the ordinary contexts of moral discourse, where the issue of philosophical justification does not arise. The point here is not simply to reject the [End Page 379] metaphysical need for justifying moral discourse but to question the intelligibility of the attempt itself.1In what follows I argue that the ordinary claims to moral absoluteness, be it to give moral advice, to justify personal beliefs and actions, or to judge and criticize the conduct of other people, are perfectly intelligible practices that embody ordinary moral judgments and values. I elucidate the intelligibility of these moral claims by discussing Leo Tolstoy's "The Death of Ivan Ilych," Proust's Remembrance of Things Past, and Ann Beattie's "Learning to Fall." These works, I argue, portray an ethical notion of "need" that expresses natural, and intelligible, affirmations of moral necessity. The context of this affirmation concerns the ethical call to end all self-deception about one's love life.Traditionally, the relationship between love and self-deception has been interpreted to suggest that people often deceive themselves about love in order to fulfill a deep need in them to give meaning to their lives. This interpretation is often invoked to explain, on the one hand, why people who are in love might claim otherwise and, on the other hand, why those who are not in love at all convince themselves of the opposite. Although this interpretation is not philosophical in nature and does not necessarily entail the denial of all discourses of moral necessity, the idea that self-deception fulfils a deep need in people is often invoked as a philosophical explanation of the notion of "need." One example of such philosophical explanation is Martha Nussbaum's Love's Knowledge, where she endorses the traditional interpretation of the relation between love and self-deception through a discussion, among other works, of the above mentioned works by Proust and Beattie.There is no doubt that self-deception, whether in regards to one's love life or other aspects of it, could sometimes arise as a result of a need in people to give their existence some meaningful stability. But this interpretation cannot apply to all cases of love and self deception because the radical plurality of our notions of love prevents such explanatory reductionism. The insistence on this type of reductionism, it seems to me, rests on a common tendency among moral philosophers, Nussbaum included, to read into literature personal ethical views that are not intended by it. The task of the moral philosopher... (shrink)

