Chandra Sekhar Sripada
- Published in print:
- 2008
- Published Online:
- January 2008
- ISBN:
- 9780195332834
- eISBN:
- 9780199868117
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195332834.003.0016
- Subject:
- Philosophy, Philosophy of Mind
It is often thought that if an adaptationist explanation of some behavioural phenomenon is true, then this fact shows that a culturist explanation of the very same phenomenon is false, or else the ...
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It is often thought that if an adaptationist explanation of some behavioural phenomenon is true, then this fact shows that a culturist explanation of the very same phenomenon is false, or else the adaptationist explanation preempts or crowds out the culturist explanation in some way. This chapter shows why this so-called competition thesis is misguided. Two evolutionary models are identified — the Information Learning Model and the Strategic Learning Model — which show that adaptationist reasoning can help explain why cultural learning evolved. These models suggest that there will typically be a division of labor between adaptationist and culturist explanations. It is then shown that the Strategic Learning Model, which has been widely neglected by adaptationist thinkers, has important and underappreciated implications for a question that has long been contentious in the behavioural sciences — the question of the malleability of human nature.Less
It is often thought that if an adaptationist explanation of some behavioural phenomenon is true, then this fact shows that a culturist explanation of the very same phenomenon is false, or else the adaptationist explanation preempts or crowds out the culturist explanation in some way. This chapter shows why this so-called competition thesis is misguided. Two evolutionary models are identified — the Information Learning Model and the Strategic Learning Model — which show that adaptationist reasoning can help explain why cultural learning evolved. These models suggest that there will typically be a division of labor between adaptationist and culturist explanations. It is then shown that the Strategic Learning Model, which has been widely neglected by adaptationist thinkers, has important and underappreciated implications for a question that has long been contentious in the behavioural sciences — the question of the malleability of human nature.
Shula Marks, Paul Weindling, and Laura Wintour (eds)
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.001.0001
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
Established in the 1930s to rescue scientists and scholars from Nazi Europe, the Society for the Protection of Science and Learning (SPSL, founded in 1933 as the Academic Assistance Council and now ...
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Established in the 1930s to rescue scientists and scholars from Nazi Europe, the Society for the Protection of Science and Learning (SPSL, founded in 1933 as the Academic Assistance Council and now known as the Council for Assisting Refugee Academics) has had an illustrious career. No fewer than eighteen of its early grantees became Nobel Laureates and 120 were elected Fellows of the British Academy and Royal Society in the UK. While a good deal has been written on the SPSL in the 1930s and 1940s, and especially on the achievements of the outstanding scientists rescued, much less attention has been devoted to the scholars who contributed to the social sciences and humanities, and there has been virtually no research on the Society after the Second World War. The archive-based essays in this book, written to commemorate the 75th anniversary of the organisation, attempt to fill this gap. The essays include revisionist accounts of the founder of the SPSL and some of its early grantees. They examine the SPSL's relationship with associates and allies, the experiences of women academics and those of the post-war academic refugees from Communist Europe, apartheid South Africa, and Pinochet's Chile. In addition to scholarly contributions, the book includes moving essays by the children of early grantees. At a time of increasing international concern with refugees and immigration, it is a reminder of the enormous contribution generations of academic refugees have made — and continue to make — to learning the world over.Less
Established in the 1930s to rescue scientists and scholars from Nazi Europe, the Society for the Protection of Science and Learning (SPSL, founded in 1933 as the Academic Assistance Council and now known as the Council for Assisting Refugee Academics) has had an illustrious career. No fewer than eighteen of its early grantees became Nobel Laureates and 120 were elected Fellows of the British Academy and Royal Society in the UK. While a good deal has been written on the SPSL in the 1930s and 1940s, and especially on the achievements of the outstanding scientists rescued, much less attention has been devoted to the scholars who contributed to the social sciences and humanities, and there has been virtually no research on the Society after the Second World War. The archive-based essays in this book, written to commemorate the 75th anniversary of the organisation, attempt to fill this gap. The essays include revisionist accounts of the founder of the SPSL and some of its early grantees. They examine the SPSL's relationship with associates and allies, the experiences of women academics and those of the post-war academic refugees from Communist Europe, apartheid South Africa, and Pinochet's Chile. In addition to scholarly contributions, the book includes moving essays by the children of early grantees. At a time of increasing international concern with refugees and immigration, it is a reminder of the enormous contribution generations of academic refugees have made — and continue to make — to learning the world over.
Shula Marks
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0001
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
The contributions to this collection were originally given at a conference held at the British Academy on 3–4 December 2008, to celebrate the 75th anniversary of the founding of the Academic ...
