Teacher Beliefs,Classroom Interaction and Personal Causation1

The study reports relationships between teachers' belief systems (Harvey), a teacher-pupil interaction measure of classroom influence, pupils' perception of the dimate of the dassroom, and pupils' academic achievement. Results demonstrate that more complex teachers encourage more pupil influence, and are perceived as having a more origin climate. In classrooms of high pupil influence and perceived origin climate, the pupils have higher academic achievement. These results are discussed in terms of the theory of personal causation and are cited as evidence for the value of the study of action sequences as related to verbal-utterances of the actors.     

Causation in Personal Injury Law: The Case for a Probabilistic Approach

This paper makes the case for a wider acceptance of a probabilistic approach to causation in negligence. This acceptance would help to remove much of the incoherence which has come to afflict the English law of personal injury law. This incoherence can also be found in other common law jurisdictions (notably those of the United States, Canada and Australia). Concentrating upon recent UK case law, the argument opposes the contention that ‘naked statistics’ can play no role in establishing causation. The argument is controversial but it can be reduced to three unremarkable grounds: (1) With its acceptance (albeit in certain carefully prescribed circumstances) of liability for a negligently increased risk which has eventuated, the common law has already embraced a probabilistic conception of causation; (2) The English common law already employs a probabilistic (frequentist) approach to identifying coincidences; and (3) With the ‘balance of probabilities’ as the standard of proof in civil cases, the common law has long had a probabilistic (epistemic) concept at its core. Probabilistic approaches (at both the type and token level) are shown to be consistent with laypersons’ understanding of the concepts such as risk, chance, odds and likelihood. Moreover, a wider acceptance of a probabilistic perspective on causation would entail no major challenge to the fundamental aims of tort, viz. deterrence and corrective justice.     

Causation and Induction1

The connection between views about causation and attempts to justify inductive reasoning is sufficiently close that some philosophers² have taken success at the latter as a litmus test for the truth of the former. I do not agree with this approach. Like Hume, I believe that the nature of causal connections must be understood prior to, and independently of, solutions to the problem of induction. Like Hume, I also hold that the problem of induction cannot be solved if Hume's analysis of causal connections is correct. But unlike Hume, I believe that that analysis is incorrect. However, I shall not attempt to establish this crucial thesis here. I mention it because this paper presupposes it. Hume's difficulty about causation must—and can—be faced head-on. There are phenomenological grounds for affirming that we sometimes directly experience nonlogical, necessary connections between events. I shall only briefly summarize these grounds, which will be argued for in detail elsewhere. The purpose of this paper is to explore the extent to which a necessitarian theory of causation can bring the problem of induction closer to solution.     

Personal Violence in the Schools: The Role of the Counselor

The authors discuss interpersonal violence in the schools, along with specific roles that counselors can assume in intervening and creating solutions for change at different system levels.     

Mental Causation and the Metaphysics of Causation

The paper argues for four claims: (1) The problem of mental causation and the argument for its solution in terms of the identity of mental with physical causes are independent of the theory of causation one favours. (2) If one considers our experience of agency as described by folk psychology to be veridical, one is committed to an anti-Humean metaphysics of causation in terms of powers that establish necessary connections. The same goes for functional properties in general. (3) A metaphysics of causation in terms of powers is compatible with physics. (4) If combined with the argument for mental causes being identical with physical causes, that metaphysics leads to a conservative reductionism.     

Causation in the Phaedo

Abstract: In the Phaedo Socrates says that as a young man he thought it a great thing to know the causes of things; but finding existing accounts unsatisfying, he fell back on a method of his own, hypothesizing that Forms are causes. I argue that part of what this hypothesis says is that certain phenomena – the ones for which it postulates Forms as causes – are the result of processes whose object was to produce them. I then use this conclusion to explain how Socrates’ discussion of causality in the Phaedo might be supposed to contribute to his final argument for immortality.     