National character stereotyping often hinders teachers’ responses to an important 21st century educational theme, global awareness. While recognizing that educators have a responsibility to teach history, in remembrance of the people and events of the past and to help prevent societies from making the mistakes of their predecessors, it is also essential that teachers prepare our new generation of young students for global citizenship in a 21st century world. This research studied 114 teacher candidates in K-6 social studies methods (...) classes at two universities. Qualitative methods were used to measure and describe teacher candidates’ knowledge and beliefs about the country and people of Germany before and after experiencing a curricular intervention workshop focused on modern aspects of Germany. Pre-study data showed outdated or stereotypical views of Germany, frequently related to WWII and the Cold War. After the intervention, approximately 83% stated that their conceptions of Germany had changed, and about 12% admitted that they had actually replaced negative impressions. Teachers must adopt the pedagogies necessary to eradicate ignorance and dispel harmful national stereotypes that threaten cultural understanding and safe learning environments for all students, thus this research adds to the ongoing conversation concerning the preparation of teacher candidates in the area of global awareness. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:René Girard LOVE DELIGHTS IN PRAISES: A READING OF THE TWO GENTLEMEN OF VERONA Valentine and Proteus have been friends since their earliest childhood in Verona, and their two fathers want to send them to Milan for their education. Because of his love for a girl named Julia, Proteus refuses to leave Verona; Valentine goes to Milan alone. In spite ofJulia, however, Proteus misses Valentine greatly and, after a (...) while, he, too, goes to Milan. The two friends are reunited in the ducal palace; the duke's daughter, Silvia, is present and Valentine briefly introduces Proteus. After she departs, Valentine announces that he loves her and his hyperbolical passion irritates Proteus. Once alone, however, Proteus has his own announcement to make: he no longer loves Julia; he, too, has fallen in love with Silvia: Even as one heat another heat expels, Or as one nail by strength drives out another, So the remembrance of my former love Is by a newer object quite forgotten.1 If there ever was a "love at first sight," this must be it, we think, but Proteus is not so sure: in three crucial lines, he suggests a different explanation: Is it mine eye, or Valentinus' praise, Her true perfection or my false transgression, That makes me reasonless, to reason thus? (Il.iv. 196-98) 231 232Philosophy and Literature The entire comedy massively confirms the crucial role of Valentine in the genesis of Proteus's sudden passion for Silvia. According to our romantic and individualistic ideology, a borrowed sentiment such as this one is not genuine enough to be really intense. This is not true in Shakespeare; Proteus's desire is so furious that he would actually rape Silvia if Valentine did not rescue her in extremis. When Shakespeare wrote his plays, the second-hand desire he portrays had no name, no official existence, but this is no longer true. We call it mimetic or mediated desire. Valentine is the model or mediator of this desire. Proteus is its mediated subject and Silvia is their common object. Mimetic desire can strike with the speed of lightning because it does not really depend upon the visual impact made by the object; it only seems to. Proteus desires Silvia not because their brief encounter made a decisive impression on him but because he is predisposed in favor of whatever Valentine desires. Mimetic desire is not some modern idea that I would force upon an unwilling writer; it is Shakespeare's own idea and we can see this again in Proteus's soliloquy, which keeps minimizing the role of perception in the genesis of his desire for Silvia: She is fair; and so is Julia that I love, That I did love,... (Il.iv. 199-200) IfSilvia is no more desirable objectively thanJulia, her only advantage is that Valentine already desires her. Shakespeare undermines the predominance of sight in the expression love at first sight. In A Midsummer Night's Dream as well, the two girls are said to be equally beautiful, also for the purpose of reinforcing the case for mimetic desire. II The dramatic context of this first mimetic desire, and of many others in Shakespeare, is the close and ancient friendship of the two protagonists. When Proteus is about to arrive in Milan, Valentine describes this friendship to Silvia and her father: I knew him as myself; for from our infancy We have convers'd and spent our hours together. (II.iv.62-63) René Girard233 When two young men grow up together, they learn the same lessons, they read the same books, they play the same games, and they agree on just about everything. They also tend to desire the same objects. This perpetual convergence is not incidental but essential to the friendship ; it occurs so regularly and inevitably that it seems preordained by some supernatural fate; it really depends on a mutual imitation so spontaneous and constant that it remains unconscious. When we think of imitation, we imagine two people copying each other's manners, habits, accents, and even their likes and dislikes in the still childish and innocent manner of two childish friends. We never think of what Proteus's desire for... (shrink)

Starting with a recall of the overwhelming feeling, voiced by many thinkers, that the post-WWII era brought about the ‘sense of an ending’ of history as Mitsein, the essay explores the renewed necessity to re-learn to be together in the wake of the worst modern pandemic by appealing to Jean-Luc Nancy’s imagination of a community without community. Nancy’s plea for a singular togetherness will be re-examined in relation to his view that COVID-19 makes us equal and ‘communizes’ us, including in (...) our respective isolations, which we attempt to re-interpret within the critical framework, in memory studies, of what James E. Young called ‘collected memory’. Inflecting Maurice Halbwachs’s original ‘collective memory’ to allow for the many discrete, fragmented memories of disparate individuals united in common moments of remembrance, ‘collected memory’ will be seen as a hyphenated process of ‘re-membering’, a poetic piecing together of disjointed, scattered members and isolated communities gathered in virtual unison through their respective losses. This research is supported by The Program for Professor of Special Appointment at Shanghai Institutions of Higher Learning. (shrink)