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The contributions to this collection were originally given at a conference held at the British Academy on 3–4 December 2008, to celebrate the 75th anniversary of the founding of the Academic Assistance Council in 1933, later the Society for the Protection of Science and Learning (1936–98), and now the Council for Assisting Refugee Academics. This introductory chapter discusses the story of the SPSL and the flood of European refugee scholars and scientists from Nazi-occupied Europe in the 1930s and 1940s, and their subsequent contribution to specific disciplines in the humanities and social sciences. An overview of the subsequent chapters is also presented.Less
The contributions to this collection were originally given at a conference held at the British Academy on 3–4 December 2008, to celebrate the 75th anniversary of the founding of the Academic Assistance Council in 1933, later the Society for the Protection of Science and Learning (1936–98), and now the Council for Assisting Refugee Academics. This introductory chapter discusses the story of the SPSL and the flood of European refugee scholars and scientists from Nazi-occupied Europe in the 1930s and 1940s, and their subsequent contribution to specific disciplines in the humanities and social sciences. An overview of the subsequent chapters is also presented.
Paul Weindling
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0004
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
The founding of the Academic Assistance Council (AAC) in May 1933 was a rapid and constructive response to the Nazi threat to science and learning. Among the far-sighted academics involved was the ...
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The founding of the Academic Assistance Council (AAC) in May 1933 was a rapid and constructive response to the Nazi threat to science and learning. Among the far-sighted academics involved was the physiologist A. V. Hill (1886–1977). He was to be a consistent, effective, and loyal supporter of the AAC and, as it became in 1936, the Society for Protection of Science and Learning (SPSL). Hill was remarkable in terms of his scientific achievements and his support of scientific organizations, most notably the Royal Society. Accompanying these activities was a set of social values concerning the scientist as citizen in a parliamentary democracy, and an agenda for science to modernize health care provision. Hill's commitment to the cause of academic refugees can be understood within a broader set of commitments and activities. Apart from many acts of practical assistance, Hill contributed to a broadening of the agenda of the SPSL, making academic freedom a core value. This chapter examines Hill's broader political vision of the defence of learning.Less
The founding of the Academic Assistance Council (AAC) in May 1933 was a rapid and constructive response to the Nazi threat to science and learning. Among the far-sighted academics involved was the physiologist A. V. Hill (1886–1977). He was to be a consistent, effective, and loyal supporter of the AAC and, as it became in 1936, the Society for Protection of Science and Learning (SPSL). Hill was remarkable in terms of his scientific achievements and his support of scientific organizations, most notably the Royal Society. Accompanying these activities was a set of social values concerning the scientist as citizen in a parliamentary democracy, and an agenda for science to modernize health care provision. Hill's commitment to the cause of academic refugees can be understood within a broader set of commitments and activities. Apart from many acts of practical assistance, Hill contributed to a broadening of the agenda of the SPSL, making academic freedom a core value. This chapter examines Hill's broader political vision of the defence of learning.
Lewis Elton
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0008
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
This chapter presents the story of how two women, the author's mother, Eva Ehrenberg, and the late Secretary of the Society for the Protection of Science and Learning, Esther Simpson, saved his life ...
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This chapter presents the story of how two women, the author's mother, Eva Ehrenberg, and the late Secretary of the Society for the Protection of Science and Learning, Esther Simpson, saved his life and gave him an academic career. He believes that his story might not be worth telling but for the fact that few who escaped from the clutches of Hitler can have been as fortunate as he had been.Less
This chapter presents the story of how two women, the author's mother, Eva Ehrenberg, and the late Secretary of the Society for the Protection of Science and Learning, Esther Simpson, saved his life and gave him an academic career. He believes that his story might not be worth telling but for the fact that few who escaped from the clutches of Hitler can have been as fortunate as he had been.
Gerald Kreft
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264812
- eISBN:
- 9780191754029
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264812.003.0009
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
This chapter focuses on the importance of Philipp Schwartz's role in the establishment of the Notgemeinschaft outside Germany, his remarkable success in placing thirty refugee scholars in the new ...
