bluuebunny/crossref_metadata_2025 huggingface dataset:
A Century Blinded by Light,
Authors: McMahon Darrin M
Published: November 2023

On the night of the opening of Voltaire’s Irène, a small “cabal . . . excited principally by men dressed in the costumes of abbés” mingled with the enthusiastic onlookers who had come to pay tribute to the great philosophe. Little is known of these men, except that they were at odds with the majority of spectators. As a firsthand witness, Voltaire ‘s personal secretary, Wagnière, reports, they attempted to disrupt the performance in “violent” protest before its onset. Their voices, however, “were snuffed out by the general applause,” serving only to “enliven the room” before the raising of the curtain. Two weeks later, at the performance attended by Voltaire himself, the anti-philosophe contingent was even smaller. A single voice, that of the poet Nicolas- Joseph-Laurent Gilbert, cried out, “There is no more religion in France. All is lost!” He was forcibly subdued by the crowd1 (see Figure 2). The number of those opposed to Voltaire ‘s Parisian presence—and to what it seemed to stand for, the triumph of philosophie—was greater than this meager collection of abbés and the lone Gilbert would suggest. Nor was religion lost in France. The prophilosophe newsheet, the Mémoires  secrets, was even ready to tip the balance in favor of Voltaire ‘s adversaries.
The Revolution as the Realization of Philosophy
Authors: McMahon Darrin M
Published: November 2023

In January 1789, as French men and women argued vociferously over the composition of the upcoming Estates General, the archbishop of Lyon, Yves-Alexandre de Marbeuf, issued a pastoral statement (mandement) interpreting the events that seemed to be overtaking his country. France, he noted, was experiencing a “universal restlessness” and a “formidable crisis.” “A spirit of vertigo had taken hold of men’s minds”; “new ideas were brusquely substituted for ancient maxims,” “sowing discord and defiance among our fellow citizens.” At a time when the country was undergoing the “worst winter on record,” a “general subversion threaten[ed] all political, civil, and religious institutions.”
Communal and National Identity in a Multiethnic State: A Comparison of Three Perspectives
Authors: Sidanius Jim , Petrocik John R
Published: November 2023

As recent episodes of “ethnic cleansing” in Rwanda, Bosnia, and Kosovo make painfully clear, some multiethnic states seem as inclined to interethnic violence at the dawn of the 21st century as they were at the start of the 20th. Indeed, the national mobilization of a 50-year-long cold war may have temporarily restrained hostilities that lost none of their underlying virulence. Grievances that were set aside by a need to face a common enemy have now become priority issues for organized interests, parties, and public policy. Furthermore, ethnic conflict is not peculiar to nation-states mobilized into the stand-off between the cold war alliances, but appears quite generalized across the globe (see Gurr & Harff, 1994).
Social and Role Identities and Political Violence: Identity as a Window on Violence in Northern Ireland
Authors: White Robert W
Published: November 2023

Much of the violence in the contemporary world appears, on the surface, to involve two groups of people engaged in “them versus us” behavior. From this view, group members develop a social (group) identity in comparison with members of some other group. This comparative self-definition leads to heightened differences across some social category, for example, across tribes or ethnic groups, and, ultimately, violence. Examples of intergroup violence based on social identity might include Tutsi versus Hutu, Arab ver­sus Israeli, and Serb versus Croat. I suspect, however, that much of this violence does not reduce to a straightforward “them versus us” situation.
Hormone Action on Receptors
Authors: Orchinik Miles , Propper Catherine
Published: November 2023

The physiological actions of hormones are mediated by receptors, but the specificity of receptors is rarely absolute. Hormone receptors may bind endogenous compounds other than their principal cognate ligands and may also bind exogenous compounds. Therefore, a fraction of exogenous pharmaceuticals, as well as agricultural or industrial chemicals released into the environment, may bind to hormone receptors. A major subset of environmental endocrine disrupting chemicals (EDCs) exert their actions by binding to hormone receptors.
The Thyroid Gland
Authors: Carr James A , Norris David O
Published: November 2023

All craniates produce iodine-containing hormones derived from the amino acid tyrosine. These hormones, collectively called thyroid hormones, have a constellation of direct and indirect actions on energy metabolism, reproduction, and development. Cells that accumulate inorganic iodide (I-) and synthesize thyroid hormones are arranged into follicles that, in tetrapods and some fishes, form a discrete endocrine organ, the thyroid gland.
Probabilistic Risk Assessment
Authors: Dixon Kenneth R , Martin Clyde F
Published: November 2023

