Conservatism and Pragmatism in Law, Politics and Ethics
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
What We Know About Growth Mindset from Scientific Research by Carissa Romero
What We Know About Growth Mindset from Scientific Research by carissa romero july 2015 Growth Mindset: What is It? A growth mindset is the belief that intelligence can be developed. Students with a growth mindset understand they can get smarter through hard work, the use of effective strategies, and help from others when needed. It is contrasted with a fixed mindset: the belief that intelligence is a fixed trait that is set in stone at birth. Why Does It Matter? about proving their ability or avoiding “looking dumb.” Students’ beliefs about intelligence have important This can lead students to avoid challenges and give up consequences for how they experience school when they struggle. But when students hold a growth and how they respond to setbacks and adversity. mindset, they may experience school as an exciting When students hold a fixed mindset, school can be place to grow, embracing challenges as opportunities a threatening place because they may be worried to develop mastery.1 FIXED MINDSET GROWTH MINDSET Belief that ability is a fixed trait that Belief that ability is malleable and can Definition cannot change be developed Effort is bad; if you’re smart, you Interpretation of effort Effort is good; it’s how you get better shouldn’t have to work hard What matters is looking smart, so you What matters is learning, so you can Motivation in school can prove your ability improve your ability Resilience; setback is a sign that you Behavioral response to Helplessness; setback is a sign that need to work harder or try academic setbacks you don’t have what it takes a new strategy Failure is the end of the story: time to Failure is the beginning of the story: time Meaning of failure give up to try again SOURCE: MASTER, A. -
Does It Hold Water?
Does it Hold Water? Summary Investigate logical fallacies to see the flaws in arguments and learn to read between the lines and discern obscure and misleading statements from the truth. Workplace Readiness Skills Primary: Information Literacy Secondary: Critical Thinking and Problem Solving Secondary: Reading and Writing Secondary: Integrity Workplace Readiness Definition: Information Literacy • defining information literacy • locating and evaluating credible and relevant sources of information • using information effectively to accomplish work-related tasks. Vocabulary • Critical Thinking • Trustworthy • Aristotle, Plato, • Inductive Reasoning • Logic Socrates • Deductive Reasoning • Logical fallacy • Systems thinking • Cause-Effect • Process • Argument • Analysis • Propaganda • Rhetorical • Credible/non- • Infer vs. Imply credible Context Questions • How can information literacy set you apart from your peers or coworkers? • How can you demonstrate your ability with information literacy skills in a job interview? • How does information literacy and critical thinking interrelate? How do they differ? • How is good citizenship tied in with being a critical thinker? • How have you used information literacy skills in the past? • What are some common ways that information literacy skills are used in the workplace? • What news and information sources do you trust? What makes them trustworthy? • What is the difference between news shows and hard news? • Why is it important to be able to discern fact from opinion? • Why is it important to determine a credible from a non-credible source? • What are the characteristics of a credible/non-credible source? • What is a primary, secondary, and tertiary source? • What is a website domain, and what can it tell you about a site's potential credibility? Objective: To teach you how to determine whether media messages are factual and provable or whether those messages are misleading or somehow flawed. -
Religiosity, Mindset, and Math Achievement
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@CSP (Concordia University St. Paul) Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research 5-1-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Luebke, K. (2019). Religiosity, Mindset, and Math Achievement (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/320 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations 5-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Education Commons CU Commons Citation Luebke, Kathryn, "Religiosity, Mindset, and Math Achievement" (2019). Ed.D. Dissertations. 305. https://commons.cu-portland.edu/edudissertations/305 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Kathryn Louise Luebke CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Belle B. -
Theda Skocpol