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This chapter focuses on the importance of Philipp Schwartz's role in the establishment of the Notgemeinschaft outside Germany, his remarkable success in placing thirty refugee scholars in the new University of Istanbul within a few months in 1933 (and, over the next twenty years, in recruiting some 250 ‘first-rate scientists (émigrés) for the Turkish Government’), and the close ties established with the Society for the Protection of Science and Learning (SPSL) by his successor, Dr Fritz Demuth. Between 1936 and 1946, the Notgemeinschaft actually shared the SPSL's accommodation, and provided an invaluable database of refugee academics to the Society and to the American Emergency Committee. In 1937 Demuth was recognized as advisor to, and honorary member of, the SPSL Executive Committee.Less
This chapter focuses on the importance of Philipp Schwartz's role in the establishment of the Notgemeinschaft outside Germany, his remarkable success in placing thirty refugee scholars in the new University of Istanbul within a few months in 1933 (and, over the next twenty years, in recruiting some 250 ‘first-rate scientists (émigrés) for the Turkish Government’), and the close ties established with the Society for the Protection of Science and Learning (SPSL) by his successor, Dr Fritz Demuth. Between 1936 and 1946, the Notgemeinschaft actually shared the SPSL's accommodation, and provided an invaluable database of refugee academics to the Society and to the American Emergency Committee. In 1937 Demuth was recognized as advisor to, and honorary member of, the SPSL Executive Committee.
Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.001.0001
- Subject:
- Society and Culture, Cultural Studies
This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing ...
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This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing workshops since the 1970s. The nature of working class writing is assessed in relation to the work of young people, older people, adult literacy students as well as writing workshops. Key themes and tensions in working class writing are explored in relation to historical and literary frameworks. This is the first in-depth study of this body of writing. In addition, a number of crucial debates are examined, for example, over class and identity, critical pedagogy and learning, the relationships with audiences, the role of mainstream cultural institutions in comparison with alternatives. The contradictions and tensions in all these areas are surveyed in coming to a historical understanding of this topic.Less
This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing workshops since the 1970s. The nature of working class writing is assessed in relation to the work of young people, older people, adult literacy students as well as writing workshops. Key themes and tensions in working class writing are explored in relation to historical and literary frameworks. This is the first in-depth study of this body of writing. In addition, a number of crucial debates are examined, for example, over class and identity, critical pedagogy and learning, the relationships with audiences, the role of mainstream cultural institutions in comparison with alternatives. The contradictions and tensions in all these areas are surveyed in coming to a historical understanding of this topic.
P. R. Glazebrook
- Published in print:
- 2003
- Published Online:
- January 2013
- ISBN:
- 9780197262788
- eISBN:
- 9780191754210
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197262788.003.0021
- Subject:
- History, Historiography
Glanville Williams was an eminent jurist, specialising in criminal law, the publication of whose Criminal Law: The General Part in 1953 transformed scholarly and professional attitudes to its ...
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Glanville Williams was an eminent jurist, specialising in criminal law, the publication of whose Criminal Law: The General Part in 1953 transformed scholarly and professional attitudes to its subject. An introductory textbook for students, Learning the Law, published in 1944, has remained in print through several editions. Williams, who held four Chairs in law, including Quain Professor of Jurisprudence at University College, London and the Rouse Ball Professorship of English Law at Cambridge, was elected Fellow of the British Academy at the young age of 46. He gave support to the campaigns for the modification of the criminal law of abortion, drafting Bills in 1952, 1961, 1965 and 1966 and advising on the successful one of 1967. Obituary by P. R. Glazebrook.Less
Glanville Williams was an eminent jurist, specialising in criminal law, the publication of whose Criminal Law: The General Part in 1953 transformed scholarly and professional attitudes to its subject. An introductory textbook for students, Learning the Law, published in 1944, has remained in print through several editions. Williams, who held four Chairs in law, including Quain Professor of Jurisprudence at University College, London and the Rouse Ball Professorship of English Law at Cambridge, was elected Fellow of the British Academy at the young age of 46. He gave support to the campaigns for the modification of the criminal law of abortion, drafting Bills in 1952, 1961, 1965 and 1966 and advising on the successful one of 1967. Obituary by P. R. Glazebrook.
Peter Sterling and Simon Laughlin
- Published in print:
- 2015
- Published Online:
- September 2016
- ISBN:
- 9780262028707
- eISBN:
- 9780262327312
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262028707.001.0001
- Subject:
- Neuroscience, Research and Theory
The human brain is far smarter than a supercomputer but requires 100,000-fold less energy and space. Such efficient information processing is governed by ten principles of design. These apply to the ...