Personal Problem-Solving Scoring of the TAT: Sensitivity to Training

The Thematic Apperception Test (TAT; Murray, 1943) is one of the most frequently taught and administered projective instruments in the United States. Nevertheless, formal scoring systems are not often used when evaluating story responses; thus, the reliability and validity of response interpretations remain controversial. The sensitivity-to-training of a procedure that uses the TAT to assess personal problem-solving skills, namely the Personal Problem-Solving System (PPSS; Ronan, 1990), was evaluated. In Experiment 1, undergraduate students received either detailed (n = 30) or minimal (n = 29) training in the problem-solving skill of generating alternative solutions to personal problems and subsequently wrote responses to three TAT cards. In Experiment 2, subjects received either detailed (n = 22) or minimal (n = 22) training in a utility model of decision making and thereafter responded to the same three TAT cards. Subjects who received detailed training, when compared to their minimally trained counterparts, reported an increase in their knowledge of the relevant problem-solving skill, and this increased knowledge influenced their responses to the TAT cards as measured by the PPSS scores. Implications for the construct validity of the PPSS are discussed.     

Relationship Skills Training in Schools: Some Fieldwork Observations

The importance of training in relationship skills is emphasised. Following a review of the British and American literature on relationship skills training in schools, a year-long relationship skills course with a group of Australian secondary-school students of low academic achievement is described. The course had mixed success. Issues and problems pertaining to the course and to doing this kind of work in schools are discussed. These issues include: theoretical assumptions, content of course, size of group, composition of group, training methods, facilitating motivation and participation, and assessment. Though its difficulty should not be underestimated, relationship skills training in schools represents an exciting challenge.     

医事法学人才培养模式20年之进展

经过近二十年的积累,我国医事法学的人才培养在很多方面取得了长足的进展。全国有50余所高校开设了该专业方向,实现了从专科生到研究生的宽跨度培养。培养既懂医又懂法,且能在相关机构从事与医疗卫生活动相关的立法、司法与执法工作的复合型人才成为各院校共同的培养目标。包括医学基础课、法学基础课和专业特色课在内的理论课与包括医学实习和法学实践在内的实践课构成了医事法学的课程体系。从事医事法学研究的文献逐年增多。一支专业的师资队伍正在形成。     

Descartes' Causal Principle and the Case of Body-to-Mind Causation1

It is a common view that Descartes' causal principle is to be understood in light of a similarity condition that accounts for how finite causes (as opposed, or in addition, to God) contribute to an explanation of their effects. This paper challenges this common view and offers a sui generis reading of Descartes' views on causation that has also the advantage of solving the two exegetical issues of whether Descartes thought of the body-to-mind relation in occasionalist or causal terms and of whether Descartes regarded sensory ideas innate or caused by bodies.     

Personal Therapy in Psychotherapeutic Training: Current Research and Future Directions

Recent research literature in the field of personal therapy for psychotherapists shows that therapists claim overwhelmingly positive outcomes with few negative effects (Orlinsky et al., The Psychotherapist’s own psychotherapy: Patient and clinician perspectives. Oxford University Press, Oxford, 2005). However, there has been little interest to date in the extent to which the personal characteristics of therapists might have a bearing on the way in which personal therapy is experienced in psychotherapeutic training. This paper reviews some of the current research in the field and then discusses a subset of results from a small-scale qualitatively-driven study (Rizq and Target, Counselling Psychology Quarterly 23(4):1–27, 2010b) suggesting that early attachment experience may be a relevant factor in understanding how a mandatory training therapy is perceived and experienced within psychotherapeutic training. Implications for psychotherapeutic education are briefly discussed and some directions for future research proposed.     

Current Issues in Causation

Book Information Current Issues in Causation. Current Issues in Causation Wolfgang Spohn Marion Ledwig Michael Esfeld Paderborn Mentis 2001 207 Paperback DM 78 Edited by Wolfgang Spohn; Marion Ledwig; Michael Esfeld. Mentis. Paderborn. Pp. 207. Paperback:DM 78,