VALIDITY OF THE PEARSON‐JOHNSON TAXONOMY OF COMPREHENSION QUESTIONS

Questions constitute an important component of reading instruction and several studies suggest that the Pearson‐Johnson taxonomy of comprehension questions can be applied in classroom situations. However, the validity of the taxonomy has not been directly investigated. The present study was conducted for this purpose and involved 82 fourth‐ and fifth‐grade students. Three research questions were investigated: (1) do mean scores for the taxonomy categories correspond to theoretical expectations regarding difficulty?; (2) do response patterns to questions correspond to taxonomy categories?; and (3) are the relationships among scores on the types of questions logical and to be expected? The results of the study generally conformed to theoretically derived expectations.     

DOES SLEEPTIGHT WORK? A BEHAVIORAL ANALYSIS OF THE EFFECTIVENESS OF SLEEPTIGHT FOR THE MANAGEMENT OF INFANT COLIC

We evaluated the effectiveness of SleepTight in the management of infant colic. SleepTight is a device that vibrates the infant's crib to simulate the action of a car traveling at 55 mph. A multiple baseline design across 6 infants was used. Data were collected on infant crying, parental use of SleepTight, and parental satisfaction. The application of SleepTight was associated with reduction in crying in 4 of the 6 infants. These outcome data notwithstanding, consideration of reported nonrecording of severe episodes and mixed reports of satisfaction suggests that SleepTight may not be a viable means of managing infant colic.     

HOW SHOULD THE HISTORY OF EDUCATION BE WRITTEN? SOME REFLECTIONS ABOUT THE NATURE OF THE DISCIPLINE FROM THE PERSPECTIVE OF THERECEPTION OF OUR WORK

How should history of education be written? To put the question is far more easier than to provide a concrete answer. In contemporary research, there continue to be pedagogistic complaints about finding answers to present-day educational problems via history. In our view, such an ahistorical utilitarianism as well as the legitimizing and/or mythologizing belief in a particular pedagogical system, in which the history of this field is so rich since the institutionalization of the discipline at the end of the nineteenth century, should be avoided at all costs. But the danger of presentism lurks around the corner as a sine qua non condition in any form of historical research. As can be found out via the comments on our own work, much of the criticism goes back to old conceptions of the discipline, conceived as “historical pedagogy” rather than as history of education. Apparently, in the field of pedagogy people are still convinced that the history of education, even if it does not provide edifying examples and useful lessons, must in any case have a training value for professionals – which in the light of modern, advanced research is rather a difficult idea to defend.     

THE ‘VOLATILE’ MARXIAN CONCEPT OF THE DICTATORSHIP OF THE PROLETARIAT

The thesis of this paper is that even some of the most fundamental concepts of Marxism have been used and abused to fit their advocates' purposes. More specifically, the interpretation of the concept of the "dictatorship of the proletariat" has been subject to a dual development. First, the dictatorship of the proletariat has come to denote an increasingly violent regime. Second, the term has been used to refer to a rule exercised by an ever smaller segment of society. This paper seeks to analyze and elucidate this much disputed and frequently misunderstood Marxist concept. In the first part Marx's use of the term is examined. The second section explores how the same concept was explicated in the writings of some of the most important first generation Marxist thinkers and "practitioners" like Engels, Lenin, Kautsky, Bukharin, and Stalin. Following the summary of my findings I attempt to formulate some meaningful generalizations about the usage of the concept by Marxist thinkers.     

BEHAVIORISM: PART OF THE PROBLEM OR PART OF THE SOLUTION?1

The form frequently taken by behavior-modification programs is analyzed in terms of the parent science, Behaviorism. Whereas Behaviorism assumes that behavior is the result of contingencies, and that lasting behavior change involves changing the contingencies that give rise to and support the behavior, most behavior-modification programs merely arrange special contingencies in a special environment to eliminate the “problem” behavior. Even when the problem behavior is as widespread as alcoholism and crime, behavior modifiers focus on “fixing” the alcoholic and the criminal, not on changing the societal contingencies that prevail outside the therapeutic environment and continue to produce alcoholics and criminals. The contingencies that shape this method of dealing with behavioral problems are also analyzed, and this analysis leads to a criticism of the current social structure as a behavior control system. Although applied behaviorists have frequently focused on fixing individuals, the science of Behaviorism provides the means to analyze the structures, the system, and the forms of societal control that produce the “problems”.     

DO FALLIBILIST ACCOUNTS OF THE GROWTH OF KNOWLEDGE UNDERESTIMATE AND ENDANGER SCIENCE?

