Rationality as a Goal of Education

Abstract Those who believe education should involve more than learning facts often stress either (a) development or (b) thinking skills. A focus on development as a goal of education typically entails a conception of knowledge as organismic, holistic, and internally generated. In contrast, thinking skills programs commonly assume a mechanistic, reductionist perspective in which good thinking consists of some finite number of directly teachable skills. A conception of rationality as a goal of education is proposed that incorporates the complementary strengths and avoids the limitations of the developmental and thinking skills approaches. Rationality is defined as the self-reflective, intentional, and appropriate coordination and use of genuine reasons in generating and justifying beliefs and behavior. Philosophically, rationality is a justifiable goal of education, not only because it is a means to worthwhile ends but because it is an important end in itself and because it can be promoted via non-indoctrinative means. A psychological account of progressive rationality is provided that postulates continuing multiple interactions of (a) domain-specific developmental stages, (b) the learning of specific thinking skills, and (c) content-specific knowledge. Suggestions are made for fostering rationality at various educational levels. Finally, it is argued that the proposed conception of rationality as a goal of education complements and clarifies a variety of other educational goals

Isolation, Cloning and Structural Characterisation of Boophilin, a Multifunctional Kunitz-Type Proteinase Inhibitor from the Cattle Tick

Inhibitors of coagulation factors from blood-feeding animals display a wide variety of structural motifs and inhibition mechanisms. We have isolated a novel inhibitor from the cattle tick Boophilus microplus, one of the most widespread parasites of farm animals. The inhibitor, which we have termed boophilin, has been cloned and overexpressed in Escherichia coli. Mature boophilin is composed of two canonical Kunitz-type domains, and inhibits not only the major procoagulant enzyme, thrombin, but in addition, and by contrast to all other previously characterised natural thrombin inhibitors, significantly interferes with the proteolytic activity of other serine proteinases such as trypsin and plasmin. The crystal structure of the bovine α-thrombin·boophilin complex, refined at 2.35 Å resolution reveals a non-canonical binding mode to the proteinase. The N-terminal region of the mature inhibitor, Q16-R17-N18, binds in a parallel manner across the active site of the proteinase, with the guanidinium group of R17 anchored in the S1 pocket, while the C-terminal Kunitz domain is negatively charged and docks into the basic exosite I of thrombin. This binding mode resembles the previously characterised thrombin inhibitor, ornithodorin which, unlike boophilin, is composed of two distorted Kunitz modules. Unexpectedly, both boophilin domains adopt markedly different orientations when compared to those of ornithodorin, in its complex with thrombin. The N-terminal boophilin domain rotates 9° and is displaced by 6 Å, while the C-terminal domain rotates almost 6° accompanied by a 3 Å displacement. The reactive-site loop of the N-terminal Kunitz domain of boophilin with its P1 residue, K31, is fully solvent exposed and could thus bind a second trypsin-like proteinase without sterical restraints. This finding explains the formation of a ternary thrombin·boophilin·trypsin complex, and suggests a mechanism for prothrombinase inhibition in vivo

Reclaiming the child left behind: the case for corporate cultural responsibility

Although a reasonable understanding of corporate social responsibility (CSR) exists, one dimension remains largely ignored. That is, the cultural impacts of corporations, or the bearing, at various levels of their business models, activities, and outcomes on the value systems and enduring beliefs of affected people. We introduce the notion of corporate cultural responsibility (CCR). The way corporations address CCR concerns can be reflected according to three stances: cultural destructiveness, cultural carelessness, and cultural prowess. Taken sequentially, they reflect a growing comprehension and increasingly active consideration of CCR concerns by corporations. In turn, we explicitly address issues related to the complex question of determining the cultural responsibilities of corporate actors; specify key CCR-related conceptualizations; and lay a foundation for discussions, debates, and research efforts centered on CCR concerns and rationales

Agency affects adults', but not children's, guessing preferences in a game of chance

Adults and children have recently been shown to prefer guessing the outcome of a die roll after the die has been rolled (but remained out of sight) rather than before it has been rolled. This result is contrary to the predictions of the competence hypothesis (Heath & Tversky, 1991), which proposes that people are sensitive to the degree of their relative ignorance and therefore prefer to guess about an outcome it is impossible to know, rather than one that they could know, but do not. We investigated the potential role of agency in guessing preferences about a novel game of chance. When the experimenter controlled the outcome, we replicated the finding that adults and 5- to 6-year-old children preferred to make their guess after the outcome had been determined. For adults only, this preference reversed when they exerted control over the outcome about which they were guessing. The adult data appear best explained by a modified version of the competence hypothesis that highlights the notion of control or responsibility. It is proposed that potential attributions of blame are related to the guesser's role in determining the outcome. The child data were consistent with an imagination-based account of guessing preferences