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The human brain is far smarter than a supercomputer but requires 100,000-fold less energy and space. Such efficient information processing is governed by ten principles of design. These apply to the whole brain across the full range of spatial and temporal scales, and to the brains of all species. The principles are: compute with chemistry; compute directly with analog primitives; combine analog and pulsatile processing; code sparsely; send only what information is needed for a particular task; transmit information at the lowest acceptable rate; minimize wire; make neural components irreducibly small; complicate; adapt and match, learn and forget. This approach does not explain the “hows” of brain design but does explain many of the “whys”. For example, it explains why certain signals are sent via hormones and others via nerves; why neural wires are mostly thin with only a few thick; why synapses differ in size, number and reliability according to the circuit that they serve; why every neuron type has a characteristic shape; why the cerebral cortex is parceled into different areas and different layers; why learning couples to forgetting. “Whys” explained on nearly every page. Given the explanatory power of ten principles, we should search for more.Less
The human brain is far smarter than a supercomputer but requires 100,000-fold less energy and space. Such efficient information processing is governed by ten principles of design. These apply to the whole brain across the full range of spatial and temporal scales, and to the brains of all species. The principles are: compute with chemistry; compute directly with analog primitives; combine analog and pulsatile processing; code sparsely; send only what information is needed for a particular task; transmit information at the lowest acceptable rate; minimize wire; make neural components irreducibly small; complicate; adapt and match, learn and forget. This approach does not explain the “hows” of brain design but does explain many of the “whys”. For example, it explains why certain signals are sent via hormones and others via nerves; why neural wires are mostly thin with only a few thick; why synapses differ in size, number and reliability according to the circuit that they serve; why every neuron type has a characteristic shape; why the cerebral cortex is parceled into different areas and different layers; why learning couples to forgetting. “Whys” explained on nearly every page. Given the explanatory power of ten principles, we should search for more.
Rita Berry
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622099579
- eISBN:
- 9789882206649
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099579.001.0001
- Subject:
- Education, Educational Policy and Politics
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and ...
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Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.Less
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.
Paul Glewwe (ed.)
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226078687
- eISBN:
- 9780226078854
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226078854.001.0001
- Subject:
- Education, Educational Policy and Politics
Economists and other researchers have accumulated abundant evidence that education increases workers’ productivity and thus increases their incomes. Education also leads to improvements in health and ...
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Economists and other researchers have accumulated abundant evidence that education increases workers’ productivity and thus increases their incomes. Education also leads to improvements in health and provides many other non-monetary benefits. Policymakers in developing countries also agree that there are important benefits from increasing the education of their citizens; governments in developing countries now spend about $700 billion each year on education. Despite this increased spending, 13% of children in developing countries do not finish primary school, and over one third do not enroll in secondary school. Even more worrisome is that there is a large amount of evidence that students in developing countries learn far less than students in developed countries. While spending even more money may increase enrollment and learning, most developing countries face serious budget constraints that prevent them from devoting significantly larger amounts of money to education. Thus there is an urgent need to find specific, and relatively inexpensive, policies that will lead to better education outcomes in those countries. Fortunately, there has been a large increase in research on education in developing countries in the last two decades, yet these findings are scattered in many different academic journals and other types of publications. Given this situation, this volume has three goals. The first is to take stock of what this recent research has found. The second is to present the implications of this research for education policies in developing countries. Finally, the third is to set priorities for future research on education in those countries.Less
Economists and other researchers have accumulated abundant evidence that education increases workers’ productivity and thus increases their incomes. Education also leads to improvements in health and provides many other non-monetary benefits. Policymakers in developing countries also agree that there are important benefits from increasing the education of their citizens; governments in developing countries now spend about $700 billion each year on education. Despite this increased spending, 13% of children in developing countries do not finish primary school, and over one third do not enroll in secondary school. Even more worrisome is that there is a large amount of evidence that students in developing countries learn far less than students in developed countries. While spending even more money may increase enrollment and learning, most developing countries face serious budget constraints that prevent them from devoting significantly larger amounts of money to education. Thus there is an urgent need to find specific, and relatively inexpensive, policies that will lead to better education outcomes in those countries. Fortunately, there has been a large increase in research on education in developing countries in the last two decades, yet these findings are scattered in many different academic journals and other types of publications. Given this situation, this volume has three goals. The first is to take stock of what this recent research has found. The second is to present the implications of this research for education policies in developing countries. Finally, the third is to set priorities for future research on education in those countries.
Sam Hickey and Naomi Hossain (eds)
- Published in print:
- 2019
- Published Online:
- May 2019
- ISBN:
- 9780198835684
- eISBN:
- 9780191873201
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198835684.001.0001
- Subject:
- Economics and Finance, Development, Growth, and Environmental, Public and Welfare
This book examines the politics of the learning crisis in the global South, where learning outcomes have stagnated or worsened, despite progress towards Universal Primary Education since the 1990s. ...