All fallibilist theories may appear to be defective, because they allegedly underestimate the security of at least some scientific knowledge and thereby leave science less defensible than it otherwise might be. When they call all scientific knowledge conjectural they may seem at first blush to underestimate the superiority of science vis a vis pseudo‐science. Fallibilists apparently fail to account for the fact that science turns theory into facts, because even “facts” are held only provisionally. This impression is false: the relatively secure establishment of facts can be accounted for with a fallibilist view. After theories have been honed through sharp criticism, there is often no reason to doubt some aspects of them. These aspects are what we regard to be factual knowledge, even though these facts are also provisionally accepted as such. We then explain the newly won factual knowledge with deeper theories, which often correct our factual knowledge in spite of its apparent security. Theories of justification add nothing useful to the fallibilists' observation that science finds the best theories because it has the highest standards of criticism. Fallibilist theories today give the best account and defence of science. We may abandon the quest for some kind of assurance that goes beyond the determination that some theory can answer all known objections to it and take up more interesting problems, such as how we can find new objections and how criticism may be improved and made institutionally secure. ¹ 1 I am grateful to Joseph Agassi and an anonymous referee of this journal for comments on an earlier draft of this essay.
     

ARE EVOLUTIONARY/COGNITIVE THEORIES OF RELIGION RELEVANT FOR PHILOSOPHY OF RELIGION?

Biological theories of religious belief are sometimes understood to undermine the very beliefs they are describing, proposing an alternative explanation for the causes of belief different from that given by religious believers themselves. This article surveys three categories of biological theorizing derived from evolutionary biology, cognitive science of religion, and neuroscience. Although each field raises important issues and in some cases potential challenges to the legitimacy of religious belief, in most cases the significance of these theories for the holding of religious beliefs is not very great.     

SCENIC MEMORY OF THE SHOAH—“THE ADVENTURESOME LIFE OF ALFRED SILBERMANN”

This paper addresses the late psychosocial sequelae of extreme trauma and its impact on the Second Generation in Germany. The example of the short-term analysis of a Shoah survivor and his relationship to his son conducted in his home environment shows how psychic consequences of extreme traumatization and more particularly their unconscious transgenerational transmission to the Second Generation mainly take place as part of unconscious “scenes”. The concept of “scenic memory of the Shoah” goes beyond the classical type of transference.     

STUDENTS' APPLICATIONS OF SELF‐QUESTIONING STUDY TECHNIQUES: AN INVESTIGATION OF THEIR EFFICACY

This article describes the results of a study in which college developmental reading students were taught how to use study techniques which involved self‐questioning. Over a nine‐week period, subjects were trained in the application of SQ3R (Robinson, 1961), REAP (Eanet & Manzo, 1976), and self‐questioning (Andre & Anderson, 1978‐79) to content area prose materials. Quantitative results indicated that the SQ3R group significantly outperformed the REAP group on a posttest measure of comprehension. No other significant differences were found. In addition, a qualitative analysis was conducted to determine how well subjects processed information during the application of their specific study techniques. These findings indicated that: (1) structured study techniques may be more effective for aiding students' retention of content area prose materials; (2) students are more concerned with detail or factual information than “higher level” forms of information; and (3) instructors of college developmental reading students need to instruct their students as to how to generate questions at all levels of comprehension.     

ARE ANIMALS MORAL? A THEOLOGICAL APPRAISAL OF THE EVOLUTION OF VICE AND VIRTUE

I discuss controversial claims about the status of non‐human animals as moral beings in relation to philosophical claims to the contrary. I address questions about the ontology of animals rather than ethical approaches as to how humans need to treat other animals through notions of, for example, animal rights. I explore the evolutionary origins of behavior that can be considered vices or virtues and suggest that Thomas Aquinas is closer to Darwin's view on nonhuman animals than we might suppose. An appreciation of the complexity of the emotional lives of social animals and their cooperative behaviors in light of the work of animal ethologists such as Frans de Waal and Marc Bekoff suggests that social animals can be considered moral in their own terms. I discuss the charge of anthropomorphism, drawing on the work of archaeologist Steven Mithen, and consider arguments for the evolution of conscience in the work of anthropologist Christopher Boehm. Only the biological basis for the development of conscience and religion has evolved in nonhuman animals, and this should not be confused with sophisticated moral systems of analysis or particular religious beliefs found in the human community.     

“FROM THE UTTER DEPTH OF DEGRADATION TO THE APOGEE OF BLISS”: THE GENDERINGS OF DIASPORIC ZIONISM AND JEWISH HOLOCAUST EDUCATION

This article examines some of the memories of the Holocaust produced in Holocaust education in a selection of Jewish high schools in Melbourne and New York at the beginning of the twenty-first century. It is being suggested here that the narratives about the Holocaust being taught in these schools are in part shaped by a gendered Zionist outlook. This article takes up the question of why this is, and in doing so provides an explanation of these types of narratives. In particular, this article explores the ways that this pedagogy places the story of the creation of the sovereign Jewish State of Israel at the end of a unit of study on the Holocaust, thus linking these two “events” in an important way. This article also explores what it is that makes these narratives gendered, and what work such narratives, and collective memories, do in the formulation of particular notions of diasporic Zionist thinking.     

