Phenomenological method and contemporary ethics

Continental Philosophy Review - Following a brief summation of the phenomenological method, the paper considers three metaethical positions adopted by phenomenologists and the implications of those...     

Cognitive Load While Learning to Use a Computer Program

There is a growing body of evidence suggesting that many traditional instructional techniques may unnecessarily overload limited working memory and impede learning. Based on cognitive load theory, it was hypothesised that instructional design only takes on a crucial role when there is a high level of interaction between learning elements resulting in those elements having to be simultaneously held in working memory. When there is little, if any, interaction between individual learning elements, then the format of presentation should be inconsequential. These hypotheses were tested using a computer-aided design/computer-aided manufacture (CAD/CAM) package with trainees from a Sydney company. Results showed that when instructions involved high element interactivity, a self-contained manual that physically integrated disparate information and did not require the use of the computer hardware was vastly superior to instructional formats that involved continual interaction with the computer. No differences were found between instructional formats when the learning material entailed low element interactivity. Evidence that these findings were due to cognitive load rather than other factors came from secondary task analysis. In light of these and previous results, suggestions are made for cognitively guided instructional packages.     

The Rand school of social science during the progressive era: Will to power of a stratum of the American intellectual class

Boldly asserting the existence of an intellectual class, this article details the efforts of one stratum of that class to rise to political power through the creation and development of the Rand School of Social Science in New York. The author argues that the founders of the Rand School used the social sciences—disciplines which they were themselves shaping and popularizing—to promote their political agenda. The school's founders trained an intelligentsia from the working class in the outlook and methods of the social sciences as part of their efforts to redirect the nation's political agenda toward socialism. Finding the social sciences a politically contested terrain, the author offers a history of the founding and administration of the Rand School, describes the pedagogical role of men and women in it, and details the political repression which the school endured as its influence grew. A number of notable intellectuals were associated with the school, among them Franklin H. Giddings, Charlotte Perkins Gilman, Morris Hillquit, Algernon Lee, and Scott Nearing. Previously unpublished information regarding the renowned historians Charles and Mary Beard's involvement with the American Socialist Society and the Rand School is of particular interest.     

Philosophy and psychology at the Sorbonne, 1885–1913

The first university course in experimental psychology in Paris was located in the Faculty of Letters rather than the Faculty of Sciences or Medicine. The historical association of psychology with philosophy helps explain this placement, but this choice reinforced the philosophical character of the position at the expense of the experimental. In fact, the course included no laboratory instruction, with the exception of optional demonstrations conducted at psychological laboratories associated with the Faculty of Medicine. The fragmentation of the emerging discipline, distributed among divergent and competing Faculties, meant that training in experimental psychology may have been more difficult in France than in the United States or Germany, where laboratory research and training were more integrated. The first three instructors of the course—Théodule Ribot, Pierre Janet, and Georges Dumas—had a coherent vision of psychology as a synthesis of medical and philosophical approaches, but the matrix of institutional and disciplinary boundaries prevented them from bringing these approaches together.     

Resolution of dilemmas: A mathematical theory

A mathematical formulation for a dilemma (i.e. a situation in which a very difficult choice between two alternatives must be made) is given. Multiple-objective programming is assumed as the model for a single decision maker. It is shown that, in principle, any dilemma is resolvable. Furthermore, there is always more than one way in which to resolve a dilemma. Illustrative examples from non-convex optimization are presented.     

Sex differences in maternal behaviors of immature rats: The role of emotionality

Immature rats are able to give maternal care to pups and may increase their inclusive fitness by helping newborn siblings. Immature males are generally reported to be more maternal than females. In this research we studied sex differences and the extent to which they may be due to a different emotional response to novelty. We studied maternal response in two groups of immature rats of both sexes: in the naive group, juveniles aged from 18 to 30 days were given one test and showed clear-cut sex differences. The experience group was submitted to repeated tests from 18 to 30 days of age, thus eliminating the effects of novelty: as a result, all differences between sexes disappeared. A second experiment was designed in 24-day-old females to differentiate the effects of repeated handling and exposure to the test situation from that of repeated exposure to pups; moreover, the effects of an anxiety-reducing drug (diazepam) were studied. Exposure to pups is particularly efficient in facilitating maternal response. Diazepam injection was also effective, but its control showed that the injection per se was responsible for the effect. In conclusion, our results stress the importance of response to novelty and suggest that sex differences in maternal behavior of immature rats may be modulated by different emotional responses by males and females. In fact, emotionality competes with, and may exert an inhibitory effect on, the expression of a vast array of behaviors. © 1994 Wiley-Liss, Inc.     

Commentary on some of the Russian writings of Pitirim A. Sorokin

The roots of Sorokin's sociology are found in his Russian works. Barriers of language and politics however, have prohibited their study by many social scientists and historians. This article is the most systematic effort to compile, translate, and annotate the catalogue of Sorokin's scholarly writings from 1910 to 1922. The recent changes that made this bibliography possible have stimulated a resurgence of Russian respect and interest in Sorokin, and opened new opportunities for research and collaboration. These are explored in the closing section of the article.