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This book examines the politics of the learning crisis in the global South, where learning outcomes have stagnated or worsened, despite progress towards Universal Primary Education since the 1990s. Comparative analysis of education reform in Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda highlights systemic failure on the frontline of education service delivery, driven by deeper crises of policymaking and implementation: few governments try to raise educational standards with any conviction, and education bureaucracies are unable to deliver even those learning reforms that get through the policy process. Introductory chapters develop a theoretical framework within which to examine the critical features of the politics of education. Case study chapters demonstrate that political settlements, or the balance of power between contending social groups, shape the extent to which elites commit to adopting and implementing reforms aimed at improving learning outcomes, and the nature this influence takes. Informal politics and power relations can generate incentives that undermine rather than support elite commitment to development, politicizing the provision of education. Tracing reform processes from their policy origins down to the frontline, it seems that successful schools emerged as localized solutions to specific solutions, often against the grain of dysfunctional sectoral arrangements and the national-level political settlement, but with local political backing. The book concludes with discussion of the need for more politically attuned approaches that focus on building coalitions for change and supporting ‘best-fit’ types of problem-solving fixes, rather than calling for systemic change.Less
This book examines the politics of the learning crisis in the global South, where learning outcomes have stagnated or worsened, despite progress towards Universal Primary Education since the 1990s. Comparative analysis of education reform in Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda highlights systemic failure on the frontline of education service delivery, driven by deeper crises of policymaking and implementation: few governments try to raise educational standards with any conviction, and education bureaucracies are unable to deliver even those learning reforms that get through the policy process. Introductory chapters develop a theoretical framework within which to examine the critical features of the politics of education. Case study chapters demonstrate that political settlements, or the balance of power between contending social groups, shape the extent to which elites commit to adopting and implementing reforms aimed at improving learning outcomes, and the nature this influence takes. Informal politics and power relations can generate incentives that undermine rather than support elite commitment to development, politicizing the provision of education. Tracing reform processes from their policy origins down to the frontline, it seems that successful schools emerged as localized solutions to specific solutions, often against the grain of dysfunctional sectoral arrangements and the national-level political settlement, but with local political backing. The book concludes with discussion of the need for more politically attuned approaches that focus on building coalitions for change and supporting ‘best-fit’ types of problem-solving fixes, rather than calling for systemic change.
Marilina Cesario and Hugh Magennis (eds)
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780719097843
- eISBN:
- 9781526135896
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719097843.001.0001
- Subject:
- Literature, Early and Medieval Literature
This edited collection explores how knowledge was preserved and reinvented in the Middle Ages. Unlike previous publications, which are predominantly focused either on a specific historical period or ...
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This edited collection explores how knowledge was preserved and reinvented in the Middle Ages. Unlike previous publications, which are predominantly focused either on a specific historical period or on precise cultural and historical events, this volume, which includes essays spanning from the eighth to the fifteenth centuries, is intended to eschew traditional categorisations of periodisation and disciplines and to enable the establishment of connections and cross-sections between different departments of knowledge, including the history of science (computus, prognostication), the history of art, literature, theology (homilies, prayers, hagiography, contemplative texts), music, historiography and geography. As suggested by its title, the collection does not pretend to aim at inclusiveness or comprehensiveness but is intended to highlight suggestive strands of what is a very wide topic. The chapters in this volume are grouped into four sections: I, Anthologies of Knowledge; II Transmission of Christian Traditions; III, Past and Present; and IV, Knowledge and Materiality, which are intended to provide the reader with a further thematic framework for approaching aspects of knowledge. Aspects of knowledge is mainly aimed to an academic readership, including advanced undergraduate and postgraduate students, and specialists of medieval literature, history of science, history of knowledge, history, geography, theology, music, philosophy, intellectual history, history of the language and material culture.Less
This edited collection explores how knowledge was preserved and reinvented in the Middle Ages. Unlike previous publications, which are predominantly focused either on a specific historical period or on precise cultural and historical events, this volume, which includes essays spanning from the eighth to the fifteenth centuries, is intended to eschew traditional categorisations of periodisation and disciplines and to enable the establishment of connections and cross-sections between different departments of knowledge, including the history of science (computus, prognostication), the history of art, literature, theology (homilies, prayers, hagiography, contemplative texts), music, historiography and geography. As suggested by its title, the collection does not pretend to aim at inclusiveness or comprehensiveness but is intended to highlight suggestive strands of what is a very wide topic. The chapters in this volume are grouped into four sections: I, Anthologies of Knowledge; II Transmission of Christian Traditions; III, Past and Present; and IV, Knowledge and Materiality, which are intended to provide the reader with a further thematic framework for approaching aspects of knowledge. Aspects of knowledge is mainly aimed to an academic readership, including advanced undergraduate and postgraduate students, and specialists of medieval literature, history of science, history of knowledge, history, geography, theology, music, philosophy, intellectual history, history of the language and material culture.
