The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the good citizen that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch.     

Reconceptualizing Quantitative and Qualitative Methods: A Case Study Dealing with Place as an Exemplar

A useful framework for understanding methods is to think of them as being on a continuum of holistic and pattern focused to particularistic and specific. This paper argues for this conceptualization rather than thinking of quantitative and qualitative methods as oppositional and potentially contradictory. A case study provides an example of using both quantitative and qualitative methods in a holistic and pattern-focused study, while also attending to the values and goals of community psychology. The substantive research goal is to understand a child's experience of places related to school. Methods include ethnographic long-term participation and observation, interviews, multidimensional scaling, and social network analysis. Most quantitative method variables are generated from study participants; no outside structure is imposed. The quantitative methods extend and inform the qualitative methods, just as the qualitative methods extend and inform the quantitative methods. The quantitative and qualitative methods work reciprocally to extend and inform each other.     

First- and third-person approaches in implicit learning research

How do we find out whether someone is conscious of some information or not? A simple answer is “We just ask them”! However, things are not so simple. Here, we review recent developments in the use of subjective and objective methods in implicit learning research and discuss the highly complex methodological problems that their use raises in the domain.     

Individual Concepts in Modal Predicate Logic

The article deals with the interpretation of propositional attitudes in the framework of modal predicate logic. The first part discusses the classical puzzles arising from the interplay between propositional attitudes, quantifiers and the notion of identity. After comparing different reactions to these puzzles it argues in favor of an analysis in which evaluations of de re attitudes may vary relative to the ways of identifying objects used in the context of use. The second part of the article gives this analysis a precise formalization from a model- and proof-theoretic perspective. This material has grown out of Chapters 2 and 4 of my PhD thesis Quantification under Conceptual Covers.     

Neuroscience and learning: lessons from studying the involvement of a region of cerebellar cortex in eyeblink classical conditioning

How the nervous system encodes learning and memory processes has interested researchers for 100 years. Over this span of time, a number of basic neuroscience methods has been developed to explore the relationship between learning and the brain, including brain lesion, stimulation, pharmacology, anatomy, imaging, and recording techniques. In this paper, we summarize how different research approaches can be employed to generate converging data that speak to how structures and systems in the brain are involved in simple associative learning. To accomplish this, we review data regarding the involvement of a particular region of cerebellar cortex (Larsell's lobule HVI) in the widely used paradigm of classical eyeblink conditioning. We also present new data on the role of lobule HVI in eyeblink conditioning generated by combining temporary brain inactivation and single-cell recording methods, an approach that looks promising for further advancing our understanding of relationships between brain and behavior.     

Protective Factors Against Suicide Attempt Risk Among African American Women Experiencing Intimate Partner Violence

Protective factors (hope, spirituality, self-efficacy, coping, social support–family, social support–friends, and effectiveness of obtaining resources) against suicide attempts were examined in economically, educationally, and socially disadvantaged African American women (100 suicide attempters, 100 nonattempters) who had experienced recent intimate partner violence. Significant positive associations were found between all possible pairs of protective factors. Bivariate logistic regressions revealed that higher scores on each of the seven protective factors predicted nonattempter status; multivariate logistic regressions indicated that higher scores on measures of hope or social support–family showed unique predictive value for nonattempter status. Further, the multivariate model accurately predicted suicide attempt status 69.5% of the time. Partial support was found for a cumulative protective model hypothesizing a linear relationship between the number of protective factors endorsed and decreased risk for suicide attempts. Implications of these findings for community-based preventive intervention efforts and future research are discussed.     

质性研究中的资料饱和及其判定

在质性研究中,资料饱和通常被用以评估研究资料的充足性。但在研究实践中,资料饱和却存在概念模糊及操作性问题。作为某项质性研究所抽取的样本量已满足研究需要的标志,按照在研究过程中判定时点的先后顺序,资料饱和可划分为数据饱和、编码或主题饱和、意义饱和及理论饱和4种主要形式。4种形式的资料饱和各有其特定的内涵、评估方式和判定标准。研究认为,达到资料饱和的样本量标准不应统一设定,其检验需嵌入具体的研究过程;资料饱和存在逻辑上的不确定性,适度追加抽样有助于进一步确认;资料饱和作为考察研究质量的一项重要指标,并不适用于所有质性研究。