Research indicates that academic growth and student behavior are inextricably linked. Schools that systematically address both academic and social/emotional learning (SEL) have shown increased student achievement when compared to schools that do not address both factors ( Elliott, Huai & Roach, 2007 ; Hawken, Vincent & Schumann, 2008 ). Even with this understanding, outcomes for students with emotional and behavioral disabilities (EBD) continue to be of concern ( Bradley, Doolittle & Bartolotta, 2008 ). This study explores the effectiveness of (...) integrating SEL and social studies learning in the self-contained special education classroom for students with EBD using Storypath, an inquiry-based social studies curriculum. We hypothesized that the systematic integration of SEL opportunities into meaningful, well-planned and engaging academic instruction could provide students with an opportunity to authentically learn and practice key social and academic skills. Quantitative findings via an online survey and qualitative findings via interviews and observations indicate that students with EBD can successfully engage in less structured and more cognitively challenging academic activities and use SEL skills effectively in the context of these lessons. (shrink)

The purpose of this article is to determine whether analogical reasoning can supply a basis for believing that we have a moral obligation to rescue strangers. The paper will focus on donating cadaver organs. I construct a moral analogical argument involving an easy rescue case and organ donation. Various alleged relevant differences between the cases are examined and rejected. Finally, what I cal l “the ownership dilemma” is introduced and I conclude that this dilemma is inescapable. Thus, analogical reasoning, however (...) convincing it might appear, is virtually worthless as a strategy of rationality persuading people that they have a duty to donate blood, cadaver organs, or, more generally, a duty to give up any property to aid strangers. (shrink)

Die Geschichtswissenschaft steckt in der Krise. Ist sie dabei, ihre Deutungshoheit über die Geschichte endgültig zu verlieren? Und was bedeutet das für die Zukunft der liberalen Demokratie, deren eigene Krise sich immer deutlicher abzeichnet? Zur Beantwortung dieser Fragen macht sich Thomas Walach auf die Suche nach dem Unbewussten in der Geschichte und den weitgehend unerforschten Wegen, die es mit politischer Identität und öffentlichen Geschichtsbildern verbinden. Will die Geschichtswissenschaft ihre Stimme im politischen Diskurs über Vergangenheit wiederfinden, muss sie lernen, sich (...) mit dem historischen Unbewussten auseinanderzusetzen. Der Inhalt Psychoanalyse und Geschichtswissenschaft Das historische Unbewusste Das kollektive Gedächtnis als politischer Vergangenheitskonsens Revision und Geschichtsbewusstsein Die Geschichtsarbeit am Werk Gesellschaft ohne Geschichte Wir Historisten Was tun? Plädoyer für eine Geschichte im Dienst der Gegenwart Geschichtsarbeit als Methode der öffentlichen Geschichte Nachwort Die Zielgruppen Dozierende, Studierende und Praktiker aus den Fachbereichen der Geschichtswissenschaft Politikwissenschaften Soziologie Kulturwissenschaften Psychologie Bevölkerungswissenschaft Kulturwissenschaft Journalismus Kommunikationswissenschaft Der Autor Thomas Walach ist Universitätsassistent für die Geschichte der Neuzeit an der Universität Wien. Er lehrt und forscht zu Digitalisierung, Quellentheorie und dem Verhältnis von Geschichte und Öffentlichkeit. (shrink)

What conclusions do the facts of cosmic and organic evolution require or permit on the origin and destiny of the world and the individual? From 1881 to 1925 Thomas Whittaker, an Oxford-trained scientist turned philosopher, grappled with this question, which he tried to answer by metaphysical interpretation of the sciences. The majority of the essays in this volume first appeared in Mind, and a few in other journals, while three had not been previously published. Whittaker ranges widely over some (...) of the most daring theories of the past, from the early centuries of the common era (including Apollonius of Tyana and Origen), to the middle ages (including John Scotus Erigena and Nicholas of Cusa), the renaissance (Giordano Bruno, Shakespeare) and the early modern period. Whittaker's own view is that hypothesis and imagination are legitimate aids in the search for truth in both science and philosophy in a new synthesis. (shrink)

translation of Aquinas's various sets of disputed questions on virtue, with introduction.

