Originally published in 1967. Locke's views in the field of education had great influence in the UK and abroad; and the aim of this book is to present them in the context of his general philosophical thinking, since it was mainly as a philosopher that Locke won his place in history. Because Locke was at the same time very much a man of affairs, and an interesting character on his own merits, the book gives a fairly full account of his (...) life and times. Some attention is paid to his relations with the brilliant political adventurer, Lord Shaftesbury, without whom Locke's own career would have been very different, and might not have offered the opportunities which led to his writings on education. The book seeks to emphasize the importance of Locke's empirical approach to truth - the method of modern science, without which the modern study of education, and the science of psychology in particular, would never have developed. (shrink)

State Medical Boards (SMBs) can take severe disciplinary actions (e.g., license revocation or suspension) against physicians who commit egregious wrongdoing in order to protect the public. However, there is noteworthy variability in the extent to which SMBs impose severe disciplinary action. In this manuscript, we present and synthesize a subset of 11 recommendations based on findings from our team’s larger consensus-building project that identified a list of 56 policies and legal provisions SMBs can use to better protect patients from egregious (...) wrongdoing by physicians. (shrink)

Trait emotional intelligence concerns people’s perceptions of their emotional functioning. Two studies investigated this construct in surgeons and comparison occupations. We hypothesized that trait EI profiles would differ both within surgical specialties as well as between them and other professions. Study 1 compared the trait EI profiles of four different surgical specialties. There were no significant differences amongst these specialties or between consultant surgeons and trainees in these specialties. Accordingly, the surgical data were combined into a single target sample that (...) was compared against samples of engineers, executives and senior managers, lawyers, junior military managers, nurses, and salespeople. Surgeons scored significantly higher on global trait EI than junior military managers, but lower than executives and senior managers, salespeople, and nurses. There were no significant differences vis-à-vis engineers or lawyers. A MANOVA confirmed a similar pattern of differences in the four trait EI factors. Global trait EI scores correlated strongly with single-question measures of job satisfaction and job performance in the surgical sample. These findings suggest that interventions to optimize the trait EI profiles of surgeons can be helpful in relation to job satisfaction, job performance, and overall psychological wellbeing. (shrink)

In 1958, economist A. W. Phillips published an article describing what he observed to be the inverse relationship between inflation and unemployment; subsequently, the "Phillips curve" became a central concept in macroeconomic analysis and policymaking. But today's Phillips curve is not the same as the original one from fifty years ago; the economy, our understanding of price setting behavior, the determinants of inflation, and the role of monetary policy have evolved significantly since then. In this book, some of the top (...) economists working today reexamine the theoretical and empirical validity of the Phillips curve in its more recent specifications. The contributors consider such questions as what economists have learned about price and wage setting and inflation expectations that would improve the way we use and formulate the Phillips curve, what the Phillips curve approach can teach us about inflation dynamics, and how these lessons can be applied to improving the conduct of monetary policy. ContributorsLawrence Ball, Ben Bernanke, Oliver Blanchard, V. V. Chari, William T. Dickens, Stanley Fischer, Jeff Fuhrer, Jordi Gali, Michael T. Kiley, Robert G. King, Donald L. Kohn, Yolanda K. Kodrzycki, Jane Sneddon Little, Bartisz Mackowiak, N. Gregory Mankiw, Virgiliu Midrigan, Giovanni P. Olivei, Athanasios Orphanides, Adrian R. Pagan, Christopher A. Pissarides, Lucrezia Reichlin, Paul A. Samuelson, Christopher A. Sims, Frank R. Smets, Robert M. Solow, Jürgen Stark, James H. Stock, Lars E. O. Svensson, John B. Taylor, Mark W. Watson. (shrink)