According to Aristotle, "to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind," (Poetics 1448b). But even as he affirms the unbounded human capacity for integrating new experience with existing knowledge, he alludes to a significant exception: "The sight of certain things gives us pain, but we enjoy looking at the most exact images of them, whether the forms of animals which we greatly despise or of corpses." Our (...) capacity for learning is happily engaged in viewing representations of painful objects, but not, it seems, in viewing the objects themselves. When an experience is intensely painful, what then is a rational animal to do? We can neither disable our learning process, nor erase its traces. In the face of intense pain, horror, or terror, learning and remembrance cause no pleasure but rather persistent psychological pain and disruption. The memorious mind reverberates with trauma. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Susan Laird, “Musical Hunger: A Philosophical Testimonial of Miseducation”Heidi WesterlundCan hunger and satisfaction, which according to John Dewey form “the arsis and thesis of a child’s life,”1 create the rhythm and heartbeat of music education? Susan Laird shows us through her autobiographical experiences how this heartbeat was missed in her case, while the undertone of her narrative and testimonial begs a wider self-reflection upon the culture (...) of music education. Indeed, Laird’s testimonial assumes that musical hunger has something to do with professional music educators; that musical hunger and satisfaction while setting the beat for a person’s musical life are not simply biological functions—something that exists and stays no matter how and what the person is fed or where and with whom the person eats. As Dewey wrote,[t]he very tendency of the child, while hungry, to recall his previous satisfaction, and to anticipate the coming one, is the beginning of the recognition of time. It grows more definite and accurate just in the degree in which all experiences are related to each other as members of one whole.2The imaginative musical dinner table that Laird’s testimonial lays out calls for music educators to reflect upon what kind of meal is served, not only from their own perspective but also from that of their students. Yet, reconstructing the menu is demanding in a profession that struggles with the pros and cons of a tradition in which teachers have learnt to teach in the same way that they themselves have been taught, also teaching using the same order in which they have learned—only hoping to do it more effectively.Quite recently, when visiting the recording studio at the Sibelius Academy department of music education to listen to one of my student’s work with her own rock band, I was reminded by my own remembrances of the difficulty, as well as the necessity, of reconstructing traditions in music teacher education. My thoughts led me fleetingly back to the ‘70s when making arrangements, improvisations, or working in recording studios were part of my musical life, until they were overwhelmed by the then-prevalent diet of professional music studies. Although my experiences of general music education were similar to those of Laird, teachers in the specialized music school fed me with goal-directed instruction in more than one instrument, in music theory, solfege, and the history of Western [End Page 81] art music. Looking back, however, I was lucky in more ways than one: my adolescent leisure time was blessed with numerous choirs, orchestras, and gigging bands—bringing a self-organized satisfaction and motivation to all kinds of music and musical activities. Multiple diets were feeding my musical life: I obtained the strengthening vitamin drops and enjoyed my self-made smorgasbord with family and friends, none of which had been enough by themselves to lead me into the profession. Yet, when entering the university to pursue my professional music studies, I experienced events in reverse order to that which Lucy Green describes in How Popular Musicians Learn.3 As I then did not have a piano of my own, I only had the opportunity to practice what was necessary for exams and so I practically stopped playing for fun. I also realized that not all flute teachers were able to accompany their students as did my first teacher, and so I had to play my flute repertoire for most of the year only imagining how the pieces would sound as a whole with no community with whom to share the joy of music making. While watching my student working in front of the studio desk searching for the right bass sound for her own song—a song that she was performing with friends and fellow students—to give the song the final touch for her work for the pedagogy of African-American music (popular music) course, to my own surprise I suddenly felt a long-forgotten hunger and desire. I was reminded of the challenges facing teacher education in exemplifying by its own practices a music education that does not take for granted that particular subject content or official... (shrink)