NAMING THE PROBLEM What It Will Take to Counter Extremism and Engage Americans in the Fight against Global Warming Theda Skocpol Harvard University January 2013 Prepared for the Symposium on THE POLITICS OF AMERICA’S FIGHT AGAINST GLOBAL WARMING Co-sponsored by the Columbia School of Journalism and the Scholars Strategy Network February 14, 2013, 4-6 pm Tsai Auditorium, Harvard University CONTENTS Making Sense of the Cap and Trade Failure Beyond Easy Answers Did the Economic Downturn Do It? Did Obama Fail to Lead? An Anatomy of Two Reform Campaigns A Regulated Market Approach to Health Reform Harnessing Market Forces to Mitigate Global Warming New Investments in Coalition-Building and Political Capabilities HCAN on the Left Edge of the Possible Climate Reformers Invest in Insider Bargains and Media Ads Outflanked by Extremists The Roots of GOP Opposition Climate Change Denial The Pivotal Battle for Public Opinion in 2006 and 2007 The Tea Party Seals the Deal ii What Can Be Learned? Environmentalists Diagnose the Causes of Death Where Should Philanthropic Money Go? The Politics Next Time Yearning for an Easy Way New Kinds of Insider Deals? Are Market Forces Enough? What Kind of Politics? Using Policy Goals to Build a Broader Coalition The Challenge Named iii “I can’t work on a problem if I cannot name it.” The complaint was registered gently, almost as a musing after-thought at the end of a June 2012 interview I conducted by telephone with one of the nation’s prominent environmental leaders. My interlocutor had played a major role in efforts to get Congress to pass “cap and trade” legislation during 2009 and 2010. -
Reflections on Russell Kirk Lee Trepanier Saginaw Valley State University
Russell Kirk: A Centennial Symposium Reflections on Russell Kirk Lee Trepanier Saginaw Valley State University A century has passed since the birth of Russell Kirk (1918-94), one of the principal founders of the post-World War II conservative revival in the United States.1 This symposium examines Kirk’s legacy with a view to his understanding of constitutional law and the American Founding. But before we examine these essays, it is worth a moment to review Kirk’s life, thought, and place in American conservatism. Russell Kirk was born and raised in Michigan and obtained his B.A. in history at Michigan State University and his M.A. at Duke Univer- sity, where he studied John Randolph of Roanoke and discovered the writings of Edmund Burke.2 His book Randolph of Roanoke: A Study in Conservative Thought (1951) would endure as one of his most important LEE TREPANIER is Professor of Political Science at Saginaw Valley State University. He is also the editor of Lexington Books’ series “Politics, Literature, and Film” and of the aca- demic website VoegelinView. 1 I would like to thank the McConnell Center at the University of Louisville for sponsoring a panel related to this symposium at the 2018 American Political Science Conference and Zachary German for his constructive comments on these papers. I also would like to thank Richard Avramenko of the Center for the Study of Liberal Democracy at the University of Wisconsin-Madison, and Saginaw Valley State University for supporting my sabbatical, which enabled me to write this article and organize this symposium for Humanitas. -
Pragmatic Conservatism Edmund Burke and His American Heirs
palgrave.com Robert J. Lacey Pragmatic Conservatism Edmund Burke and His American Heirs An in-depth examination of Edmund Burke as the father of what the author calls pragmatic conservatism A carefully articulated and well-written study of a kind of conservatism that has been neglected and underappreciated since the mid-twentieth century Includes insightful comparisons of Burkean conservative thought to current more known styles of conservatism This book is a study of pragmatic conservatism, an underappreciated tradition in modern American political thought, whose origins can be located in the ideas of Edmund Burke. Beginning with an exegesis of Burke's thought, it goes on to show how three twentieth-century thinkers who are not generally recognized as conservatives—Walter Lippmann, Reinhold Niebuhr, and Peter Viereck—carried on the Burkean tradition and adapted it to American democracy. Pragmatic conservatives posit that people, sinful by nature, require guidance from 1st ed. 2016, XI, 255 p. traditions that embody enduring truths wrought by past experience. Yet they also welcome incremental reform driven by established elites, judiciously departing from precedent when Printed book necessary. Mindful that truth is never absolute, they eschew ideology and caution against both Hardcover bold political enterprises and stubborn apologies for the status quo. The book concludes by 109,99 € | £99.99 | $139.99 contrasting this more nuanced brand of conservatism with the radical version that emerged in [1] 117,69 € (D) | 120,99 € (A) | CHF the wake of the post-war Buckley revolution. 130,00 Softcover 27,99 € | £24.99 | $32.99 [1]29,95 € (D) | 30,79 € (A) | CHF 33,00 eBook 58,84 € | £48.00 | $69.99 [2]58,84 € (D) | 58,84 € (A) | CHF 65,00 Available from your library or springer.com/shop MyCopy [3] Printed eBook for just € | $ 24.99 springer.com/mycopy Order online at springer.com / or for the Americas call (toll free) 1-800-SPRINGER / or email us at: [email protected]. -
Argument, Structure, and Credibility in Public Health Writing Donald Halstead Instructor and Director of Writing Programs Harvard TH Chan School of Public Heath