Patrick McDonagh, C. F. Goodey, and Tim Stainton (eds)
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781526125316
- eISBN:
- 9781526136213
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526125316.001.0001
- Subject:
- History, Social History
This collection explores how concepts of intellectual or learning disability evolved from a range of influences, gradually developing from earlier and decidedly distinct concepts, including ‘idiocy’ ...
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This collection explores how concepts of intellectual or learning disability evolved from a range of influences, gradually developing from earlier and decidedly distinct concepts, including ‘idiocy’ and ‘folly’, which were themselves generated by very specific social and intellectual environments. With essays extending across legal, educational, literary, religious, philosophical, and psychiatric histories, this collection maintains a rigorous distinction between historical and contemporary concepts in demonstrating how intellectual disability and related notions were products of the prevailing social, cultural, and intellectual environments in which they took form, and themselves performed important functions within these environments. Focusing on British and European material from the middle ages to the late nineteenth century, this collection asks ‘How and why did these concepts form?’ ‘How did they connect with one another?’ and ‘What historical circumstances contributed to building these connections?’ While the emphasis is on conceptual history or a history of ideas, these essays also address the consequences of these defining forces for the people who found themselves enclosed by the shifting definitional field.Less
This collection explores how concepts of intellectual or learning disability evolved from a range of influences, gradually developing from earlier and decidedly distinct concepts, including ‘idiocy’ and ‘folly’, which were themselves generated by very specific social and intellectual environments. With essays extending across legal, educational, literary, religious, philosophical, and psychiatric histories, this collection maintains a rigorous distinction between historical and contemporary concepts in demonstrating how intellectual disability and related notions were products of the prevailing social, cultural, and intellectual environments in which they took form, and themselves performed important functions within these environments. Focusing on British and European material from the middle ages to the late nineteenth century, this collection asks ‘How and why did these concepts form?’ ‘How did they connect with one another?’ and ‘What historical circumstances contributed to building these connections?’ While the emphasis is on conceptual history or a history of ideas, these essays also address the consequences of these defining forces for the people who found themselves enclosed by the shifting definitional field.
Anne Borsay and Pamela Dale (eds)
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719096938
- eISBN:
- 9781781708637
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719096938.001.0001
- Subject:
- History, History of Science, Technology, and Medicine
This book seeks to integrate the history of mental health nursing with the wider history of institutional and community care for people experiencing mental illness and/or living with a learning ...
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This book seeks to integrate the history of mental health nursing with the wider history of institutional and community care for people experiencing mental illness and/or living with a learning disability. It develops new research questions by drawing together a concern with exploring the class, gender, skills and working conditions of practitioners with an assessment of the care regimes staff helped create and patients’ experiences of them. Contributors from a range of disciplines use a variety of source material to examine both continuity and change in the history of care over two centuries. The book benefits from a foreword by Mick Carpenter and will appeal to researchers and students interested in all aspects of the history of nursing and the history of care. The book is also designed to be accessible to practitioners and the general reader.Less
This book seeks to integrate the history of mental health nursing with the wider history of institutional and community care for people experiencing mental illness and/or living with a learning disability. It develops new research questions by drawing together a concern with exploring the class, gender, skills and working conditions of practitioners with an assessment of the care regimes staff helped create and patients’ experiences of them. Contributors from a range of disciplines use a variety of source material to examine both continuity and change in the history of care over two centuries. The book benefits from a foreword by Mick Carpenter and will appeal to researchers and students interested in all aspects of the history of nursing and the history of care. The book is also designed to be accessible to practitioners and the general reader.
George L. Kallander
- Published in print:
- 2013
- Published Online:
- November 2016
- ISBN:
- 9780824837167
- eISBN:
- 9780824871222
- Item type:
- book
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824837167.001.0001
- Subject:
- History, Asian History
A popular teaching that combined elements of Confucianism, Daoism, Buddhism, folk beliefs, and Catholicism, Tonghak (Eastern Learning) is best known for its involvement in a rebellion that touched ...