The phrase ‘Never Again,’ ‘plus jamais, ‘nie wieder,’ ‘nunc más’ and ‘nunca mais’ promises to end the atrocities of the 20th century and warns of their return if individuals and governments remain indifferent to injustices in the world. Never Again is based on the moral claim that active remembrance is central to learning from the past and to preventing violence in the future. Indeed, as President Volodymyr Zelensky argued in his speech on May 8th commemorating the end of (...) World War II, ‘Never Again’ is ‘the anthem of the civilized world.’ While the promise of Never Again was undermined by genocide in Yugoslavia and Rwanda, and the bombing of civilians in Syria and war in Afghanistan, Russia’s full-scale invasion of Ukraine tests the ethics of Never Again on a larger scale with its looming specter of nuclear war and growing list of war crimes. In an effort to understand how the very institutions that were created in the aftermath of World War II could not prevent war from returning to Europe, my argument proceeds in three parts: (1) Never Again is based on a paradox between the universal and the particular, as well as between the historical experience of individuals in the past and the universal promise to avert its reoccurrence. (2) Never Again refers to a break in historical time that links the living with memories of the dead and promises not to repeat the violence of the past in the future. At issue is the kind of intergenerational responsibility implied in the ethics of Never Again. (3) The imperative of Never Again is weakened when memory is reduced to a melancholic gaze of catastrophe that privileges a tragic understanding of history. (shrink)

Perception provides us with access to the external world, but that access is shaped by our own experiential histories. Through perceptual learning, we can enhance our capacities for perceptual discrimination, categorization, and attention to salient properties. We can also encode harmful biases and stereotypes. This article reviews interdisciplinary research on perceptual learning, with an emphasis on the implications for our rational and normative theorizing. Perceptual learning raises the possibility that our inquiries into topics such as epistemic justification, (...) aesthetic criticism, and moral knowledge should include not only an examination of cognition but also of perception. (shrink)

Suppose you have recently gained a disposition for recognizing a high-level kind property, like the property of being a wren. Wrens might look different to you now. According to the Phenomenal Contrast Argument, such cases of perceptual learning show that the contents of perception can include high-level kind properties such as the property of being a wren. I detail an alternative explanation for the different look of the wren: a shift in one’s attentional pattern onto other low-level properties. Philosophers (...) have alluded to this alternative before, but I provide a comprehensive account of the view, show how my account significantly differs from past claims, and offer a novel argument for the view. Finally, I show that my account puts us in a position to provide a new objection to the Phenomenal Contrast Argument. (shrink)

How do we get out knowledge of the natural numbers? Various philosophical accounts exist, but there has been comparatively little attention to psychological data on how the learning process actually takes place. I work through the psychological literature on number acquisition with the aim of characterising the acquisition stages in formal terms. In doing so, I argue that we need a combination of current neologicist accounts and accounts such as that of Parsons. In particular, I argue that we learn (...) the initial segment of the natural numbers on the basis of the Fregean definitions, but do not learn the natural number structure as a whole on the basis of Hume's principle. Therefore, we need to account for some of the consistency of our number concepts with the Dedekind-Peano axioms in other terms. (shrink)

Connectionist models provide a promising alternative to the traditional computational approach that has for several decades dominated cognitive science and artificial intelligence, although the nature of connectionist models and their relation to symbol processing remains controversial. Connectionist models can be characterized by three general computational features: distinct layers of interconnected units, recursive rules for updating the strengths of the connections during learning, and “simple” homogeneous computing elements. Using just these three features one can construct surprisingly elegant and powerful models (...) of memory, perception, motor control, categorization, and reasoning. What makes the connectionist approach unique is not its variety of representational possibilities or its departure from explicit rule-based models, or even its preoccupation with the brain metaphor. Rather, it is that connectionist models can be used to explore systematically the complex interaction between learning and representation, as we try to demonstrate through the analysis of several large networks. (shrink)