An ecological risk assessment evaluates the potential adverse effects that human activities have on ecosystems. The risk assessment process provides a way to collect, analyze, and present scientific information so that it can be used for making environmental decisions. When conducted for an endocrine disrupting chemical (EDC), ecological risk assessment can be used to identify sensitive species, analyze the effect of the EDC on those species, and analyze the resulting impact on populations and ecosystems. The ecological risk assessment process has been described by the U.S. EPA in a basic framework (U.S. EPA, 1992) and in a set of guidelines (U.S. EPA, 1998).
The Proem of Simonides’ Plataea Elegy and the Circumstances of Its Performance
Authors: Aloni Antonio
Published: November 2023

This chapter offers a literary-historical rather than a philological interpretation of the proem of the new Simonidean elegy on the battle of Plataea (n W2), the longest and best-preserved part of the poem.1 The text is a largely hypothetical text, the fruit of the editors’ interpretation of the material available to them and of stopgaps proposed exempli gratia by West and by Parsons. However, while it appears impossible to reconstruct Simonides’ actual words with any degree of certainty, one can outline the contents of the piece with some confidence (and, even more important, outline the structure of the elegy as a whole). So, while any aesthetic evaluation of the work is out of the question (apart, that is, from an appreciation of the high quality of the proem), one can discuss the reasons behind the composition, the way in which-and the audience for which the elegy was composed. I offer some comments on a number of passages in fr. 11.2
Paths to Heroization at Plataea
Authors: Boedeker Deborah
Published: November 2023

In a speech written a century after the event, Isocrates extravagantly suggests of the Athenians who fought in the Persian War: Not only Isocrates’ gods but the Greeks themselves kept alive the memory of those who fought the Persians—and not only by remembering their deeds. Regular offerings and perhaps even a festival suggest that those who fell at Plataea were honored with a kind of “hero cult” already by their contemporaries.2 This is remarkable, since before the Persian War era, contemporary Greek war dead did not collectively receive cultic honors.3 The Athenian tyrannicides Harmodios and Aristogeiton, to be sure, were honored with statues in the Athenian Agora as well as graves and sacrifices in the Kerameikos, but the tributes paid these far-from-anonymous saviors are quite different from offerings to the collective war dead.4 Herodotus’ Solon could tell Croesus that what Tellos of Athens achieved—prosperity, surviving descendants, death on the battlefield, and public burial—constitute the greatest human happiness; his list, however, is silent about heroic honors (Hdt. 1.30).
The Changing Health-Care Information Infrastructure in the United States: Opportunities for a New Approach to Public Health Surveillance
Authors: Koo Denise , Parrish II R Gibson
Published: November 2023

The medical system in the United States has changed considerably over the last 10 to 15 years, primarily because of the growth of organized health-care delivery systems, including health-maintenance organizations. By 1997, nearly 70 million Americans were enrolled in health maintenance organizations, a ten-fold increase from 1978 (]). These figures include mounting numbers of Medicare and Medicaid beneficiaries who have moved or been shifted into managed care to control costs and improve access to care.
Public Health Surveillance in Low-and Middle-Income Countries
Authors: White Mark E , Mcdonnell Sharon M
Published: November 2023

This chapter deals with public health surveillance in settings of limited resources (J). Other chapters have discussed surveillance system design and implementation largely from the perspective of developed countries or settings of relatively abundant resources. The steps of system design and the underlying principles of collecting information for action do not vary because of the amount of available resources; however, in situations with limited (or absent) resources, there are both unique needs and unique opportunities for innovation. We address both the similarities and differences in the design and implementation of surveillance systems in low-and middle-income settings and provide examples of how some of the problems have been overcome or mitigated.
Using Surveillance Information in Communications, Marketing, and Advocacy
Authors: Churchill R Elliott
Published: November 2023

Information is the primary tool of public health practice.* Surveillance is the primary means of obtaining the data that are analyzed and translated into information. In moving one step further into the realm of influencing policy and decisions made by governments or by individuals, information is translated into messages units of communications science that tell their audiences how to respond to particular pieces of information.
Rethinking Risk Assessment
Authors: Monahan John , Steadman Henry J , Appelbaum Eric Silver Paul S , Robbins Pamela Clark , Mulvey Edward P , Roth Loren H , Grisso Thomas , Banks Steven
Published: November 2023

