Sherlock Holmes: An expert’s view of expertise

In recent years, there has been an intense research effort to understand the cognitive processes and structures underlying expert behaviour. Work in different fields, including scientific domains, sports, games, and mnemonics, has shown that there are vast differences in perceptual abilities between experts and novices, and that these differences may underpin other cognitive differences in learning, memory, and problem solving. In this article, we evaluate the progress made in the last years through the eyes of an outstanding, albeit fictional, expert: Sherlock Holmes. We first use the Sherlock Holmes character to illustrate expert processes as described by current research and theories. In particular, the role of perception, as well as the nature and influence of expert knowledge, are all present in the description of Conan Doyle’s hero. In the second part of the article, we discuss a number of issues that current research on expertise has barely addressed. These gaps include, for example, several forms of reasoning, the influence of emotions on cognition, and the effect of age on experts’ knowledge and cognitive processes. Thus, although nearly 120 years old, Conan Doyle’s books show remarkable illustrations of expert behaviour, including the coverage of themes that have mostly been overlooked by current research

Approaching Proof in the Classroom Through the Logic of Inquiry

The paper analyses a basic gap, highlighted by most of the literature concerning the teaching of proofs, namely, the distance between students' argumentative and proving processes. The analysis is developed from both epistemological and cognitive standpoints: it critiques the Toulmin model of reasoning and introduces a new model, the Logic of Inquiry of Hintikka, more suitable for bridging this gap. An example of didactical activity within Dynamic Geometry Environments is sketched in order to present a concrete illustration of this approach and to show the pedagogical effectiveness of the model

Sherlock Holmes and the adventure of the rational manager: Organizational reason and its discontents

Rationality has since long been one of the central been issues in the discourse of management. Among the classics voices propagating a reductionist rationalism dominated and there are still many contexts where such a view is taken for granted. On the other hand, critics since the times of classics have been arguing for a less linear approach to management and management thinking. However, little attention has been paid to some of the different dimensions of management rationality, such as imagination. This paper sets out to address this gap in knowledge through presenting a narrative study focused on a literary character well known for his rationality, Sherlock Holmes, and revealing that this, to many, very epitome of rationality is actually an example of an extended type of rationality, including imagination. Following the fictional protagonist of our study, we consider some aspects of its relevance for management thought and practice. © 2012 Elsevier Ltd

On topics today

This article surveys the state of so-called topic theory today. It charts its development through two generations of topic theorists. The first is constructed around three influential texts: Leonard Ratners seminal book that established the discipline in its own right, Classic music: expression, form and style (1980); Wye Allanbrooks. Rhythmic gesture in Mozart: Le nozze di Figaro and Don Giovanni (1983); and Kofi Agawus. Playing with signs: a semiotic interpretation of classical music (1991). The second comprises significant advances in topic theory essayed through two further pairs of texts: Robert Hattens Musical meaning in Beethoven: markedness, correlation, and interpretation (1994) and Interpreting musical gestures, topics, and tropes: Mozart, Beethoven, Schubert (2004); and Raymond Monelles Linguistics and semiotics in music (1992) and The sense of music: semiotic essays (2000). Topic Theory's role as the soft hermeneutic sub-field of music semiotics (relative to the harder, formalist practices of Nattiezs neutral level analysis) is portrayed here as navigating a number of treacherous polemical paths. These wend their way between referential style (expression) and structural syntax (form); historical reconstruction and hermeneutic construction; and heightened sensitivity to social meanings and imposed acts of creative interpretation. This existence of topic theory in a continuous dialogue between structural formalism and the semantics of expressive discourse is held responsible for its marginal position both to the dominant strains of contemporary postmodern musicology and to the dying embers of formalist analysis. The failure of topic theory to strike a fashionable text-context balance thus highlights why musicology continues to view semiotics with scepticism. Ratner presents his thesaurus of style labelssomewhat dubiouslyas the historically authentic ready-to-hand materials (types and styles) of eighteenth-century expressive musical rhetoric. But it is Agawus combination of this universe of topics with a Schenker-influenced beginning-middle-end paradigm that establishes the hallmark of first generation topic theory on which the first half of this paper focuses. Agawus delicate equation between extroversive and introversive semiosis is essayed as a pivotal turning point in topic theorys ability to transcend the mere passive ascription of rhetorical labels. Out of this equation, expressive meanings can ariseas much from the non-congruence, as the congruence, of signs and structure. Hatten's critique of Agawu for neglecting the full interpretative consequences of his signifieds is the springboard for his more hermeneutically replete brand of topic theory and the emergence of the second generation topic theorists. Hattens use of troping (a kind of musical metaphor), is one of many interpretative tools that are responsible for broadening the arena of topic theorysome of his others being: expressive genres, emergent meanings and markedness theory. These are deployed across a variety of musical parameters as Hattens attention increasingly turns to the prototypicality of topics in their euphoric and dysphoric states. Hattens interpretative work is shown to transcend historical reconstruction to comprise creative interpretation built on a much broader definition of expressive gestures, of which topics are only a constituent part. The article concludes with Monelles expos of the dubious historical underpinnings of Ratners topic theory foundations. This does not render this vibrant branch of semiotics redundant but, on the contrary, charts its future direction as one calling out for far deeper historical investigation and cultural criticism. Monelles enlightening forays into the more replete expressive meanings of such topics as the horse and pianto make this point abundantly clear. The future of topics today, if not musicology in general, is one of cultural criticism