This paper examines H.A. Prichard's defense of the view that moral duty is underivative, as reflected in his argument that it is a mistake to ask “Why ought I to do what I morally ought?”, because the only possible answer is “Because you morally ought to.” This view was shared by other philosophers of Prichard's period, from Henry Sidgwick through A.C. Ewing, but Prichard stated it most forcefully and defended it best. The paper distinguishes three stages in Prichard's argument: one (...) appealing to his conceptual minimalism, one an epistemological argument that parallels Moore's response to skepticism about the external world, and one arguing that attempts to justify moral duties on non-moral grounds distort the phenomena by giving those duties the wrong explanation or ground. The paper concludes by considering Prichard's critique of ancient ethics and in particular the ethics of Aristotle. The paper is broadly sympathetic to Prichard's position and arguments; its aim is partly to make a case for him as a central figure in the history of ethics. (shrink)

Thomas Weber's book comprises a series of biographical reflections about people who influenced Gandhi, and those who were, in turn, influenced by him. Whilst previous literature tended to focus on Gandhi's political legacy, Weber's book explores the spiritual, social and philosophical resonances of these relationships, and it is with these aspects of the Mahatma's life in mind, that the author selects his central protagonists. These include friends such as Henry Polak and Hermann Kallenbach, who are not as well known (...) as those usually cited, but who left a deep impression nevertheless, and motivated some of Gandhi's major life changes. Conversely, the work of luminaries such as E. F. Schumacher and Gene Sharp reveal the Mahatma's influence in arenas which are not traditionally associated with his thinking. Weber's book offers intriguing insights into the life and thought of one of the most significant figures of the twentieth century. (shrink)

Fair trade has been researched extensively. However, our understanding of why consumers might be reluctant to purchase fair trade goods, and the associated potential barriers to the wider adoption of fair trade products, is incomplete. Based on data from 409 USA participants, our study demonstrates some of the psychological processes that underlie the rejection of fair trade products by conservatives. Our findings show that political conservatism affects fair trade perspective-taking and fair trade identity, and these latter two subsequently affect fair (...) trade purchase intention. The decrease in fair trade perspective-taking and fair trade identity are two psychological features that potentially shield conservatives from the appeals of fair trade products. We extend prior research on the effects of political ideology on consumption not only by demonstrating the predisposition of highly conservative consumers towards prosocial consumption, but also by showing the internal functioning of the conservative decision-making process. We further demonstrate that the effect of conservatism on fair trade purchase deliberation is moderated by age and income. Age reduces the negative effect of conservatism on fair trade perspective-taking, whereas income heightens the negative effect of conservatism on fair trade perspective-taking. Our results suggest that fair trade initiatives can target the conservative consumer segment in high-income countries with a greater chance of success when applying marketing strategies that make perspective-taking redundant and that aim at younger consumers with lower incomes. (shrink)

Plotin considère parfois l’intellection comme une sorte de sensation, alors qu’il distingue par ailleurs fortement les deux activités. Le but de cet article est d’étudier cette description qui semble paradoxale dans la mesure où l’intellection est ramenée à un processus auquel elle est opposée en même temps. Nous devons tout d’abord mettre en lumière le lien entre la sensation et l’intellection. Il est ensuite nécessaire de montrer de quelle manière la sensation est considérée comme un modèle qui rend compte du (...) processus de la pensée intuitive. C’est la vue qui apparaît comme le sens permettant de décrire l’intellection de la façon la plus adéquate. Mais la sensation ne constitue pas seulement un modèle et les réalités intelligibles sont appelées «les choses sensibles de là-bas», «ces corps» ou encore «les choses visibles». Nous cherchons, en un mot, à comprendre la signification de ces expressions qui semblent contraires à la doctrine platonicienne. (shrink)

There are two main objectives in this chapter: to give a preliminary formal statement of the inference from my ideas to the existence of things outside my ideas in Descartes's epistemology, and to develop the main outlines of Cartesian ontology and the theory of ideas. Key notions discussed are those of truth, possibility, existence, and related notions; representation of ideas, and formally and eminently contained properties in substances; the ontological status of immutable essences and eternal truths. Among contentions made in (...) this chapter about Cartesian ontology is that essences are contained in the mind not as modes but as quasi‐platonic entities, that there is in Descartes's theory of ideas, a general difference between the objects of ideas and the mode of presentation of the objects that holds even when the objects are essences; and that this difference leads to an epistemic rather than a causal account of the distinction between formal and eminent containment. (shrink)

Bd. 1. 17. und 18. Jahrhundert (Text 1-21) -- Bd. 2. 19. und 20. Jahrhundert (Text 22-41).