A theory of conceptual development must provide an account of the innate representational repertoire, must characterize how these initial representations differ from the adult state, and must provide an account of the processes that transform the initial into mature representations. In Carey, 2009 (The Origin of Concepts), I defend three theses: 1) the initial state includes rich conceptual representations, 2) nonetheless, there are radical discontinuities between early and later developing conceptual systems, 3) Quinean bootstrapping is one learning mechanism that (...) underlies the creation of new representational resources, enabling such discontinuity. I also claim that the theory of conceptual development developed in The Origin of Concepts addresses two of Fodor's challenges to cognitive science; namely, to show how learning could possibly lead to an increase in expressive power and to defeat Mad Dog Nativism, the thesis that all concepts lexicalized as mono-morphemic words are innate. A recent article by Georges Rey (Mind & Language, 29.2, 2014) argues that my responses to Fodor's challenges fail, because, he says, I fail to distinguish concept possession from manifestation and I do not confront Goodman's new riddle of induction. My response is to show that, and how, new primitives in a language of thought can be learned, that there are easy routes and hard ones to doing so, and that characterizing the learning mechanisms involved is the key to understanding both concept possession and constraints on induction. (shrink)

Cross-situational learning is a mechanism for learning the meaning of words across multiple exposures, despite exposure-by-exposure uncertainty as to the word's true meaning. We present experimental evidence showing that humans learn words effectively using cross-situational learning, even at high levels of referential uncertainty. Both overall success rates and the time taken to learn words are affected by the degree of referential uncertainty, with greater referential uncertainty leading to less reliable, slower learning. Words are also learned less (...) successfully and more slowly if they are presented interleaved with occurrences of other words, although this effect is relatively weak. We present additional analyses of participants’ trial-by-trial behavior showing that participants make use of various cross-situational learning strategies, depending on the difficulty of the word-learning task. When referential uncertainty is low, participants generally apply a rigorous eliminative approach to cross-situational learning. When referential uncertainty is high, or exposures to different words are interleaved, participants apply a frequentist approximation to this eliminative approach. We further suggest that these two ways of exploiting cross-situational information reside on a continuum of learning strategies, underpinned by a single simple associative learning mechanism. (shrink)

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their (...) steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use. (shrink)

In this concise book based on his Arne Ryde Lectures in 2002, Young suggests a conceptual framework for studying strategic learning and highlights theoretical developments in the area. He discusses the interactive learning problem; reinforcement and regret; equilibrium; conditional no-regret learning; prediction, postdiction, and calibration; fictitious play and its variants; Bayesian learning; and hypothesis testing. Young's framework emphasizes the amount of information required to implement different types of learning rules, criteria for evaluating their performance, and (...) alternative notions of equilibrium to which they converge. He also stresses the limits of what can be achieved: for a given type of game and a given amount of information, there may exist no learning procedure that satisfies certain reasonable criteria of performance and convergence. In short, Young has provided a valuable primer that delineates what we know, what we would like to know, and the limits of what we can know, when we try to learn about a system that is composed of other learners. (shrink)

Significant claims about science education form an integral part of Thomas Kuhn's philosophy. Since the late 1950s, when Kuhn started wrestling with the ideas of ‘normal research’ and ‘convergent thought’, the nature of science education has played an important role in his argument. Hence, the nature of science education is an essential aspect of the phase-model of scientific development developed in his famous The Structure of Scientific Revolutions, just as his later work on categories and conceptual structures takes its starting (...) point in the transmission rather than the creation of concepts and categories. (shrink)

Human language is a salient example of a neurocognitive system that is specialized to process complex dependencies between sensory events distributed in time, yet how this system evolved and specialized remains unclear. Artificial Grammar Learning (AGL) studies have generated a wealth of insights into how human adults and infants process different types of sequencing dependencies of varying complexity. The AGL paradigm has also been adopted to examine the sequence processing abilities of nonhuman animals. We critically evaluate this growing literature (...) in species ranging from mammals (primates and rats) to birds (pigeons, songbirds, and parrots) considering also cross‐species comparisons. The findings are contrasted with seminal studies in human infants that motivated the work in nonhuman animals. This synopsis identifies advances in knowledge and where uncertainty remains regarding the various strategies that nonhuman animals can adopt for processing sequencing dependencies. The paucity of evidence in the few species studied to date and the need for follow‐up experiments indicate that we do not yet understand the limits of animal sequence processing capacities and thereby the evolutionary pattern. This vibrant, yet still budding, field of research carries substantial promise for advancing knowledge on animal abilities, cognitive substrates, and language evolution. (shrink)

Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.

