History,philosophy, and science teaching: A brief review

School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration between philosophers, historians, and science educators, particularly in the training of teachers.This article is a shortened version of my 1988, A Role for History and Philosophy in Science Teaching, inEducational Philosophy and Theory 20 (2). All references are to the following History, Philosophy, and Science Teaching: A Bibliography.This special number ofSynthese is part of a large international project on the place of history and philosophy in science teaching. Special issues ofEducational Philosophy and Theory, Interchange, andStudies in Philosophy and Education are being produced. An international conference on the subject will be held at Florida State University in November 1989. Details of the journals and the conference can be obtained from the author.The project commenced while the author was on leave at Florida State University in 1987. It began with a gracious invitation from Jaakko Hintikka to guest edit this number, and was furthered with the support and encouragement of David Gruender. I thank them both, and also the Philosophy Department for its hospitality. Special appreciation is due to the nearly 30 authors who have contributed papers to the project. I hope that their efforts will re-open the needed dialogue between historians, philosophers, and science educators.     

Dangerousness and death: a nexus in search of science and reason

An assertion that a capital offender will engage in future acts of criminal violence is a factor in determining "death worthiness" in many jurisdictions of the United States. The legislative conception and court affirmation of this issue as a capital consideration were products of the parole policy and prison capability of an earlier era as well as of the limitations of risk assessment methodology and findings at that time. The intuitive assumptions that support assertions of future dangerousness as a death penalty issue have been rendered irrelevant by changing prison conditions and parole policies or have been refuted by current findings. This raises important questions for a reasoned public policy in capital sentencing. ((c) 2006 APA, all rights reserved).     

A critical review of pediatric preoperative preparation procedures: Processes,outcomes, and future directions

Many hospitals currently provide psychological preparation for children facing impending surgery. This article discusses the processes which are presumed to operate in various preparation techniques and the impact of these strategies on children and their parents. In critically reviewing previous work, it is shown how the research is fraught with methodological problems and interpretive limitations. In addition, there is a lack of empirical efforts to actually measure the various change processes at work in preparation procedures. The importance of taking into consideration individual difference dimensions is pointed out. Future directions for research are suggested.     

A selectionist explanation for the success and failures of science

I argue that van Fraassen’s selectionist explanation for the success of science is superior to the realists’ explanation. Whereas realists argue that our current theories are successful because they accurately reflect the structure of the world, the selectionist claims that our current theories are successful because unsuccessful theories have been eliminated. I argue that, unlike the explanation proposed by the realist, the selectionist explanation can also account for the failures of once successful theories and the fact that sometimes two competing theories are both equally successful.

Comparative psychology returns: A review of Hulse, Fowler, and Honig's Cognitive Processes in Animal Behavior

Especially remarkable seems the rarity of efforts to trace the evolution of the human intellect from that of the lower animals. Since Darwin's discovery, the beasts of the field, the fowl of the air and the fish of the sea have been examined with infinite pains by hundreds of workers in the effort to trace our physical genealogy, and with consummate success; yet few and far between have been the efforts to find the origins of intellect and trace its progress up to human faculty. And none of them has achieved any sure success. (Thorndike, 1911, p. 282)     

A critique of humanitarian reason: agency,power, and privilege

This paper offers a critical analysis of the work of western humanitarian NGOs operating in the African continent. We argue that in most cases, NGOs and their supporters are deaf to the actual wants, needs, and desires – or, in other words, the agency – of those they are trying to aid. We do this by first offering a series of ways of understanding the ideological commitments that inform the work of many humanitarian NGOs and those who donate to them. In this, we expose the reasons leading to the failure of such individuals and organizations to recognize and take account of the agency of those they seek to help. Second, we offer evidence of the problematic outcome of this failure when coupled with a lack of recognition of the wider context of many of the conflicts that lead to the suffering of those that such NGOs intend to aid. In doing this, we expose the ways in which an NGO's own position can reinforce and contribute to the continuance of this suffering. This, we argue results from the simplified, inaccurate, and de-politicized ways in which NGOs tend to portray the problem of suffering both to those they solicit for donations and in their own conception of the problems and the ‘moral’ role that the organization itself plays in its work.     

Journal review: Methods: A Journal for human science

Abstract

A model of transpersonal human development is described. This model links higher levels of later development back to earlier levels by a spiral movement. By such a developmental shift, a restorative return can lead beyond ego development toward a goal of transpersonal, whole psyche integration.     

Abduction in the Public Sphere: Sadomasochism,Surveillance, and Counterpublics

Several years ago, a negotiated, consensual abduction scenario took place in downtown Toronto, Canada. Following the public abduction the captive was taken to a secure, private location and (consensually) subjected to physical and sexual aggression: ‘gang-rape’. The public abduction involved five queer and trans persons, some of whom are people of colour. In a Foucaultian context, an abduction scenario eludes surveillance and remains invisible until revealed. During the abduction scenario some citizens stopped, observed, and considered using their cellular phones, visibly concerned with what they were witnessing. At one point the scenario paused for consultation and explanation with bystanders troubled by what they interpreted as potentially criminal behaviour. This response can be understood as policing non-normative, public, physical activity. What are the limitations of Sadomasochism (S/m) in the public sphere? And how are identifications of class, ethnicity, gender, and sexuality positioned in this analysis? To those inexperienced with S/m, unfamiliar with consensually aggressive activity, there can be a questioning of psychological contiguity. In the twenty-first century there has been a mainstreaming of kink. Yet, there remain limitations of public tolerance for S/m as counter–conduct. Through the work of Warner and Munoz, this paper suggests the scenario can be interpreted as a counterpublic. This research is an autoethnographic account of the scenario and addresses the limitations on S/m scenarios conducted in the public sphere.     

Science,reason, knowledge,and wisdom: A critique of Specialism

In this paper I argue for a kind of intellectual inquiry which has, as its basic aim, to help all of us to resolve rationally the most important problems that we encounter in our lives, problems that arise as we seek to discover and achieve that which is of value in life. Rational problem‐solving involves articulating our problems, proposing and criticizing possible solutions. It also involves breaking problems up into subordinate problems, creating a tradition of specialized problem‐solving ‐ specialized scientific, academic inquiry, in other words. It is vital, however, that specialized academic problem‐solving be subordinated to discussion of our more fundamental problems of living. At present specialized academic inquiry is dissociated from problems of living ‐ the sin of specialism, which I criticize.     

A three-component conception of intuition: Immediacy,sensing relationships,and reason

Based on a comprehensive review of the published literature, a model of intuition is presented with the following three components: immediacy, the sensing of relationships, and reason. These interactive components contribute specific aspects of intuition: the components of immediacy and relationships contribute insight; the components of relationships and reason contribute metaphorical and analogical thinking; and, the components of immediacy and reason contribute an action-oriented type of reasoning that is antithetical to metacognition. Implications of the model for psychological and educational research are presented.