Argument, Structure, and Credibility in Public Health Writing Donald Halstead Instructor and Director of Writing Programs Harvard TH Chan School of Public Heath Some of the most important questions we face in public health include what policies we should follow, which programs and research should we fund, how and where we should intervene, and what our priorities should be in the face of overwhelming needs and scarce resources. These questions, like many others, are best decided on the basis of arguments, a word that has its roots in the Latin arguere, to make clear. Yet arguments themselves vary greatly in terms of their strength, accuracy, and validity. Furthermore, public health experts often disagree on matters of research, policy and practice, citing conflicting evidence and arriving at conflicting conclusions. As a result, critical readers, such as researchers, policymakers, journal editors and reviewers, approach arguments with considerable skepticism. After all, they are not going to change their programs, priorities, practices, research agendas or budgets without very solid evidence that it is necessary, feasible, and beneficial. This raises an important challenge for public health writers: How can you best make your case, in the face of so much conflicting evidence? To illustrate, let’s assume that you’ve been researching mother-to-child transmission (MTCT) of HIV in a sub-Saharan African country and have concluded that (claim) the country’s maternal programs for HIV counseling and infant nutrition should be integrated because (reasons) this would be more efficient in decreasing MTCT, improving child nutrition, and using scant resources efficiently. The evidence to back up your claim might consist of original research you have conducted that included program assessments and interviews with health workers in the field, your assessment of the other relevant research, the experiences of programs in other countries, and new WHO guidelines. -
Pragmatism and Progressivism in the Educational Thought and Practices of Booker T
PRAGMATISM AND PROGRESSIVISM IN THE EDUCATIONAL THOUGHT AND PRACTICES OF BOOKER T. WASHINGTON Ronald E. Chennault DePaul University Few men, particularly Black men, have wielded the power and influence of Booker T. Washington during his lifetime. A good deal of his colorful life is recounted in his autobiography, Up from Slavery.1 Here Washington details the most notable events of his life, from the time he spent in slavery as a youth, to his exploits and education during his adolescence, and well into his career as head of the then-Tuskegee Normal and Industrial Institute in Alabama. Washington tells of his experiences at present-day Hampton University and the extraordinary influence the lessons he learned and the people he met there had on his life philosophy. He also reserves a large part of his story to describe numerous occasions during which he spread his institution’s seeds of success and offered his advice on improving America’s race relations. Yet as revealing as his account is, both by reading its lines and between its lines, Washington’s autobiography represents only a piece of his life’s puzzle. If Washington is the “trickster” that Harlan imagines and McElroy argues,2 a fairer and fuller understanding of Washington’s wizardry necessitates moving beyond his autobiography. Restricting our understanding of Washington to his self-representation in Up from Slavery (even extending to his photographic self-representation)3 and allowing his account to epitomize his worldview does more than “oversimplify Washington . it further contributes to the uncritical acceptance of Washington’s propagandistic portrayal of Tuskegee’s goals, programs, and accomplishments.”4 Many gaps in his life story can be filled by consulting primary sources such as Washington’s writings and speeches as well as by looking to extensive biographical and numerous scholarly works on Washington. -
Mindsets and Skills That Promote Long-Term Learning
Academic Tenacity Mindsets and Skills that Promote Long-Term Learning Carol S. Dweck | Gregory M. Walton | Geoffrey L. Cohen Table of Contents Introduction 2 Defining Academic Tenacity 4 Measuring Tenacity and Its Effects on Achievement 5 Mindsets and Goals 5 Social Belonging 11 Self-Regulation and Self-Control 12 Interventions that Improve Academic Achievement by Developing Tenacity 14 Mindset Interventions 15 Social Belonging and Value Affirmation Interventions 17 Identity and Self-Relevance Interventions 19 Teaching Self-Regulation 21 Integrating Curricula with Practices that Promote Academic Tenacity 21 How Good Teachers and Schools Foster Academic Tenacity 22 Challenge 22 Scaffolding 26 Belonging 30 Endnotes 33 The authors would like to acknowledge David Paunesku and David Yeager for their valuable assistance with this report and KSA-Plus Communications for its editorial and design assistance. Academic Tenacity | 1 Introduction In a nationwide survey of high school dropouts, 69 percent said that school had not motivated or inspired them to work hard.1 In fact, many of the students who remain in school are not motivated or inspired either, and the more time students spend in K–12 education the worse it gets.2 This lack of motivation to do well in school represents a serious loss of human potential, with implications for students’ well-being later in life and for our country’s future economic growth. What prevents students from working hard in school? Is it something about them or is it something about school? More important, is there a solution to this problem? Most educational reforms focus on curriculum and pedagogy—what material is taught and how it is taught. -
Biases in Research: Risk Factors for Non-Replicability in Psychotherapy and Pharmacotherapy Research