The presumed link between mental disorder and violence has been the driving force behind mental health law and policy for centuries. Legislatures, courts, and the public have come to expect that mental health professionals will protect them from violent acts by persons with mental disorders. Yet for three decades research has shown that clinicians’ unaided assessments of “dangerousness” are barely better than chance. Rethinking Risk Assessment: The MacArthur Study of Mental Disorder and Violence tells the story of a pioneering investigation that challenges preconceptions about the frequency and nature of violence among persons with mental disorders, and suggests an innovative approach to predicting its occurrence. The authors of this massive project—the largest ever undertaken on the topic—demonstrate how clinicians can use a “decision tree” to identify groups of patients at very low and very high risk for violence. This dramatic new finding, and its implications for the every day clinical practice of risk assessment and risk management, is thoroughly described in this remarkable and long-anticipated volume. Taken to heart, its message will change the way clinicians, judges, and others who must deal with persons who are mentally ill and may be violent will do their work.
Educating Musically
Authors: Bowman Wayne
Published: November 2023

“The most crucial clarification about teaching occurs at the level at which we decide what kind of interaction it is,” writes Joseph Dunne (1997, p. 367). “A decision at this level has the heaviest consequences not only for how we understand but also how we go about doing it.” Dunne is right, of course. What kind of endeavor we understand music education to be-and more specifically, of what kind of interactions it should consist-has profound importance for the way music educators teach. It is also crucial to how we structure curriculum, to the kinds of experiences in which we expect students to engage, to the ways we evaluate student progress, and to how we orient and conduct our professional research. At first gloss, there is nothing particularly noteworthy or controversial about this. The “interactions” in which music educators are engaged are straightforwardly concerned with teaching their subject, music. Music education is, self-evidently, the business of helping students develop musically: to understand, appreciate, respond to, create, and to engage meaningfully in music. The concerns of music education are coextensive with the concerns of musical instruction, and musical instruction consists of the techniques and methods for developing things like musicianship, literacy, or appreciation. In short, music education is the means to ends that are specifically musical. That being the case, the most important guidance as to the nature of the discipline and its instructional concerns flows from a proper understanding of music’s intrinsic nature and value.
Critical Thinking
Authors: Younker Betty Anne
Published: November 2023

In the previous Handbook of Research on Music Teaching and Learning, Richardson and Whitaker (1992) concluded their chapter on critical thinking in music education by stating that there is a need to explore the musical implementation of a single theoretical base (p. 556). The authors suggest that to clarify meanings, refine conceptions, and make clear connections between critical thinking and musical thinking we must investigate philosophical studies. It would seem logical to use these directives as organizers for this chapter to provide continuity of thought between past and present and provide direction for further implications. Another means of continuity is provided by presenting brief summaries of those areas in Richardson and Whitaker’s chapter that are relevant to the sections in this chapter, specifically definitions of critical thinking and the issue of generalizability as related to critical thinking. This chapter begins with definitions of critical thinking, first presenting a summary of Richardson and Whitaker’s descriptions and critiques of definitions of critical thinking as offered by John Dewey, John McPeck, Robert Ennis, and Richard Paul. I will then examine more recent thoughts offered by Paul and examine views on critical thinking as offered by Harvey Siegel and Stephen Norris, philosophers whose views are representative of contemporary thought on critical thinking in education. After comparing the various definitions, I will identify similarities and frame two broad components of critical thinking that may be applicable to music education.
Adult Education
Authors: Coffman Don D
Published: November 2023

American adults now outnumber those younger than 18 for the first time ever. They report having accumulated more years of education and are more culturally and ethnically diverse (U.S. Census Bureau, 2000). The demands of a global economy and the shift to an information society have established a need for continuous learning and updating. These forces have contributed to an increased awareness of the need to view learning as lifelong. What is an adult? What are the characteristics of adulthood? Based on age-related issues of physical maturation, our society has established legal definitions for certain adult privileges and responsibilities. However, adults also undergo psychological and social maturation and do not necessarily progress at the same rate. This suggests that adults who are at different levels of cognitive or emotional maturity may learn differently. Furthermore, specialists in adult development and education are aware that descriptions of physical, cognitive, and emotional maturity do not completely account for what it means to be considered an adult. Sociocultural roles are influential because adults deal with issues of earning a living, sexual partnership, parenting, citizenship, and retirement. Thus it appears that there are at least two broad perspectives of adulthood, one emphasizing biological and psychological development and the other focusing on particular functions within a culture.
Systematic Research in Studio Instruction in Music
Authors: Kennell Richard
Published: November 2023

In his 1985 study Developing Talent in Young People, Benjamin Bloom identified one-on-one instruction as a particularly effective instructional context that is found across several disciplines. Results from his study suggested that the private music studio might be a fascinating laboratory for the study of teaching and learning. The importance of this study was that educational researchers began to take notice of this special context, which previously had been considered a deviant educational tradition (Schon, 1983) and outside the bounds of traditional educational research. There is a growing professional interest in applying the tools of systematic research to the context of studio instruction in music education research. Madsen (1985) and Yarbrough (1996) identified the potential of this research area. A special issue of the Quarterly Journal of Music Teaching and Learning, edited by Manny Brand (1992), was dedicated to studio instruction. The report of research that follows represents the work of a growing number of individuals who have found studio instruction a compelling area of investigation even though it presents a special research challenge: Within this simple expert-novice dyad is a complex world of human cultural evolution, including the use of language, symbol systems, tools, and many aspects of human psychology.
Distance Learning and Collaboration in Music Education
Authors: Rees Fred J
Published: November 2023

