Charity Implies Meta-Charity

The principle of charity says that all agents are rational. The principle of meta-charity says that all agents believe all agents are rational. My thesis is that the arguments which are used to support charity also support meta-charity. Meta-charity implies meta-meta-charity. By recursion, the principle of charity implies that it is common knowledge. But there appears to be intelligent, well-informed disagreement with the principle of charity. So if the entailment thesis holds, opponents of the principle of charity have a new objection to the principle. Defenders of the principle of charity must either refute the entailment thesis or accept much stronger consequences than they expected.
"As I am, so I see."—Ralph Waldo Emerson     

BEYOND THE INTERNAL REALIST'S CONCEPTUAL SCHEME

Putnam holds that there can be equally coherent but incompatible conceptual schemes which fit our experiential beliefs equally well. On the other hand however, especially when discussing values, he wants to avoid total relativism because, for him, our choice of values can be considered constant even though our notion of truth varies. I argue that the apparent tension between these two views does not show that the internal realist position is self-contradictory. The way internal realists like Putnam can hold on to both claims is to emphasise the fact that all inquirers, by the very fact that they are classified as inquirers, must be assumed to have a common cognitive faculty. There is flexibility when it comes to conceptualization, but a certain minimal amount of sameness as regards the evaluation of beliefs. In basic everyday practice, all inquirers have the same doxastic attitude towards some basic propositions. The set of all such universal doxastic attitudes constitutes the non-plastic aspect of the mind.     

Timeout: guidelines for its selection and use

This article focuses on the use of “timeout” as a classroom behavior modification technique, examining whether or not the counselor should suggest its use in a given situation and how to insure its maximal effectiveness once it has been chosen as an appropriate procedure. The authors present some questions to be considered when deciding whether or not to use timeout and give guidelines for its best use. The questions and guidelines are presented in a flow chart format in order to facilitate easy and quick use by practitioners.     

Qualitative Evaluation Methods Applied to a High School Counseling Center

The authors present a case study demonstrating how qualitative techniques can be used to evaluate a high school counseling and guidance program.