A question dating to Mardešić and Prasolov’s 1988 work [S. Mardešić and A. V. Prasolov, Strong homology is not additive, Trans. Amer. Math. Soc. 307(2) (1988) 725–744], and motivating a considerable amount of set theoretic work in the years since, is that of whether it is consistent with the ZFC axioms for the higher derived limits [Formula: see text] [Formula: see text] of a certain inverse system [Formula: see text] indexed by [Formula: see text] to simultaneously vanish. An equivalent formulation (...) of this question is that of whether it is consistent for all [Formula: see text]-coherent families of functions indexed by [Formula: see text] to be trivial. In this paper, we prove that, in any forcing extension given by adjoining [Formula: see text]-many Cohen reals, [Formula: see text] vanishes for all [Formula: see text]. Our proof involves a detailed combinatorial analysis of the forcing extension and repeated applications of higher-dimensional [Formula: see text]-system lemmas. This work removes all large cardinal hypotheses from the main result of [J. Bergfalk and C. Lambie-Hanson, Simultaneously vanishing higher derived limits, Forum Math. Pi 9 (2021) e4] and substantially reduces the least value of the continuum known to be compatible with the simultaneous vanishing of [Formula: see text] for all [Formula: see text]. (shrink)

The Essay concerning Human Understanding was published at the end of 1689.1 It sold well, and within three years Locke was planning revisions for a second edition. Among those whose “advice and assistance” he sought was the Irish scientist William Molyneux. Locke had begun a correspondence with Molyneux a few months before, after the latter had lavishly praised the Essay and its author in the Epistle Dedicatory of his own Dioptrica Nova, published early in 1692. Here was a man, Locke (...) concluded, whose judgment one could trust. He returned Molyneux’s compliment in the Essay’s new edition, calling him “that very Ingenious and Studious promoter of real Knowledge, ... whom I am proud to call my friend”. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

A compact edition of Mr. Beck's excellent translation of the second Critique, slightly revised, together with a helpful short introduction and a bibliography.--V. C. C.

V. C. Chappell; IV*—Stuff and Things, Proceedings of the Aristotelian Society, Volume 71, Issue 1, 1 June 1971, Pages 61–76, https://doi.org/10.1093/aristotelia.

Attention has been drawn, particularly since Kant, to propositions which can not have negative instances. They used to be called a priori, axioms, first principles. Today, they are usually called postulates—C. I. Lewis uses both the old and new terminology—because there is a growing recognition of the fact that at least some of them are not “necessary” in the traditional sense. Kant placed a limitation on the apriorism of the continental rationalists. Current epistemologists and logicians have outstripped Kant in the (...) direction signalled by him. Both he and they, however, concur in the opinion that apriori propositions are subject to negation of a sort. The Kantian dinge-an-sich, though they can not contradict these propositions by being negative instances of them, do nevertheless stand to them in the relation of insubordination, thereby exerting on them a “negative action” of a sort. And, according to current views, there are instances which, though they fall outside the range of significance of a proposition or system and hence can not contradict it, do nevertheless tend to bring about a revision of it by a negative action of some sort. The purpose of this brief essay is to coin a convenient name for such instances and to describe certain properties of their peculiar negative action. (shrink)

This paper concerns the way in which the transition from negative to positive philosophy is executed in Schelling’s critique of modern philosophy. Schelling’s original insight is that the transition occurs within negative philosophy by means of a twofold experience within philosophical reflection: (1) recognizing the failure of the idealist project of the conceptual determination of Being, and (2) the reversal of the idealist conception of the relation between concepts and their objects. I argue that Schelling uses a form of the (...) ontological argument, focusing on Anselm’s formula aliquid, quo nihil maius cogitari potest, both in his critique of traditional formulations of the argument and to navigate the transition to positive philosophy. (shrink)

Eleven essays, on a variety of topics, most of them first given as lectures or published in periodicals and Festschriften. This is "late" Heidegger --alternately brilliant and mystifying, provocative and exasperating, at least to the uninitiated. Perhaps the best pieces in the book are the three which discuss passages in pre-Socratic philosophers--here, familiar texts are given fresh, if unorthodox, interpretations, and are made to suggest philosophical conclusions of remarkable subtlety and scope. --V. C. C.