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A popular teaching that combined elements of Confucianism, Daoism, Buddhism, folk beliefs, and Catholicism, Tonghak (Eastern Learning) is best known for its involvement in a rebellion that touched off the Sino-Japanese War (1894–1895) and accelerated Japanese involvement in Korea. The book traces Tonghak's rise amidst the debates over orthodoxy and heterodoxy in Chosŏn Korea (1392–1910) and its impact on religious and political identity from 1860 to 1906. It argues that the teachings of founder Ch'oe Cheu (1824–1864) attracted a large following among rural Koreans by offering them spiritual and material promises to relieve conditions such as poverty and disease, and provided consolation in a tense geo-political climate. Following Ch'oe Cheu's martyrdom, his successors reshaped Tonghak doctrine and practice not only to ensure the survival of the religious community, but also address shifting socio-political needs. Their call for religious and social reforms led to an uprising in 1894 and subsequent military intervention by China and Japan. The book locates the origins of Korea's twentieth-century religious nationalist movement in the aftermath of the 1894 rebellion, the resurgence of Japanese power after the Russo-Japanese War (1904–1905), and the re-creation of Tonghak as Ch'ŏngogyo (the Religion of the Heavenly Way) in 1905.Less
A popular teaching that combined elements of Confucianism, Daoism, Buddhism, folk beliefs, and Catholicism, Tonghak (Eastern Learning) is best known for its involvement in a rebellion that touched off the Sino-Japanese War (1894–1895) and accelerated Japanese involvement in Korea. The book traces Tonghak's rise amidst the debates over orthodoxy and heterodoxy in Chosŏn Korea (1392–1910) and its impact on religious and political identity from 1860 to 1906. It argues that the teachings of founder Ch'oe Cheu (1824–1864) attracted a large following among rural Koreans by offering them spiritual and material promises to relieve conditions such as poverty and disease, and provided consolation in a tense geo-political climate. Following Ch'oe Cheu's martyrdom, his successors reshaped Tonghak doctrine and practice not only to ensure the survival of the religious community, but also address shifting socio-political needs. Their call for religious and social reforms led to an uprising in 1894 and subsequent military intervention by China and Japan. The book locates the origins of Korea's twentieth-century religious nationalist movement in the aftermath of the 1894 rebellion, the resurgence of Japanese power after the Russo-Japanese War (1904–1905), and the re-creation of Tonghak as Ch'ŏngogyo (the Religion of the Heavenly Way) in 1905.
Barry C. Keenan
- Published in print:
- 2011
- Published Online:
- November 2016
- ISBN:
- 9780824834968
- eISBN:
- 9780824868499
- Item type:
- book
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824834968.001.0001
- Subject:
- Religion, World Religions
Approximately fifteen hundred years after Confucius, his ideas reasserted themselves in the formulation of a sophisticated program of personal self-cultivation. Neo-Confucians argued that humans are ...
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Approximately fifteen hundred years after Confucius, his ideas reasserted themselves in the formulation of a sophisticated program of personal self-cultivation. Neo-Confucians argued that humans are endowed with empathy and goodness at birth, an assumption now confirmed by evolutionary biologists. By following the Great Learning—eight steps in the process of personal development—Neo-Confucians showed how this innate endowment could provide the foundation for living morally. Neo-Confucian students did not follow a single manual elaborating each step of the Great Learning; instead they were exposed to age-appropriate texts, commentaries, and anthologies of Neo-Confucian thinkers, which gradually made clear the sequential process of personal development and its connection to social order. This book opens up in accessible prose the content of the eight-step process for today’s reader as it examines the source of mainstream Neo-Confucian self-cultivation and its major crosscurrents from 1000 to 1900.Less
Approximately fifteen hundred years after Confucius, his ideas reasserted themselves in the formulation of a sophisticated program of personal self-cultivation. Neo-Confucians argued that humans are endowed with empathy and goodness at birth, an assumption now confirmed by evolutionary biologists. By following the Great Learning—eight steps in the process of personal development—Neo-Confucians showed how this innate endowment could provide the foundation for living morally. Neo-Confucian students did not follow a single manual elaborating each step of the Great Learning; instead they were exposed to age-appropriate texts, commentaries, and anthologies of Neo-Confucian thinkers, which gradually made clear the sequential process of personal development and its connection to social order. This book opens up in accessible prose the content of the eight-step process for today’s reader as it examines the source of mainstream Neo-Confucian self-cultivation and its major crosscurrents from 1000 to 1900.
Carl Young
- Published in print:
- 2014
- Published Online:
- November 2016
- ISBN:
- 9780824838881
- eISBN:
- 9780824868451
- Item type:
- book
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824838881.001.0001
- Subject:
- History, Asian History
Tonghak, or Eastern Learning, founded in 1860, combined aspects of a variety of Korean religious traditions. It became best known for its prominent role in the largest peasant rebellion in Korean ...
