TEACHERS' EXPECTATIONS OF THE COMMUNICATION APPREHENSIVE CHILD IN THE ELEMENTARY SCHOOL

Two studies are reported indicating that teachers form negative expectations of children who are high communication apprehensives. These expectations are discussed in terms of their probable effect on learning and the need to provide intervention programs for both children and teachers to overcome the potential negative impact of teachers' expectations on the learning of high communication apprehensive children.     

THEME AND TRADITION IN AESTHETICS

Professor Cua has presented a very illuminating analysis of moral attitudes and of the implications of such commitments for moral agents. While his paper is restricted to an explication of Confucian and Classical Taoist approaches to morality, it is obvious that the analysis he provides is equally applicable to Western traditions of morality. In this paper I would like to suggest that his account also serves as a useful model for elucidating certain problems in aesthetics. For the purpose of my analysis, I shall approach these problems in aesthetics from the perspective of a practicing critic who seeks to establish a reflective basis for his judgments. My discussion focuses on three issues: the distinction between ideal norm and ideal theme, the place of tradition and convention in the critic's practice, and the critic's appeal to paradigms.     

Reliability, Justification, and the Problem of Induction

According to the main tradition in epistemology, knowledge is a variety of justified true belief, justification is an undefinable normative concept, and epistemic principles (principles about what justifies what) are necessary truths. According to the leading contemporary rival of the tradition, justification may be defined or explained in terms of reliability, thus permitting one to say that knowledge is reliable true belief and that epistemic principles are contingent. My aim here is to show that either of these approaches will yield a solution to the problem of induction. In particular, either of them makes it possible to ascertain the reliability of induction through induction itself. Such a procedure is usually dismissed as circular, but I shall argue that it cannot be so dismissed if either approach is correct.
As one would expect, the solution based on the traditional approach differs from the one based on the reliabilist alternative, but they have important features in common. The common elements are presented in sections I, II, and III, the elements specific to the reliabilist approach in sections IV, V, and VI, and those specific to the traditional approach in section VII.