Purpose This study aims to investigate the trending term: “Netiquette” as an important element in the effective digital citizenship. The research suggests a systematic framework of netiquette rules in the field of online education based on the classical core rules of netiquette and according to the digital citizenship scale (DCS). The research also studies the corresponding responsibilities of both educators and students to raise awareness towards using technology in a balanced, safe, smart and ethical way as the shift towards the (...) digital activities increased significantly in the post-corona time. Design/methodology/approach The research used the qualitative data that were based on the everyday observation and analysis of the online education experience at the university of Jordan in the academic year 2020/2021; the online group discussions of students and teachers; and investigating the guidelines of the online learning netiquette rules in various academic institutes. Comparative analysis was conducted to merge and eliminate redundant rules and to add sub rules, and then to cluster them into groups. The suggested clustered groups were distributed into the classical core rules outline of netiquette. In each core rule, the sub rules were reclassified and recategorized according to the DCS by studying the complexity levels and their corresponding factors. The suggested framework updates and adds DCS levels and factors considering the exceptional experience of online education through the pandemic. Findings The research finds that “Netiquette” had been neglected in cyber ethics literature, and so it has to be rediscovered through the lens of digital citizenship that becomes very noticeable issue in the post-COVID era. So, the research presents a systematic framework that outlines more than 150 netiquette sub rules in the field of online education, and that were clustered according to DCS and the classical core rules of netiquette. It also adds a new factor to the bottom level of DCS which is the primarily skills and traits, and also updates the internet and political activism fac-tor by adding the social perspective. Originality/value A novel classification of the classical core rules of netiquette was proposed in the field of online education to serve as a spectrum of identifying the complexity of digital citizenship levels and factors. This research can be a starting point of more works on netiquette research in online education and on other fields such as online business meetings, social media networking and online gaming. (shrink)

This paper is a cross-cultural examination of the development of hunting skills and the implications for the debate on the role of learning in the evolution of human life history patterns. While life history theory has proven to be a powerful tool for understanding the evolution of the human life course, other schools, such as cultural transmission and social learning theory, also provide theoretical insights. These disparate theories are reviewed, and alternative and exclusive predictions are identified. This study (...) of cross-cultural regularities in how children learn hunting skills, based on the ethnographic literature on traditional hunters, complements existing empirical work and highlights future areas for investigation. (shrink)

An Organisation for Economic Cooperation and Development research priority, innovative learning environments have been translated into policy and practice in 25 countries around the world. In Aotearoa/new Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute (...) a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action. (shrink)

We present a test of a revised version of the Second Language Linguistic Perception (L2LP) model, a computational model of the acquisition of second language (L2) speech perception and recognition. The model draws on phonetic, phonological and psycholinguistic constructs to explain a number of L2 learning scenarios. However, a recent computational implementation failed to validate a theoretical proposal for a learning scenario where the L2 has less phonemic categories than the native language (L1) along a given acoustic continuum. (...) According to the L2LP, learners faced with this learning scenario must not only shift their old L1 phoneme boundaries but also reduce the number of categories employed in perception. Our proposed revision to L2LP successfully accounts for this updating in the number of perceptual categories as a process driven by the meaning of lexical items, rather than by the learners’ awareness of the number and type of phonemes that are relevant in their new language, as the previous version of L2LP assumed. Results of our simulations show that meaning-driven learning correctly predicts the developmental path of L2 phoneme perception seen in empirical studies. Additionally, and to contribute to a long-standing debate in psycholinguistics, we test two versions of the model, with the stages of phonemic perception and lexical recognition being either sequential or interactive. Both versions succeed in learning to recognize minimal pairs in the new L2, but make diverging predictions on learners' resulting phonological representations. In sum, the proposed revision to the L2LP model contributes to our understanding of L2 acquisition, with implications for speech processing in general. (shrink)

