Children of the state: Rousseau’s republican educational theory and child abandonment

2020 ◽  
pp. 1-14
Author(s):  
Graeme Garrard
Keyword(s):  
Educational Theory ◽  
The State ◽  
Child Abandonment

Stein, Edith (1891–1942)

2018 ◽  
Author(s):  
Sarah Borden Sharkey
Keyword(s):  
Educational Theory ◽  
The State ◽  
The Self ◽  
Edith Stein ◽  
Phenomenological Movement ◽  
Teresa Of Avila ◽  
Contemporary Science ◽  
Pseudo Dionysius

Edith Stein was among the first women to earn a doctorate in philosophy in Germany, defending her dissertation in 1916. She worked as Edmund Husserl’s assistant and was deeply involved in the early phenomenological movement. Her later writings are marked by an interest in bringing phenomenology into conversation with contemporary science, classic medieval metaphysics and Carmelite spirituality. In her most mature philosophic works, Stein embraces the modern turn to the self, but argues that that turn, carried out fully, leads to classic metaphysical questions and classic categories, such as form, matter and transcendentals. These categories, for Stein, must nonetheless be reinterpreted in light of contemporary science and recent concerns for history and individuality. Stein’s academic writings cover a large number of issues, including the nature of intersubjectivity, individuality and the state, women, educational theory, medieval metaphysics and figures such as Heidegger, Teresa of Avila and Pseudo-Dionysius. In addition to philosophic works, Stein also translated texts by Newman and Aquinas and wrote theological studies, short plays and an autobiography.

Schleiermachers Pädagogik im Spiegel der kritischen Edition

2018 ◽  
Vol 94 (3) ◽  
pp. 402-418
Author(s):  
Dorothea Meier
Keyword(s):  
Critical Edition ◽  
Educational Theory ◽  
The State ◽  
Second Step ◽  
Chronological Order ◽  
Theory Of Education ◽  
Research Perspectives ◽  
State Education

Schleiermacher‘s Theory of Education as Reflected in the Critical Edition The recently published volume II/12 of the Critical Complete Edition presents in chronological order and critically edited all available pedagogical texts that Schleiermacher developed through the years 1810 to 1826. It includes institutionally produced »Votums« originating from his occupation in the state education authorities as well as the reprint of his handwritten lecture manuscript of 1813/14 and postscripts of the 1820/21 and 1826 courses on educational theory written by one student each. Firstly, the article describes the importance of each single textual witness and opens, in a second step, possible research perspectives which especially result from the systematical closeness between the educational and the psychological lectures which will be published soon as CCE-volume II/13.

So not mothers: responsibility for surrogate orphans

2018 ◽  
Vol 44 (8) ◽  
pp. 551-554 ◽  
Author(s):  
Jennifer A Parks ◽  
Timothy F Murphy
Keyword(s):  
The State ◽  
Moral Sense ◽  
Child Abandonment ◽  
Maternal Responsibility ◽  
The Law

The law ordinarily recognises the woman who gives birth as the mother of a child, but in certain jurisdictions, it will recognise the commissioning couple as the legal parents of a child born to a commercial surrogate. Some commissioning parents have, however, effectively abandoned the children they commission, and in such cases, commercial surrogates may find themselves facing unexpected maternal responsibility for children they had fully intended to give up. Any assumption that commercial surrogates ought to assume maternal responsibility for abandoned children runs contrary to the moral suppositions that typically govern contract surrogacy, in particular, assumptions that gestational carriers are not ‘mothers’ in any morally significant sense. In general, commercial gestational surrogates are almost entirely conceptualised as ‘vessels’. In a moral sense, it is deeply inconsistent to expect commercial surrogates to assume maternal responsibility simply because commissioning parents abandon children for one reason or another. We identify several instances of child abandonment and discuss their implications with regard to the moral conceptualisation of commercial gestational surrogates. We conclude that if gestational surrogates are to remain conceptualised as mere vessels, they should not be expected to assume responsibility for children abandoned by commissioning parents, not even the limited responsibility of giving them up for adoption or surrendering them to the state.

Practical Picture Processing

1974 ◽  
Vol 32 ◽  
pp. 338-339
Author(s):  
T. A. Welton
Keyword(s):  
Radiation Damage ◽  
Coherence Length ◽  
Spatial Information ◽  
State Of The Art ◽  
Coherent Radiation ◽  
The State ◽  
Energy Spread ◽  
Electron Micrograph ◽  
Picture Processing ◽  
Molecular Skeleton

Various authors have emphasized the spatial information resident in an electron micrograph taken with adequately coherent radiation. In view of the completion of at least one such instrument, this opportunity is taken to summarize the state of the art of processing such micrographs. We use the usual symbols for the aberration coefficients, and supplement these with £ and 6 for the transverse coherence length and the fractional energy spread respectively. He also assume a weak, biologically interesting sample, with principal interest lying in the molecular skeleton remaining after obvious hydrogen loss and other radiation damage has occurred.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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