Electronic information technology is altering the ways that teaching and research are being undertaken in education.1 Computer-based multimedia resources, course management systems, videoconferencing, and web-based instruction are providing opportunities and challenges for the educator who seeks additional or alternative means to facilitate music learning. Increased emphasis by the educational community on student-centered learning and access to education for everyone has given rise to investigating new ways in which teaching and learning can occur. In order to address these issues, accommodating diverse learning styles and personal schedules of students have become priorities. Traditional classroom teaching, with its tendency to treat students as a homogenous body of learners that meet at set times, cannot easily meet individual needs. However, the growing availability of internet-based resources that facilitate student acquisition of knowledge using different learning modes has precipitated ways of learning that are no longer restricted by time and place. Technology is also enabling people to work cooperatively on initiatives that transcend hour and location. Teachers, researchers, and students can form cohorts that instantaneously transmit information, share expertise, and focus on problems or projects of mutual interest at any moment, from anywhere in the world. These seemingly divergent directions, in which individual and group interests may be served through technology, suggest new opportunities for learning and scholarship that were not previously available. In recent years, two processes have been used by professionals to exploit technology in these ways that are attracting a lot of attention in education: distance learning and collaboration.
Behavioral Research on Direct Music Instruction
Authors: Sink Patricia E
Published: November 2023

Behavioral research in music education has taken an instructivist rather than a constructivist approach. While the former stresses a teacher-centered instructional model and purposeful change of behavior, the latter emphasizes problem solving, holistic activities, visual formats, cooperative and collaborative learning, exploratory and discovery learning, and “authentic” assessment (von Glaserfeld, 1995). In instructivist models, the teacher leads and directs students to acquire and generate specific, clearly defined knowledge in the form of concepts (i.e., knowledge of), propositions (i.e., why), strategies (i.e., how), and operations (i.e., how to). Instructional processes that involve carefully constructed sequences to achieve explicit learning outcomes have been subsumed under the term direct instruction (Becker & Carnine, 1981; Becker, Engelman, & Thomas, 1971; Bereiter & Englemann, 1966; Rosenshine, 1976). During the past 30 years, numerous studies have contributed to understanding the applications of the principles of behavioral psychology to music education. Most of these studies provide evidence of the efficacy of direct instruction in music. Many of these studies have been designed to systematically observe identifiable components of music instruction, control specific teaching behaviors, and determine effects of teacher behaviors on student attentiveness, attitudes, and at times, achievements.
The Development of Musical Abilities
Authors: Gembris Heiner
Published: November 2023

A considerable amount of research on musical development has been published in recent years. This particular survey addresses the following questions: Which results of developmental psychology should parents and teachers be aware of? What should they know about the development of musical abilities? There are obviously no simple answers to these questions since they depend on individual interests of the reader. However, there are a lot of general aspects of musical development that can be of general interest to parents and educators. A central aspect of this chapter will be the description of typical age-related characteristics and the different influencing factors of development. In addition, we will establish connections to developmental theories, to pedagogical considerations, and to the state of research in relevant areas. A detailed outline of developmental theories is not intended since it can be found in other chapters of this book. Since research in the area of development and cognition is often incomplete and controversial, our account will inevitably resemble a puzzle with some pieces missing rather than a painting with straight lines. Areas of Research The current developmental psychology of musical abilities may be in one of its most productive stages in history. We can distinguish at least five areas of research that have opened up new perspectives on musical abilities of humans in the last 10 to 15 years: the examination of fetal learning before and infant learning after birth, neurobiological research, expertise research, life-span development of musical abilities, and the emergence of developmental theories. Brief characterizations of these key aspects are presented in the following sections.
Feminism, Feminist Research, and Gender Research in Music Education A Selective Review
Authors: Lamb Roberta , Dolloff Lori-Anne , Howe Sondra Wieland
Published: November 2023

Music studies on the whole and music education in particular are behind other disciplines in taking advantage of the theories and approaches to research that have been established by feminism, feminist research, and gender research. This disadvantages the profession because there is now so much to come to terms with. Yet at the same time it is advantageous in that it enables us to make use of important groundwork laid in other disciplines. This chapter marks an important first step for music education.
Changing Concepts of Teacher Education
Authors: Nierman Glenn E , Zeichner Ken , Hobbel Nikola
Published: November 2023