This article contributes to the genealogy of the concept of academic freedom with a focus on the English universities in the middle of the seventeenth century. It argues that libertas scholastica (the corporate freedom of the universities) and libertas philosophandi (liberty of philosophizing, within and without the universities) were distinctive guiding concepts, sometimes in opposition but occasionally complementary, in debates over the universities in this period. If these two notions together constitute the antecedents of the modern concept of academic freedom, (...) their conjunction must be recognized as a much more contingent and irregular phenomenon than has been previously understood. (shrink)

This chapter talks about Peter Catalanotto's delightfully illustrated picture book, Emily's Art. Traditionally, the philosophy of art was also called aesthetics, a term derived from the ancient Greek. There are many intriguing issues in the philosophy of art. For example, philosophers have proposed various different solutions to the question of what art is. Art is a subject that interests children because they often are engaged in producing it. So an interesting way to begin a discussion of issues in the philosophy (...) of art is to ask the children whether they prefer Kelly's paintings or Emily's and why. Once they explain, ask them whether they think that other people should agree with them, or if it's fine for other people to disagree. And, as usual, ask them to explain why they think what they think. (shrink)

Organized around a series of philosophic questions about film,The Philosophy of Film: Introductory Text and Readingsoffers an accessible and engaging overview of the discipline. Provides thorough selection of readings drawn from philosophy,film studies, and film criticism Multiple points of view highlighted in discussion of filmtheory, narration, authorship, film and emotion, and the socialvalues of cinema Presents thought-provoking reading questions as well as clearand helpful introductions for each section More information about this text along with further resourcesare available from the accompanying (...) website at:http://www.mtholyoke.edu/omc/phil-film/index.html. (shrink)

The following account is based on the idea that metaphors are not only illustrative but constructive: they connect things and create new meanings that would not exist without them. The tricky point seems to me that metaphors are unavoidable, yet can only be determined situatively, because they are the result of complex transfers of meaning. In order to make these assumptions plausible, I will use some examples from the history of microbiology, especially from the discourse of the parasite.

Recent longitudinal observations show that human menstrual cycles, sleep‐wake cycles and manic‐depressive cycles can become synchronized with lunar cycles, but do so in uniquely complex and heterogeneous ways that are unlikely to have been detected by past studies. Past studies’ negative results have given rise to a scientific consensus that human biology and behavior are unaffected by lunar cycles. The recent observations show that synchrony can be temporary, and can occur with more than one type of lunar cycle, more than (...) one phase of a lunar cycle and more than one resonant frequency of a lunar cycle. Given the variability of human responses to lunar cycles, aggregate analyses used in almost all previous studies would likely have cancelled out individuals’ responses and led to false negative results. In light of these observations, the question of lunar influence should be investigated further, with longitudinal observations and case‐by‐case analyses of individuals’ data. (shrink)

This essay argues that humans have not fully understood the cognitive and affective capacities of dolphins, and that we have mistakenly defended as morally acceptable practices that actually harm dolphins. In particular, this essay argues that the current use of hundreds of captive dolphins by Sea World and similar facilities in the entertainment industry is ethically indefensible. Focusing primarily on critical differences between humans and dolphins, this essay argues that central concepts like “intelligence” and “language” (which have played a critical (...) role in discussions about whether dolphins have moral standing) should be seen as species-specific, not universal notions. As a result, there are insufficient grounds to make the traditional claim that dolphins’ cognitive capacities place them on a significantly lower spot in the moral hierarchy than humans. This paper also claims that the full development of dolphin personalities may depend on the richness of social interaction that is common in the life of a dolphin in the wild. Consequently, dolphins can probably experience a greater degree of emotional pain or deprivation in captivity than has traditionally been thought. (shrink)

This chapter contains section titled: Human Consciousness Nonhumans, Consciousness and Appropriate Treatment Dolphin consciousness Do Dolphins Recognize Other Minds? Moving on: Inner World and Choice Do Dolphins Have Emotions? Do Dolphins Think? Conclusion: Dolphin onsciousness and Moral Standing.

The newly updated Right and Wrong 2nd Edition is an accessible introduction to the major traditions in western philosophical ethics, written in a lively and engaging style. It is designed for entry-level ethics courses and includes real-life ethical scenarios chosen to appeal directly to students. Greatly expanded and improved, this successful text introduces students to the major ethical traditions, and provides a simple methodology for resolving ethical dilemmas Treats teleological and deontological approaches to ethics as the two most important traditions, (...) but now includes chapters on virtue ethics and the ethics of care The very accessible writing style speaks directly to students’ own experience Draws examples from three types of real-life ethical scenarios submitted by students: academic dishonesty, partying, and personal relationships Provides a concise treatment of this notoriously complex subject, perfect for entry-level ethics and applied ethics courses. (shrink)

Review of Brian Dobell, Augustine's Intellectual Conversion.

Every reader creates a personal version of what is read....This is often the very opposite of what might at first blush be expected: but on consideration it is exactly the way in which a writer of genius should — we perhaps suddenly realise — respond. It is, in short, creative rather than passively parallel, and a matter of unobtrusive decisive omissions followed by the flow of new matter, of demarcation rather than of imitation.