What Is ‘Marshallianism’?

Marshall’s intellectual heritage is often described as ‘Marshallianism’, a general designation of his intellectual style as teacher and writer. But what exactly might this mean? While it is not necessarily wrong to describe his work in this way, it is necessary to have a clear idea of what the term denotes. To begin with, the work of Marshall is distinguished from that of his near (senior) contemporary, Stanley Jevons; but his death in 1882 came at a point when his version of economics had been gaining ground in Britain. While soon eclipsed by Marshall, this more formal approach later became the trademark of the London School of Economics in the 1920s, mediated by its Professor of Political Economy, Edwin Cannan. Then the work of Marshall as a teacher is examined, identifying an approach that sought to encourage students to apply their economic knowledge to the contemporary world. What he sought to inculcate in his students is shown by a discussion of the work of two of his students, A. C. Pigou and Sydney Chapman. This is then followed by a consideration of the composition and editorial changes to Marshall’s Principles of Economics, first published in 1890 and reaching a very much changed final edition in 1920, in which form it continued to be reprinted for much of the twentieth century. Notwithstanding the long life of this work, it can then be shown that, by the 1920s, criticism of Marshall’s approach to economic analysis was increasing, signalling the demise of the Marshallian heritage.

Generative Semantics 3: The Ethos

This chapter describes the distinctive ethos of Generative Semantics, which permeated the field from the late 1960s to the mid-1970s, exactly when the counterculture (“the hippies”) were flourishing as a broad cultural movement. While there were many personal motivations in the development of this ethos, a broad generalization holds that just as the counterculture was rooted in rejecting establishment values, the Generative Semantics ethos was rooted in a rejection of perceived Chomskyan values. Their intellectual style embraced humor (Chomsky epitomizes seriousness), political engagement (Chomsky was a forceful activist but segregated his political and linguistic work sharply), and a veneration of data for the sake of data (Chomsky’s data was always highly constrained, in direct service to his theoretical claims; Generative Semanticists eagerly pursued data even when it undermined their theories).

The visions of global salvation in Juliusz Słowacki’s messianic thought and the philosophical works of Teilhard de Chardin

Juliusz Słowacki and Teilhard de Chardin did not have much in common. The former was a Polish poet who wrote in the first half of the 19th century using a literary-pictorial style. The latter, on the other hand, was a French philosopher working in the first half of the 20th century using a scientific and intellectual style. In spite of these differences, one may get the impression that they both followed the same goal: to learn and explain the principles of the development of the world, from its origin to its end, from Alpha to Omega. This aspiration was accompanied by a belief (in Słowacki’s case, a messianic one) that the progress of existence leads to salvation and takes place according to a certain plan. One of the main mecha- nisms of this plan is the process of lifting the consciousness through the evolution of various biological forms towards its final shape – unity with God who is both a person and the absolute which encompasses all of the creation. Although the poet and the philosopher used different communication codes, their works share a common vision of evolution as a transition from an unconscious, dispersed exist- ence to a united being in which the spirit, the knowledge and the mind can achieve a “global”, yet personalized level.

The Role of Field Dependent/Independent Styles in Learning and Teaching

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

The Integrative Complexity of Media Reports of Natural Disasters: A Preliminary Analysis

Integrative complexity is a measure of the intellectual style used by individuals or groups in processing information, problem-solving, and decision making. Research generally shows that integratively complex thinkers are better able to reach mutually advantageous solutions to complex problems, although they may also be less likely to act when necessary. A substantial portion of the published research on integrative complexity comes from political scientists who have focused on examining linguistic distinctions across the liberal-conservative political spectrum. In this research, we assessed integrative complexity in a sample of news stories concerning natural disasters (hurricanes, wildfires and floods) from three television news networks that span the liberal-conservative spectrum. The results showed that the news coverage of the network considered to be more liberal in its reporting scored significantly higher in integrative complexity than the news coverage of the more conservative network. These findings align with previous research that has used integrative complexity as a dependent measure. We discuss the practical implications of these findings as they relate to the quality of decisions made by relevant officials that typically precedes and follows large-scale natural disasters.

Malfatti, Anita (1889–1964)

Anita Malfatti began her artistic training with her mother Bety, an American amateur artist. In 1910 she went to Berlin to study with Fritz Bürger, Lovis Corinth, and Ernst Bischoff-Culm. In late 1914 she traveled to New York to attend the Independent School of Art under the direction of Homer Boss. Following her return in 1916 to Brazil, Malfatti held a controversial solo exhibition in 1917, which was criticized harshly by the writer Monteiro Lobato but which received passionate appreciation from modernist intellectuals such as Oswald de Andrade and Marío de Andrade. In 1922 she participated in the Week of Modern Art as the chief representative of Brazilian modern painting. The following year she received a fellowship to study in Paris, where she stayed for five years. Influenced by the classical ideals of the École de Paris, during this time Malfatti transformed her vibrant and colorful technique into a more serene and intellectual style of painting that was not received with much enthusiasm upon her return to Brazil in 1928. She lost the leading role in Brazilian Modernism and decided to dedicate herself to depicting local figures and rural landscapes in a more traditional style. Anita Malfatti is considered a pioneer of Brazilian Modernism.

“Culture” Crosses the Atlantic: The German Sources of The Mind of Primitive Man

This chapter explores the Franz Boas's German sources and how he used them, focusing on his book The Mind of Primitive Man. Boas was a proud graduate of the German research university, and after his move to the United States he continued to practice its virtues and its emphasis on detailed empirical research and methodological self-consciousness. His intellectual friendship with Carl Stumpf, a prewar Berlin professor, also underlines the intellectual style of a time and place. The chapter further argues that in Boas's anthropology, culture became a fluid, historical concept, relatively autonomous but open to new elements and reconfiguration. In the end, it was Boas, not Stumpf or his colleagues in the superbly knowledgeable and cultivated universities of prewar Germany, who became the founder of the modern study of culture.