This chapter will discuss preservice teacher education in the United States today, both from a general perspective and in relationship to the particular situation of music education. Following a discussion of the nature of students, faculty, and programs in U.S. preservice programs, we will examine a few issues that are currently of major concern in debates and discussions about teacher education reform. Finally, we will examine the nature of teacher education programs in music education, and several current problems in the practice of music education in today’s standardsbased reform environment.
Research by Teachers on Teacher Education
Authors: Leglar Mary , Collay Michelle
Published: November 2023

How do teacher educators think about their craft? Historically, teacher education has been shaped by theoreticians rather than by practitioners. During the past two decades, teachers and teacher educators have begun to study their own work more closely, to apply research in the classroom, and to assume primary responsibility for expanding the knowledge of their craft. By examining and analyzing their craft, teachers and teacher educators create both new knowledge and new interpretations, and the long-cherished distinctions between practitioner and researcher begin to blur. In the view of contemporary scholars, knowing about and doing are inextricably linked. Cole and Knowles (2000) emphasize this important point: “First and foremost, we see teaching as inquiry. In other words, teaching is researching” (p. 1). Teachers theorize rather than just apply theory, and they do this from their earliest days of preservice study.
Professional Development
Authors: Hookey Mary Ross
Published: November 2023

The professional development of inservice educators is a major concern for many educational stakeholders. The importance of professional development has been highlighted through a national award that recognizes the quality and results of professional development activities (Killion, 1999). In addition to this public recognition of the impact of professional development, a large body of research and scholarship in the general education literature has explored the nature of educators’ knowledge, the ways in which educators learn to understand and maneuver their way through educational settings, and the support that different contexts offer for learning and changing educational practice. While the volume of this research has generated several literature reviews, researchers have only begun to explore some of the issues related to the professional learning of inservice music educators. This review highlights what researchers can tell us now about the professional development of inservice music educators, the nature of the issues they faced or uncovered, and the questions that they have left for others to answer. Since the questions we ask and the ways in which we attempt to answer them are influenced by how we conceptualize professional development, this chapter begins by presenting alternate definitions of professional development, reviewing some of the factors that influence the development and use of teachers’ professional knowledge, and exploring the assumptions that underlie alternative definitions of professional growth.
Introduction: The Growing Impact of Partnerships A Reason for Research
Authors: Deasy Richard J
Published: November 2023

Jane Remer, in Beyond Enrichment: Building Effective Arts Partnerships with Schools and Your Community (1996), sketches both a history and a six-stage continuum to describe the maturation of arts education partnerships. More than events of short duration offered by an arts organization at a school or cultural site, strong partnerships involve “full-fledged institutional partners” that are engaged in joint planning; instructional designs integrated with school goals and programs; sustained engagement with students; professional development for artists and teachers; and evaluation and assessment for continuous improvement (pp. 113-115). While all the types of partnerships on Remer’s continuum are practiced with varying effects, the strongest form is particularly worthy of the attention of researchers. It results from and reflects political, educational, and cultural forces that have shaped public education and cultural institutions over recent decades. For schools, economic pressures that tightened school budgets in the early 1970s were an important factor. Many school boards and administrators responded to fiscal constraints by cutting staffing and programming in the arts.
The “Use and Abuse” of Arts Advocacy and Its Consequences for Music Education
Authors: Gee Constance Bumgarner
Published: November 2023

In 1973 Jacques Barzun, professor of history at Columbia University, gave a series of six lectures at the National Gallery of Art titled “The Use and Abuse of Art.” He explained the origin of the series title in his first lecture, “Why Art Must Be Challenged.” Barzun had paraphrased the title of an essay written by Nietzsche, “The Use and Abuse of History,” which translated more accurately would mean “The Advantages and Disadvantages or ‘Worth’ and ‘Un-worth’ of history in relation to life.” Nietzsche, Barzun noted, “came to the conclusion that the historical sense under certain conditions weakens the sense of life.” Barzun (1974) informed his audience that throughout the lecture series: we shall be asking ourselves whether there may not be unsuspected disadvantages in both our formal and our casual absorption of art-even in our habitual modes of talk about it-all this in order to reach a conclusion about its value and its drawbacks for life at the present time. (pp. 3-4) The primary question I will address in this essay is: In what ways might arts advocacy-what we proclaim art will do for the individual and society in return for investments of time, love, and money-weaken our sense and valuing of art in relation to life and of arts education in relation to learning? To paraphrase Barzun paraphrasing Nietzsche: Might there not be unsuspected disadvantages in our casual absorption, acceptance, and reiteration of promulgated “truths” about the public uses, purposes, and benefits of art? All this in order to reach a conclusion about the value and drawbacks of arts advocacy for music education at the present time!
Performing Arts Medicine
Authors: Brandfonbrener Alice G , Lederman Richard J
Published: November 2023

