Der “dritte Weg” der “neo-eurasischen” Zeitschrift “Elementy” -- zurück ins Dritte Reich?

Studies in East European Thought - Articulated in the twenties, the doctrines of the exiled Russian ‘Evrazijstvo’ movement are undergoing a renaissance in Russia today. As the...     

Investigative versus realistic Holland types and adjustment in theoretical engineering majors

This study tested the sensitivity of J. L. Holland's (Making vocational choices: A theory of careers, Englewood Cliffs, N.J.: Prentice-Hall, 1973) congruence method for predicting differential outcomes in the case of subtle person-environment congruence differences. This question is relevant to engineering programs, where students with adjacent Holland orientations of Investigative (I) and Realistic (R) aspire to complete theoretically oriented engineering majors, such as electrical and mechanical engineering. It was hypothesized that high congruence (e.g., I-type student in I-type engineering major) compared to moderately high congruence (e.g., R-type in I-type major) would result in more positive educational outcomes. A preliminary analysis verified that subgroups of I- and R-type students possessed similar scores on measures of general and math aptitude. Results on both outcome measures favored the high student-curriculum congruence hypothesis. I- compared to R-type subjects demonstrated greater persistence in their initial engineering major over a 2-year period and attained higher grades. Persistence findings replicated across two separate classes of entering students, but academic performance differences were not as consistent.     

Defending the Content Approach to Aesthetic Experience

This article defends the content approach to aesthetic experience. It begins by sketching this approach to aesthetic experience. It then rehearses certain recent criticisms of the view by Alan Goldman and attempts to rebut them. One of those criticisms raises a long‐standing concern about the author's account that has recently been called the “qua” problem. The article concludes by putting this issue to rest.     

A definitive,large-sample factoring of personality structure in objective measures,as a basis for the high school objective-analytic battery

Eighty-two subtests chosen from a series of preceding researches as the best marker variables for 12 previously checked and interpreted personality factors (U.I. 16, 17, 19, 20, 21, 23–26, 28, 32, and 33) were administered to 2,522 boys of high school age. The ensuing factor analysis, aimed to check and precision the factor patterns, to lead to the definitive HSOA battery, and to yield scores for further age and genetic analyses, observed the following procedural requirements: (1) Scree test for number of factors, (2) iterated communalities, (3) blind automated rotation, carried further by rotoplot to a maximum simple structure, (4) a test of simple structure significance, and (5) matching of patterns for invariance against other studies. As before in this domain, 19–20 factors were found, and the 10 for which definite markers had been made available matched very well with former patterns. Although a small minority of tests failed to load as hypothesized, this results in some weakness of factor estimate only on U.I. 32, Exvia-Invia. For on all 10 factors for the planned HSOA battery, with this possible exception, the validities of weighted battery scores reached acceptable levels.     

LES CULS-DE-SAC OF ENLIGHTENMENT AESTHETICS: A METAPHILOSOPHY OF ART

Abstract: This article charts the rise and fall of the Modern System of the Arts and the failure of the aesthetic theory of art to define membership in the so-called system, which, instead, I argue, is and has been, for a long time, merely a historically evolved collection. Rather than endorsing the continued attempt to define Art with a capital A in terms of aesthetic experience, I recommend alternative lines of research for contemporary philosophers of the arts.