LOGICAL ANALYSES OF VIPASSANĀ MEDITATION

ABSTRACT

In this paper we propose logical analyses of Vipassanā Meditation as modus ponens or universal instantiation, as based upon identification, analysis, and interpretation of the meditation as a (spiritual) thought experiment (STE like e.g. huàtóus and kōans in Chan and Zen).*

The analyses consist in completing the unfinished enthymematic argument of the Sutta-nipāta by explication of hidden major. We speculate the thought experiment inference might be brought about by a faculty like mindfulness. The thought experiment analyses link the meditation to global cross-cultural theories and arguments in philosophy as Ibn Sīnā’s Flying Man and, notably, René Descartes’s Cogito. Last, we will give some indications how Vipassanā Meditation may be explained with help of western theories of consciousness.     

THE SEXUAL HARASSMENT OF MEN?

Recently the focus of sexual harassment research on the harassment of women by men has been challenged. Treatments of sexual harassment of men, however, have generally ignored power differentials between the genders. Our analysis predicts that behaviors identified as harassing by men stem from negotiations of gender in the workplace that challenge male dominance, whereas behaviors experienced by women as sexually harassing reinforce female subordinance. Consistent with our predictions, results indicated the following: men are considerably less threatened than women are by behaviors that women have found harassing; men find sexual coercion the most threatening form of harassment; men as well as women sexually harass men; and men identify behaviors as harassing that have not been identified for women. Results also showed signs of backlash among men against organizational measures that address sexual harassment and discrimination against women. Implications for psychological and legal definitions of sexual harassment of men are discussed.     

SHIFTING THE BURDEN OF PROOF?

'Dialectical foundationalists', including Jonathan Adler, Robert Brandom, Adam Leite and Michael Williams, claim that some asserted propositions do not require defence just because an interlocutor challenges them. By asserting such a proposition, the speaker shifts the burden of proof to the interlocutor. 'Dialectical egalitarians' claim that all asserted propositions require defence when challenged. I elucidate the dispute between dialectical foundationalists and egalitarians, and I defend a broadly egalitarian stance against several prominent objections.     

“NO CONFLICT OF PRINCIPLE”

The period of the Boer, or South African, War (1899–1902) has generated remarkably little interest amongst scholars of Anglo-Jewish history. Historians of British anti-Semitism have found fruitful ground in the controversy of alleged Jewish culpability for the war and the amplified climate of anti-Jewish (ostensibly anti-immigrant) sentiment. But, while telling us a great deal about how some segments of the British public regarded Jews, these studies have done little to illuminate how British Jews themselves thought and behaved. This article will make a first step towards redressing these imbalances, using Jewish sermons as a case study for understanding the established community's response to the war. Though a climate of insecurity undoubtedly existed, I will argue that the clergy's unflinchingly martial posture—which was representative of elite Jewish opinion as well—was not simply defensive or reactive. The clergy also saw the war as providing an ideal opportunity to express genuine gratitude and patriotism, showcase Jewish contributions to the nation and enhance Jewish inclusion. My examination of their rhetoric illustrates how these communal representatives attempted to balance the imperative of self-defence with the quest for fuller integration.     

WHAT'S THE POINT OF ELUCIDATION?

Abstract: In this article I examine three ways in which one might interpret Wittgenstein's Philosophical Investigations (PI). In a partial response to Hans‐Johann Glock's article in this journal, I suggest that since publication PI has, broadly speaking, been interpreted in three ways: doctrinal; elucidatory; or therapeutic. The doctrinal interpretation is shown to be, at best, difficult to sustain textually. The elucidatory (standard) interpretation, though seemingly closer to the text, is shown both to implicate Wittgenstein in some unfortunate philosophical commitments and to face a problem of “motivation.” I argue that, correctly understood, any attempt to elucidate in PI is undertaken only in pursuit of the therapeutic goal. I conclude by arguing that the therapeutic interpretation is the only interpretation that can adequately make sense of Wittgenstein's text as a whole and the metaphilosophical remarks in particular. Furthermore, it is the only interpretation that can demonstrate Wittgenstein's continued importance and relevance as a philosopher.     

QUALITY OF LIFE翻译译名探讨

ＱＵＡＬＩＴＹＯＦＬＩＦＥ翻译译名探讨广州中医药大学９４级博士生（５１０４０７）刘凤斌指导王建华陈蔚文自从１９７５年Ｑｕａｌｉｔｙｏｆｌｉｆｅ（ＱＯＬ）首次作为关键词在医学文献中出现以来,在国外得到广泛应用。进入８０年代,国内医学界逐渐对ＱＯＬ在医学...