The Evolution of Performing Arts Medicine in the United States Musicians have long recognized that music-making carries with it certain physical and psychological risks, the significance of which ranges from trivial annoyances to careerhalting injuries. Since the publication of the first Handbook, an increased number of medical professionals themselves have acknowledged the existence of occupational injuries, as a consequence of which there is now a medical subspecialty, Performing Arts Medicine, sometimes referred to as “music medicine.” This chapter will briefly review the recent history and current state of the field; its focus, limits, and potential. Most important, we will attempt to provide basic information for music educators so that they, together with medical practitioners and other researchers, can seek to limit the impact of these problems on musicians and especially attempt their prevention. A few preliminary disclaimers are in order. In spite of giant strides made in the past 15-20 years through clinical experience and accumulating epidemiologic data, much of the information about musicians’ medical problems remains anecdotal. The symptoms with which musicians present are often nonspecific, with few if any objective physical findings and often without confirmatory diagnostic tests. Thus, treatment is also often nonspecific, directed more toward relief of symptoms than on understanding or eradicating their causes and more pragmatic than based on scientifically proven data. In summary, one should not expect more from this chapter than it can honestly supply, despite the combined experience of its authors of in excess of 50 years of providing medical care for musicians. Performing arts medicine remains in the year 2001 part art and part science.
Conduct Unbecoming a Woman
Authors: Morantz-Sanchez Regina
Published: November 2023

In the spring of 1889, a burgeoning Brooklyn newspaper, the Daily Eagle, printed a series of articles that detailed a history of midnight hearses and botched operations performed by a scalpel-eager female surgeon named Dr. Mary Dixon-Jones. The ensuing avalanche of public outrage gave rise to two trials--one for manslaughter and one for libel--that became a late nineteenth-century sensation. Vividly recreating both trials, Regina Morantz-Sanchez provides a marvelous historical whodunit, inviting readers to sift through the evidence and evaluate the witnesses. “Conduct Unbecoming a Woman” is as mesmerizing as an intricately crafted suspense novel. Jars of specimens and surgical mannequins became common spectacles in the courtroom, and the roughly 300 witnesses that testified represented a fascinating social cross-section of the city’s inhabitants, from humble immigrant craftsmen and seamstresses to some of New York and Brooklyn’s most prestigious citizens and physicians. Like many legal extravaganzas of our own time, the Mary Dixon-Jones trials highlighted broader social issues in America. It unmasked apprehension about not only the medical and social implications of radical gynecological surgery, but also the rapidly changing role of women in society. Indeed, the courtroom provided a perfect forum for airing public doubts concerning the reputation of one “unruly” woman doctor whose life-threatening procedures offered an alternative to the chronic, debilitating pain of 19th-century women. Clearly a extraordinary event in 1892, the cases disappeared from the historical record only a few years later. “Conduct Unbecoming a Woman” brilliantly reconstructs both the Dixon-Jones trials and the historic panorama that was 1890s Brooklyn.
Becoming a Surgeon
Authors: Morantz-Sanchez Regina
Published: November 2023

Mary Dixon Jones had much to lose when the Brooklyn Eagle undermined her credibility with its damning series of articles in 1889. She had painstakingly built an admirable reputation among the respectable middle class in Brooklyn and had gained membership in a very male world: an international group of elite surgeons currently in the process of creating gynecological surgery. Certainly she was one of the most ambitious female surgeons of her generation. Pioneering operative innovations, she demanded that male colleagues recognize her contributions. In addition, her published work on the cellular pathology of the female reproductive system took risks in countering prevailing medical theories of the female body. Dixon Jones attained a professional status unique to her sex at the time, but one that was bound to be challenged, particularly in a conservative city like Brooklyn, struggling not only with complex social changes but also with the various challenges to the medical status quo raised by her chosen specialty. No wonder her achievements were gained at high cost.
Is the Mind a Scientific Object of Study? Lessons from History
Authors: Dror Otniel E
Published: November 2023

During the late nineteenth and early twentieth centuries physiologists, psychologists, and clinicians transformed emotions into objects of scientific knowledge. They manipulated, isolated, replicated, standardized, quantified, and recorded emotions; invented new technologies for visualizing and representing emotions in curves and numeric tables; and propagated their practices and instruments beyond the narrow confines of the laboratory and clinic. Their travails redefined emotions in laboratory terms and repositioned issues of pragmatic implementation at the center of scientific efforts to study emotions and the mind. The successful realization of this new laboratory approach became the sine qua non for the scientific study of the mind and its operations.
A Particularly Compelling Refutation of Eliminative Materialism
Authors: Lycan William G
Published: November 2023