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Tonghak, or Eastern Learning, founded in 1860, combined aspects of a variety of Korean religious traditions. It became best known for its prominent role in the largest peasant rebellion in Korean history in 1894, which set the stage for the Sino-Japanese War of 1894–1895. Although the rebellion failed, it caused immense changes in Korean society and played a part in the war that ended in Japan's victory and its eventual rise as an imperial power. It was in this context of social change and a perilous international situation that Tonghak rebuilt itself, emerging as Ch'ŏndogyo (Teaching of the Heavenly Way) in 1906. During the years before Japan's annexation of Korea in 1910, Ch'ŏndogyo continued to evolve. In spite of Korea's loss of independence, Ch'ŏndogyo would endure and play a major role in Korean nationalist movements in the Japanese colonial period. This book focuses on the internal developments in the Tonghak and Ch'ŏndogyo movements between 1895 and 1910. It explains how Tonghak survived the failed 1894 rebellion to set the foundations for Ch'ŏndogyo's important role in the Japanese colonial period. The story of Tonghak and Ch'ŏndogyo not only is an example of how new religions interact with their surrounding societies and how they consolidate and institutionalize themselves as they become more established; it also reveals the processes by which Koreans coped and engaged with the challenges of social, political, and economic change and the looming darkness that would result in the extinguishing of national independence at the hands of Japan's expanding empire.Less
Tonghak, or Eastern Learning, founded in 1860, combined aspects of a variety of Korean religious traditions. It became best known for its prominent role in the largest peasant rebellion in Korean history in 1894, which set the stage for the Sino-Japanese War of 1894–1895. Although the rebellion failed, it caused immense changes in Korean society and played a part in the war that ended in Japan's victory and its eventual rise as an imperial power. It was in this context of social change and a perilous international situation that Tonghak rebuilt itself, emerging as Ch'ŏndogyo (Teaching of the Heavenly Way) in 1906. During the years before Japan's annexation of Korea in 1910, Ch'ŏndogyo continued to evolve. In spite of Korea's loss of independence, Ch'ŏndogyo would endure and play a major role in Korean nationalist movements in the Japanese colonial period. This book focuses on the internal developments in the Tonghak and Ch'ŏndogyo movements between 1895 and 1910. It explains how Tonghak survived the failed 1894 rebellion to set the foundations for Ch'ŏndogyo's important role in the Japanese colonial period. The story of Tonghak and Ch'ŏndogyo not only is an example of how new religions interact with their surrounding societies and how they consolidate and institutionalize themselves as they become more established; it also reveals the processes by which Koreans coped and engaged with the challenges of social, political, and economic change and the looming darkness that would result in the extinguishing of national independence at the hands of Japan's expanding empire.
Hedibert F. Lopes, Michael S. Johannes, Carlos M. Carvalho, and Nicholas G. Polson
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199694587
- eISBN:
- 9780191731921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199694587.003.0011
- Subject:
- Mathematics, Probability / Statistics
Particle learning provides a simulation‐based approach to sequential Bayesian computation. To sample from a posterior distribution of interest we use an essential state vector together with a ...
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Particle learning provides a simulation‐based approach to sequential Bayesian computation. To sample from a posterior distribution of interest we use an essential state vector together with a predictive distribution and propagation rule to build a resampling‐sampling framework. Predictive inference and sequential Bayes factors are a direct by‐product. Our approach provides a simple yet powerful framework for the construction of sequential posterior sampling strategies for a variety of commonly used models.Less
Particle learning provides a simulation‐based approach to sequential Bayesian computation. To sample from a posterior distribution of interest we use an essential state vector together with a predictive distribution and propagation rule to build a resampling‐sampling framework. Predictive inference and sequential Bayes factors are a direct by‐product. Our approach provides a simple yet powerful framework for the construction of sequential posterior sampling strategies for a variety of commonly used models.
Rita Berry
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622099579
- eISBN:
- 9789882206649
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099579.003.0004
- Subject:
- Education, Educational Policy and Politics
Chapter 3 presents three assessment approaches (assessment of learning, assessment for learning and assessment as learning), a number of assessment types, and how assessment can be integrated into ...
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Chapter 3 presents three assessment approaches (assessment of learning, assessment for learning and assessment as learning), a number of assessment types, and how assessment can be integrated into instruction. This chapter points out that although the three approaches are characteristically different, they can all contribute to student learning. A connection has then been made between the three approaches and different types of assessment. To integrate assessment into instruction, ideas have been offered regarding the way lessons are planned. Some examples have been given to elaborate on this.Less
Chapter 3 presents three assessment approaches (assessment of learning, assessment for learning and assessment as learning), a number of assessment types, and how assessment can be integrated into instruction. This chapter points out that although the three approaches are characteristically different, they can all contribute to student learning. A connection has then been made between the three approaches and different types of assessment. To integrate assessment into instruction, ideas have been offered regarding the way lessons are planned. Some examples have been given to elaborate on this.