Volume VIII, No. 4

Benjamin, David. “Philosophy in High School: What Does it All Mean?” 43-­44. Cheu, Huey­-Ing: “Who is Older?” 45. Daniel, Marie-­France, Lafortune, Louise, Pallascio, Richard and Davis, Michael. “Teaching Workplace Ethics.” 33­-42. Davis, Michael. “Teaching Workplace Ethics.” 33­-42. Hawley, Willis D. “Looking Backward at Education Reform.” 10. Heinegg, James. “Philosophy and Foolishness.” 7-­9. Irorio, John E. and Joseph M. Piro. “An Urban School District Approach to Implementing a Comprehensive Thinking Skills Program.” 24­-27. Kennedy, David. “Fools, Young Children and Philosophy.” 2-­6. Matthews, Gareth. Review of Peter Bischel, Kindergeschichten. 1. Meehan, Kenneth A. “Evaluation of a Philosophy for Children Project in Hawaii.” 20-­23. Oscanyan, Frederick S. and Walter, Monica. “Pushing Thoughts With Claire.” 46­-47. Slade, Christina. “Logic in the International Elementary School.” 12­-19. Thomas, Max W. “Misuse of Inference­-OR­-Why Sherlock Holmes is a Fake.” 29-­32

A Genre Theory of Copyright

A Genre Theory of Copyrigh

A Holmes and Doyle Bibliography, Volume 6: Periodical Articles, Subject Listing, By De Waal Category

This bibliography is a work in progress. It attempts to update Ronald B. De Waal’s comprehensive bibliography, The Universal Sherlock Holmes, but does not claim to be exhaustive in content. New works are continually discovered and added to this bibliography. Readers and researchers are invited to suggest additional content. Volume 6 presents the periodical literature arranged by subject categories (as originally devised for the De Waal bibliography and slightly modified here)

A Holmes and Doyle Bibliography, Volume 5: Periodical Articles--Secondary References, Alphabetical Listing

This bibliography is a work in progress. It attempts to update Ronald B. De Waal’s comprehensive bibliography, The Universal Sherlock Holmes, but does not claim to be exhaustive in content. New works are continually discovered and added to this bibliography. Readers and researchers are invited to suggest additional content. Volume 5 includes "passing" or "secondary" references, i.e. those entries that are passing in nature or contain very brief information or content

Peningkatan Kemampuan Pemecahan Masalah Geometri dan Self-Efficacy Matematis Siswa SMA Melalui Pembelajaran Investigasi

Pencapaian geometri siswa mendapat poin rendah pada hasil survey dan penilaian dari tahun ke tahun berdampak pada peningkatan kemampuan pemecahan masalah geometri (PMG) dan self-efficacy matematis (SEM). Kemampuan PMG adalah kemampuan siswa memecahkan masalah jarak pada bangun ruang yang dirancang menurut level van Hiele. SEM adalah derajat keyakinan siswa terhadap kemampuan dirinya untuk benar memecahkan suatu masalah geometri. Kemampuan PMG dan SEM dapat didorong melalui kegiatan yang melibatkan proses investigasi. Proses investigasi melibatkan tahap entry, attack, review, dan extension. Penelitian ini mengkaji peningkatan kemampuan PMG dan SEM melalui pembelajaran investigasi pada siswa kelas XII-IPS tahun pelajaran 2018/2019 di satu SMA Tanjungpandan, Bangka Belitung. Penelitian ini menerapkan kuasi eksperimen dengan desain pretes-postes kelompok kontrol. Data dianalisis berdasarkan perbedaan pembelajaran, gender, dan tingkat kemampuan dasar geometri (KDG). Hasil analisis menyimpulkan bahwa terdapat perbedaan kemampuan PMG siswa signifikan berdasarkan gender dan tingkat KDG, namun tidak berdasarkan pembelajaran. Sedangkan pencapaian SEM siswa, hanya berbeda signifikan berdasarkan tingkat KDG tetapi tidak berdasarkan pembelajaran maupun gender. Pengaruh interaksi pembelajaran dan gender adalah signifikan terhadap kemampuan PMG, tetapi tidak pada pengaruh interaksi pembelajaran dan tingkat KDG. Sementara terhadap SEM siswa, hanya signifikan pada pengaruh interaksi pembelajaran dan tingkat KDG. Secara bersama-sama bahwa KDG dan kedua model SEM, yaitu mathematics test-taking dan mathematics skill, berpengaruh terhadap kemampuan PMG siswa, baik dimoderasi pembelajaran maupun gender. Students’ achievements in geometry were low on surveys and assessments results from year to year have an impact on enhancing geometry problem solving (GPS) ability and mathematical self-efficacy (MSE). GPS ability is the students’ ability to solve the problem of the distance in solid that was designed based on van Hiele's level. SEM is the degree of students’ confidence in their ability to solve a geometry problem correctly. GPS ability and MSE can be encouraged through activities involving an investigative process. The investigation process involves entry, attack, review, and extension phase. This research is to study an enhancement students’ GPS ability and mathematical self-efficacy (MSE) through investigative learning for 12th social program students in the academic year 2018/2019 at the one high school at Tanjungpandan Bangka Belitung. This research applied quasi-experiment by the pretest-postest control group design. Data were analyzed based on differences in the learning approach, gender, and the geometry ability (BGA) of basic level. The analysis result concluded that there is significant difference of students’ GPS ability based on gender and BGA level category, but not for the learning approach. At the same time, a students’ MSE achievement just significant different based on the BGA level but it is not for both of learning approach and gender. An interaction effect between learning approach and gender is significant toward GPS ability, but not for interaction between learning approach and BGA level. While the students’ MSE, just significantly at the interaction effect between learning approach and BGA level. Parallely that BGA and two MSE models, that is mathematics test-taking and mathematics skill, affected to students’ GPS ability, as well moderated by learning approach and gender