The 1960s saw heated discussion of eliminative materialism in regard to sensations and their phenomenal features. Thus directed, eliminative materialism is materialism or physicalism plus the distinctive and truly radical thesis that there have never occurred any sensations; no one has ever experienced a sensation. This view attracted few adherents, though to this day some philosophers are eliminativists with respect to various alleged phenomenal features of sensations.
All in the Interest of Time: On the Problem of Speed and Cognition
Authors: Ingvar Martin
Published: November 2023

The brain has, with its weight of less than 1.5 kilograms, some 100 billion nerve cells. These cells have a surface area with a size somewhere on the order of a football field. The potential for handling and storing of ordered information in the brain is related to its architecture. The selective and energy-consuming processes by which cellular ionic gradients are upheld underlie most of the known mechanisms in the brain’s information processing. The basic speed for transfer of information is below two hundred meters per second. The synaptic mechanisms also introduce a loss of time in the information processing. The need for synchronicity is limited as long as the need for inner representation is limited. In such primitive systems, many seemingly complicated behaviors can be elicited without the need of formally representing them in a neuronal system. Rather, sequences may be stored simply based on the local neural properties (figure 14.1). In the course of development, reactive processing becomes a problem for two reasons. Both the increased demands of more elaborate responses and the consequential size increase of the brain reduce the speed of processing. The biological hardware is just too sluggish for sequential processing of fast events like human thought processing (Rumelhart and McClelland, 1986).
Can There Be a Cognitive Neuroscience of Central Cognitive Systems?
Authors: Goel Vinod
Published: November 2023

Neuropsychology has been an active field of study for at least 150 years. During this period it has been concerned with clinical diagnosis, rehabilitation, and research. In terms of research, its primary objective has been to induce the functional architecture of the normal mind by examining the behavioral consequences of neurological pathologies. The primary strategies used are localization and dissociation of function. During the course of the past century researchers have described and cataloged a number of behavioral deficits and in some cases have successfully mapped them onto localized cortical regions. Some notable areas of success include disorders of language, memory, and visual perception. Boller and Grafman (1988, 1989a, 1989b, 1990, 1991, 1992a, 1992b) offer an extensive review of much of this literature.
Gall’s Legacy Revisited: Decomposition and Localization in Cognitive Neuroscience
Authors: Zawidzki Tadeusz , Bechtel William
Published: November 2023

The standard philosophical account of explanation-the deductive nomological model in which a phenomenon is explained when a description of it is derived from statements of laws and initial conditions-does not do justice to the explanations generally offered in the life sciences. There, instead, explanations often take the form of specifications of mechanisms, wherein an overall activity of a system is decomposed into subfunctions, and these are then localized to components of the system (Bechtel and Richardson, 1993; Machamer, Darden, and Craver, 2000). Mental activities have been no exception. The brain (including the central nervous system) has long been taken to be the bodily organ responsible for mental activities, and the task has been to decompose mental functions and identify the resulting component functions with parts of the brain. In many respects, this effort embodies the vision of Franz Joseph Gall (1758-1828).
The Mind as an Object of Scientific Study
Authors: Hattiangadi Jagdish
Published: November 2023

This chapter is an attempt to study qualia and to show that some factual issues arising in biology are relevant to it. This very claim gives the project an unhealthy air of paradox. After all, one may say, the word quale and its plural qualia were introduced into philosophy as technical terms precisely in order to capture that aspect of an experience that escapes the scrutiny of any natural science. A quale picks out a first-person aspect of an experience whereas any natural science deals with third-person descriptions of its objects of study.
I Object: Mind and Brain asDarwinian Things
Authors: Lumsden Charles J
Published: November 2023

There have, roughly speaking, been four great watersheds or turning points in the biological history of life on our planet, a history that spans more than four billion years, or some 20 percent of the history of our universe itself. Edward 0. Wilson and I have termed these the megaevolutionary steps behind the emergence of our conscious mind in order to distinguish their ecological scope and historical impact from the more familiar, but no less remarkable, events and mechanisms of microevolution (within species) and macroevolution (creating species) (Lumsden and Wilson, 1983). Although the recent outcome of these great turning points, each occurring about a billion years apart, is us, it would be a complete mistake to see them, on the basis of our current understanding, as in any way predestined or ordained to cause our appearance. That we are here seems indisputable, at least since Descartes: an upstart primate species taking its self-reflective tum gazing at the stars. Why we are here remains a subject of lively debate, at least among academics and parents of postmodern adolescents.
The Text of the Mind
Authors: Brockmeier Jens
Published: November 2023

