Historical issues in the psychology of science

1989 ◽  
pp. 17-20
Author(s):  
William R. Shadish Jr.
1986 ◽  
Vol 31 (8) ◽  
pp. 568-570
Author(s):  
Richard E. Mayer

Author(s):  
Marc Trachtenberg

What makes for war or for a stable international system? Are there general principles that should govern foreign policy? This book explores how historical work can throw light on these questions. The essays in this book deal with specific problems—with such matters as nuclear strategy and U.S.–European relations. But the book's main goal is to show how in practice a certain type of scholarly work can be done. The book demonstrates how, in studying international politics, the conceptual and empirical sides of the analysis can be made to connect with each other, and how historical, theoretical, and even policy issues can be tied together in an intellectually respectable way. These essays address a wide variety of topics, from theoretical and policy issues, such as the question of preventive war and the problem of international order, to more historical subjects—for example, American policy on Eastern Europe in 1945 and Franco-American relations during the Nixon–Pompidou period. But in each case, the aim is to show how a theoretical perspective can be brought to bear on the analysis of historical issues, and how historical analysis can shed light on basic conceptual problems.


2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.


Author(s):  
Tat'yana Yu. Mironova ◽  

Contemporary art more and more actively interacts with the nonartistic museums. For instance, biological, historical as well as anthropological museums become spaces for contemporary art exhibitions or initiate collaborative projects. This process seeks to link different types of materials to make the interaction successful. Thus, several questions appear: can we talk about interaction, if the museum becomes a place for the exhibition devoted to the topics of history, ethnography or biology? Does any appearance of contemporary art in the museum territory become a part of intercultural dialogue? And how do we assess and analyze the process of interaction between these two spheres? Among nonartistic museums working with contemporary art the museums of conscience appear to be one of the most interesting. This type of museums is quite new – it developed in 1990s when the International Coalition of Sites of Coscience was created and the United States Holocaust Memorial Museum was founded. The interaction between contemporary art and museums of conscience starts to develop in the context of changing attitudes towards historical memory as well as widening the notion of museums. In this situation museums need new instruments for educational and exhibitional work. Contemporary artists work with the past through personal memories and experience, when museums turn to documents and artifacts. So, their collaboration connects two different optics: artistic and historical. Thus, it is possible to use the Michel Foucault term dispositif to analyze the collaboration between artists and museums. Foucault defines the dispositif as a link between different elements of the system as well as optics that makes us to see and by that create the system. The term allows us to connect the questions of exhibition work with philosophical and historical issues when we analyze the projects in the United States Holocaust Memorial Museum, Yad Vashem and Auschwitz-Birkenau.


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