Psychological Medicine, Page 1 of 12. © Cambridge University Press 2016 REVIEW ARTICLE doi:10.1017/S003329171600324X Biases in research: risk factors for non-replicability in psychotherapy and pharmacotherapy research F. Leichsenring1*†, A. Abbass2, M. J. Hilsenroth3, F. Leweke1, P. Luyten4,5, J. R. Keefe6, N. Midgley7,8, S. Rabung9,10, S. Salzer11,12 and C. Steinert1 1 Department of Psychosomatics and Psychotherapy, Justus-Liebig-University Giessen, Giessen, Germany; 2 Department of Psychiatry, Dalhousie University, Centre for Emotions and Health, Halifax, NS, Canada; 3 The Derner Institute of Advanced Psychological Studies, Adelphi University, NY, USA; 4 Faculty of Psychology and Educational Sciences, University of Leuven, Klinische Psychologie (OE), Leuven, Belgium; 5 Research Department of Clinical, Educational and Health Psychology, University College London, London, UK; 6 Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA; 7 The Anna Freud Centre, London, UK; 8 Research Department of Clinical, Educational and Health Psychology, UCL, London, UK; 9 Department of Psychology, Alpen-Adria-Universität Klagenfurt, Universitätsstr, Klagenfurt, Austria; 10 Department of Medical Psychology, University Medical Center Hamburg-Eppendorf, Hamburg, Germany; 11 Clinic of Psychosomatic Medicine and Psychotherapy, Georg-August-Universität Goettingen, Göttingen, Germany; 12 International Psychoanalytic University (IPU), Berlin, Germany Replicability of findings is an essential prerequisite of research. For both basic and clinical research, however, low rep- licability of findings has recently been reported. Replicability may be affected by research biases not sufficiently con- trolled for by the existing research standards. Several biases such as researcher allegiance or selective reporting are well-known for affecting results. For psychotherapy and pharmacotherapy research, specific additional biases may affect outcome (e.g. -
The Weekly Standard…Don’T Settle for Less
“THE ORACLE OF AMERICAN POLITICS” — Wolf Blitzer, CNN …don’t settle for less. POSITIONING STATEMENT The Weekly Standard…don’t settle for less. Through original reporting and prose known for its boldness and wit, The Weekly Standard and weeklystandard.com serve an audience of more than 3.2 million readers each month. First-rate writers compose timely articles and features on politics and elections, defense and foreign policy, domestic policy and the courts, books, art and culture. Readers whose primary common interests are the political developments of the day value the critical thinking, rigorous thought, challenging ideas and compelling solutions presented in The Weekly Standard print and online. …don’t settle for less. EDITORIAL: CONTENT PROFILE The Weekly Standard: an informed perspective on news and issues. 18% Defense and 24% Foreign Policy Books and Arts 30% Politics and 28% Elections Domestic Policy and the Courts The value to The Weekly Standard reader is the sum of the parts, the interesting mix of content, the variety of topics, type of writers and topics covered. There is such a breadth of content from topical pieces to cultural commentary. Bill Kristol, Editor …don’t settle for less. EDITORIAL: WRITERS Who writes matters: outstanding political writers with a compelling point of view. William Kristol, Editor Supreme Court and the White House for the Star before moving to the Baltimore Sun, where he was the national In 1995, together with Fred Barnes and political correspondent. From 1985 to 1995, he was John Podhoretz, William Kristol founded a senior editor and White House correspondent for The new magazine of politics and culture New Republic. -
Journal of Transcendental Philosophy 2021; 2(1): 71–83
Journal of Transcendental Philosophy 2021; 2(1): 71–83 David J. Stump* The Kantian Elements in Arthur Pap’s Philosophy https://doi.org/10.1515/jtph-2020-0013 Published online October 30, 2020 Abstract: Arthur Pap worked in analytic philosophy while maintaining a strong Kantian or neo-Kantian element throughout his career, stemming from his studying with Ernst Cassirer. I present these elements in the different periods of Pap’s works, showing him to be a consistent critic of logical empiricism, which Pap shows to be incapable of superseding the Kantian framework. Nevertheless, Pap’s work is definitely analytic philosophy, both in terms of the content and the style. According to Pap, the central topics of analytic philosophy concern meaning, modality, and analysis. Pap was also influenced by pragmatism, especially in his dissertation, although he does not fully embrace it in either its classical or its Quinean form. Keywords: Arthur Pap, Ernst Cassirer, a priori, analytic philosophy, neo- Kantianism 1 Introduction Arthur Pap studied with Ernst Cassirer at Yale, writing a Master’s thesis under his supervision. He then returned to Columbia where he had received his under- graduate degree, to earn his Ph. D. under the supervision of Ernest Nagel. One might wonder if either Cassirer, the neo-Kantian, or Nagel, the logical empiricist with a pragmatist streak,1 had a lasting influence on Pap, given that his oeuvre is 1 Nagel is a complex figure and hard to categorize. He studied under Morris R. Cohen, who could be described as a rationalist and his early work includes some very important historical pieces on mathematics.