In his 1980 essay “Blurred Genres: The Refiguration of Social Thought,” Clifford Geertz (1983) set out to give an account of a series of new developments in the human sciences. Viewed in the light of today’s debates on the relations between mind, language, and culture, Geertz’s account proves to have been amazingly predictive. Geertz understood the genre blurring of academic and literary discourses as part of the advent of a new postpositivist orientation. In outlining the beginning of an intellectual culture shift, he drew attention to the rise of a new attitude, a new outlook on the study of human nature. More and more human (or behavioral or social or cultural) scientists had become free, both epistemologically and sociologically, to shape their work in terms of its necessities rather than according to established borderlines and disciplinary constraints.
Workshop Rationality, Dogmatism, and Models of the Mind
Authors: Jarvie I C
Published: November 2023

Current philosophy of mind polarizes around a choice between naturalistic reduction, on the one hand (mind equals brain), and conventionalist construction of mind (mind equals a site or node in culture), on the other. If we deny that the choice between nature and convention is exclusive and exhaustive, then a mixed metaphysic of the mind becomes possible. Karl Popper decisively criticized the exclusive dichotomy between provable truth by nature, episteme, and arbitrary truth by convention, doxa. His critique is sufficient to show that scientific truth in general and in the social sciences in particular is situated between truth by nature and truth by convention in nontrivial ways: Scientific truths are neither proven nor arbitrary. Traditionally, rationality is closely connected to truth by nature. If he was to account for the rationality of science, Popper had to break with tradition. This he did by identifying rationality with criticism aimed at getting closer to truth about nature.
“Great Balls of Fire”
Authors: Altschuler Glenn C
Published: November 2023

In the ’50s, rock ’n’ roll became the focal point for anxiety that cultural life in the United States had become sexualized and teenagers addicted to the pleasures of the body. An ideology of abstinence, strenuously and sometimes stridently asserted, and the banishing of bedrooms from television underscored the depth and pervasiveness of that concern. Many adults feared that the weakening of traditional morality, diminished authority of parents, clergymen, and teachers, and availability of condoms and penicillin were making promiscuity safe, accepted, and universal to the post–World War II generation. Over the course of the decade, for example, all but two states dropped laws prohibiting the dissemination of contraceptive information or devices.
Remembering Rodgers and Hart
Authors: Block Geoffrey
Published: November 2023

he Rodgers and Hart Song Book appeared in 1951, eight years after the death of Rodgers’s first lyricist. By this time Hammerstein had known Rodgers for more than thirty years. Hammerstein recalls their first meeting, in which his future collaborator on Oklahoma!, Carousel, and South Pacific, at least as Hammerstein remembered the occasion, was wearing short pants (see “Words by Rodgers” in Part IV for Rodgers’s public refutation of this crucial detail). In this fond and thoughtful tribute to Rodgers’s work with Hart, Hammerstein castigates himself for possessing neither “the perception nor the courage to predict their professional success:’ Hammerstein singles out for special praise Rodgers’s work for invariably adapting “to the situation for which it was written and the character required to sing it,” a trait more commonly attributed to Rodgers’s work with Hammerstein. Similarly, in an assessment that predates Joseph Kerman’s influential thesis that “the dramatist is the composer;’ Hammerstein asserts that Rodgers composes “music to depict story and character and is, therefore, himself a dramatist.”*
“Not a Few of His Songs Were Left on the Cutting Room Floor”
Authors: Block Geoffrey
Published: November 2023

Stanley Green (1923-1990) was one of the leading Broadway historians of his (and Rodgers’s) generation. His work on Rodgers ranges from the brief Rodgers and Hammerstein Story {New York: Da Capo, 1963) to the monumental, encyclopedic, and indispensable Rodgers and Hammerstein Fact Book: A Record of Their Works Together and with Other Collaborators (New York: The Lynn Farnol Group, 1980). Green was also probably the leading researcher in the preparation of Rodgers’s autobiography, Musical Stages, and appeared with Rodgers in a videotaped program for the Theatre Collection of the Lincoln Center Public Library. In the somewhat obscure selection that follows Green offers a reliable and comprehensive survey of Rodgers’s Broadway shows before 19 57 that were adapted into film musicals or originally composed for film. In addition to providing encapsulated plot synopses, production information, and a brief explanation of such idiosyncratic features as the “rhythmic dialogue” in Hallelujah, I’m a Bum, Green also documents those Rodgers and Hart songs not left on the cutting room floor. Of Green’s final predictions and suggestions of future film possibilities, two came to fruition. South Pacific appeared the next year, and Jumbo, the last Rodgers and Hart filmed adaptation, was