This paper defends the thesis of learning from non-causal models: viz. that the study of some model can prompt justified changes in one’s confidence in empirical hypotheses about a real-world target in the absence of any known or predicted similarity between model and target with regards to their causal features. Recognizing that we can learn from non-causal models matters not only to our understanding of past scientific achievements, but also to contemporary debates in the philosophy of science. At one (...) end of the philosophical spectrum, my thesis undermines the views of those who, like Cartwright (Erkenntnis 70:45–58, 2009), follow Hesse (Models and Analogies in Science, Notre Dame, University of Notre Dame Press, 1963) in restricting the possibility of learning from models to only those situations where a model identifies some causal factors present in the target. At the other end of the spectrum, my thesis also helps undermine some extremely permissive positions, e.g., Grüne-Yanoff’s (Erkenntnis 70(1):81–99, 2009, Philos Sci 80(5): 850–861, 2013) claim that learning from a model is possible even in the absence of any similarity at all between model and target. The thesis that we can learn from non-causal models offers a cautious middle ground between these two extremes. (shrink)

Five studies examined how interacting with the physical environment can support the development of fraction concepts. Nine‐ and 10‐year‐old children worked on fraction problems they could not complete mentally. Experiments 1 and 2 showed that manipulating physical pieces facilitated children's ability to develop an interpretation of fractions. Experiment 3 demonstrated that when children understood a content area well, they used their interpretations to repurpose many environments to support problem solving, whereas when they needed to learn, they were prone to the (...) structure of the environment. Experiments 4 and 5 examined transfer after children had learned by manipulating physical pieces. Children who learned by adapting relatively unstructured environments transferred to new materials better than children who learned with “well‐structured” environments that did not require equivalent adaptation. Together, the findings reveal that during physically distributed learning, the opportunity to adapt an environment permits the development of new interpretations that can advance learning. (shrink)

Higher education institutions are increasingly relying on learning analytics to collect voluminous amounts of data ostensibly to inform student learning interventions. The use of learning analytics, however, can result in a tension between the Council for the Advancement of Standards in Higher Education (CAS) principles of autonomy and non-malfeasance on the one hand, and the principle of beneficence on the other. Given the complications around student privacy, informed consent, and data justice in addition to the potential to (...) do harm, many current practices around learning analytics within higher education can be considered to be in violation of CAS standards. This paper aims to explore this tension in greater detail and argues that the student voice offers a promising way to ensure that students’ autonomy is respected, harm is reduced, and that higher education institutions can still fulfil the principle of beneficence. (shrink)

In typical statistical learning studies, researchers define sequences in terms of the probability of the next item in the sequence given the current item (or items), and they show that high probability sequences are treated as more familiar than low probability sequences. Existing accounts of these phenomena all assume that participants represent statistical regularities more or less as they are defined by the experimenters—as sequential probabilities of symbols in a string. Here we offer an alternative, or possibly supplementary, hypothesis. (...) Specifically, rather than identifying or labeling individual stimuli discretely in order to predict the next item in a sequence, we need only assume that the participant is able to represent the stimuli as evincing particular similarity relations to one another, with sequences represented as trajectories through this similarity space. We present experiments in which this hypothesis makes sharply different predictions from hypotheses based on the assumption that sequences are learned over discrete, labeled stimuli. We also present a series of simulation models that encode stimuli as positions in a continuous two‐dimensional space, and predict the next location from the current location. Although no model captures all of the data presented here, the results of three critical experiments are more consistent with the view that participants represent trajectories through similarity space rather than sequences of discrete labels under particular conditions. (shrink)