Evidence-based practice in the social sciences? A scale of causality, interventions, and possibilities for scientific proof

Contains fulltext : 176494.pdf (publisher's version ) (Open Access)This article discusses Evidence-Based Practice (EBP) in the social sciences. After a brief outline of the discussion, the work of William Herbert Dray (1921-2009) is examined. Dray, partly following Collingwood, worked on different forms of causality and methodology in historical explanation (in comparison to the social sciences), based on a distinction between causes and reasons. Dray's ladder of rational understanding is also explored here. Taking his argumentation further and sometimes turning it upside-down, a scale of forms of causality is developed with accompanying types of interventions and possibilities for scientific proof of their effectivity. This scale makes it possible to weigh interventions regarding the degree to which "hard" scientific proof is possible for them. The article concludes with a brief discussion of how interventions in psychology and education should be chosen and can be justified, both those that do and those that don’t lend themselves to empirical research.19 p

Psycho-analytical and genetic-structuralistic approaches of moral development: Incompatible views?

Item does not contain fulltextFreud was mainly interested in the development of the human psyche and in its sickness and its health, not in the development of morality. Quite the reverse: In most of his writings his attitude toward morality is rather hostile, seeing morality-and its location in the superego-as a potential threat to sanity. Nevertheless, Freud's views on morality and on the development of the superego have had a major influence on theorists working in the field of moral development and moral education. Authors in this field (e. g., in recent years, Richard Wollheim) have built their theories on Freudian foundations. Usually the psychoanalytical approach of moral development and moral education is placed over and against another major approach, namely, genetic-structuralism as developed mainly by Piaget and Kohlberg. These two paradigms are seen as mutually incompatible, that is, genetic-structuralistic approaches are seen as radically different from psychoanalytical approache

Diagnosis pressure and false positives: Toward a non-reductionist, polytomic approach of child mental problems

Contains fulltext : 214103.pdf (publisher's version ) (Open Access)This paper discusses diagnosis pressure and false positives in child mental health care. Diagnosis pressure is the pressure to give a diagnosis even though the criteria for the diagnosis are not all satisfied. Such pressure may be exerted by clients, their context, or professionals. False positives are incorrectly assigned as mental disorders. The paper discusses prevalence of diagnosis pressure and false positives, some of their causes, and advantages and disadvantages of "getting" a diagnosis. Two relevant issues are discussed, namely, categorical versus dimensional approaches of mental disorders and the mind-body relation. Instead of mental health models that are based on a disorder–no disorder dichotomy or that reduce mental problems to either the brain or society, a polytomic (multifaceted) approach is proposed in which all people with mental problems, light or severe, have a place and can get the support they need. It is argued that Daniel Dennett's view of the relation between body and mind is fruitful such that mental-health problems can be explained at different levels of abstraction: physical, functional, intentional, and/or moral. The Network Approach is briefly discussed as a promising application of what is proposed in the article.16 p

Eclecticism and integration in educational theories: a meta-theoretical analysis

Item does not contain fulltext0ntbrkt

What the eye doesn’t see: An analysis of strategies for justifying acts by an appeal for conealing them

Item does not contain fulltextThis article analyzes the moral reasoning implied in a very commonly used expression, namely, “What the eye doesn't see, the heart doesn't grieve over”, or “What you don't know won't hurt you.” It especially deals with situations in which it is used for trying to justify acts that are, in themselves, reprehensible. For instance, when a cheating husband tries to justify his adultery by appealing to the alleged fact that he does not tell his wife about it and thus she is not harmed by it: “If you are not informed, you are not hurt” (NINH). The components of NINH reasoning are unfolded, as well as its grounds, starting from a consequentialistic, deontological, or virtue ethics perspective. Two special characteristics of NINH reasoning are discussed, namely, that it tries to bridge deontological and consequentialistic approaches of morality in a commonsense way and that it contains a special type of paternalism. Finally, some ethical implications are discussed.14 p

A liberal sexual ethics for adolescence? Jan Steutel's view as a starting point

Contains fulltext : 77537.pdf (publisher's version ) (Closed access

Eclecticisme en integratie in pedagogische theorieën en praktijken: een meta-theoretische analyse

Item does not contain fulltext0ntbrkt

An Intelligibly Expounded Journey into Signed Languages and their Origins

Contains fulltext : 73549.pdf (publisher's version ) (Closed access)Bespreking van: Fox, M.,Talking hands : what sign language reveals about the mind New York:Simon & Schuster ,2007 978-0-7432-4712-

An unhappy and utterly pitiable creature? Life and self images of Deaf people in the Netherlands at the time of the founding fathers of Deaf education

Contains fulltext : 55827.pdf (publisher's version ) (Closed access)This article describes how young deaf people in the Netherlands between 1809 and 1828 made the transition from living in a school for the Deaf,1 a rather protected community with mostly deaf people and with hearing people who could understand them rather well, to a life in hearing society with mostly hearing people who knew little about deafness. How did they manage to live in that hearing society? The article describes how these deaf people viewed themselves as Deaf persons in a hearing society. The description is based on an analysis of 73 letters written by 35 ex-pupils to the founder of their school, Reverend H. D. Guyot. As it turns out, these deaf ex-pupils managed to live in hearing society remarkably well