The concept of race itself is intensely debated in the social and behavioral sciences, with some subscribing to the notion that it represents a biological fact. As with race, there is no universally accepted definition of intelligence. Admittedly, intelligence testing has come a long way in the past 100 years. Developers of modern tests of cognitive ability have attempted to achieve culture neutrality and tap a broader spectrum of underlying skills, and IQ has become a far more psychometrically sophisticated concept. The relationship between IQ and socioeconomic status (SES) is only one argument challenging hereditarian assumptions about the largely genetic nature of intelligence. Continued research on race and intelligence is important, particularly with regard to the etiology of differences in IQ scores. In conducting studies of this nature, however, investigators must be objective, comprehensive, and cautious, given the potential for divisiveness and far-reaching sociopolitical implications.

/pdf/the-theory-of-multiple-intelligences-94sassg9ml.pdf

The Theory of Multiple Intelligences

L'A. se penche sur le statut du concept d'information en sciences de l'information dans une perspective interdisciplinaire. Il aborde en premier lieu la question de la definition des termes scientifiques du point de vue de la philosophie des sciences. L'histoire du mot information nous montre l'evolution de sa signification et ses relations avec la notion de connaissance. L'etude de la place du concept d'information dans les sciences naturelles, sociales et humaines montre son caractere interdisciplinaire. L'introduction du terme d'information dans les sciences de l'information et la bibliotheconomie remonte aux environs de 1950. L'accent est mis sur ses relations avec d'autres termes basiques tels que document, texte et connaissance, notamment dans le domaine de la recherche d'information. Enfin l'A. mentionne diverses perpectives theoriques sur l'information en sciences de l'information : theorie de l'information, perspective cognitive, l'information-en-tant-que-chose, l'analyse de domaines, le socio-cognitivisme, l'hermeneutique, la semiotique.

The concept of information

One effect of this decade's explosive growth of works on dialogue has been a broadening of the term to encompass, in some books and articles, all human meaning‐making. We argue that there are disadvantages to this broadening, that descriptive approaches to dialogue can be usefully distinguished from prescriptive ones, and that prescriptive approaches are especially potent for communication theorists and practitioners. We appropriate three elements of the Aristotelian distinction between poiesis and praxis to develop a prescriptive understanding of dialogue as tensional, situationally‐accomplished, and inherently ethical. We then focus on one venue of dialogic practice—the classroom—and illustrate some ways in which what we take to be the central tension of dialogue, letting the other happen to me while holding my own ground, is made manifest in this context. We also briefly sketch the operation of two additional tensions, those between univocality‐and‐mul‐tivocality, and theory‐and‐practice. We believe th...

Dialogue as tensional, ethical practice

Is there a Jewish Philosphy? Ethics and Halacha "The Future of Auschwitz" Shadow of Spirit From Speculative to Dialectical Thinking: Hegel and Adorno Of Derrida's Spirit Nietzsche's Judaica Hermann Cohen - Kant among the Prophets Franz Rosenzweig - From Hegel to Yom Kippur Soren Kierkegaard to Martin Buber - Reply from "the Single One" Walter Benjamin - Out of the Sources of Modern Judaism Angry Angels - Simone Weil and Emmanuel Levinas Architecture to Philosophy - the Postmodern Complicity Architecture after Auschwitz

Judaism and Modernity: Philosophical Essays

Introduction Science Wars and Cultural Studies Questions of Theory and Method Media Effects Media and Public Opinion Cultivation Analysis Cultural Studies and Audience Research Audiences, Media and Consumption Conclusion Multiple Realities - Multiple Methods

Understanding Audiences: Theory and Method

and Charles Mills on my Hypatia paper. Together, they raise several related questions about the status of value judgments and the roles they might legitimately play in scientific inquiry. Two common concerns relate to the proper scope of the legitimate use of value judgments in science, and whether there are significant differences between value judgments and factual judgments with respect to their revisability. Let me take up these common questions first. With respect to scope, Mills offers the narrowest view, suggesting that value judgments play roles only at the margins of science. Clough, true to her Quinean commitments, which hold that factual judgments and value judgments are part of a seamless whole in the web of belief, offers the most expansive view, allowing no principled barriers between facts and values anywhere. Janack agrees that insofar as I subscribe to Quinean holism, there is no genuine problem of scope, because scientific inquiry is not clearly delineated from ordinary inquiry, which already incorporates value judgments. Instead of speaking of science and ethics as distinct, self-contained realms, she suggests we consider the enormous variety of methods and concerns among the different sciences. Values may be more relevant to some of these sciences than to others. Alcoff similarly suggests a highly contextualized view, leaving open the question of where values might play a role in science. I largely agree with the contextualists here: there is not much we can say about the role of value judgments in science across-the-board (where science is defined here as the collection of disciplined and systematic modes of inquiry into the particular subjects that we dub " the sciences "). Whether value judgments play a legitimate epistemic role in any particular realm of inquiry depends on examining it at a more fine-grained level than the artificial science/ethics dichotomy offers. Nevertheless, we can say a little more about scope than simply " we have to look and see whether value judgments help here. " All inquiry is directed toward answering a question. Where the question is value-laden— for example, when it asks about the impact of some practice on human well-being—successful inquiry will need to engage assumptions concerning well-being. If we make false assumptions about the constituents of well-being, then no matter how empirically accurate our conclusions are at a descriptive level, we will have failed to answer our question adequately.

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