We're in it for the Long Haul: Alternatives to Incarceration for Youth in Conflict with the Law

This paper specifically addresses five programs in Chicago that provide alternatives to incarceration for young people charged with or convicted of crimes. Included in this exploration are issues of cost, effectiveness, capacity, and the needs of youth and organizations moving forward

Pedagogy in Counselor Education: Insights from John Dewey

The literature addressing pedagogy in counselor education is sparse. In this paper, we propose using John Dewey’s philosophy of education to inform pedagogy in counseling programs. More specifically, we describe the pattern of inquiry, issues of mind-body continuity, the role of the teacher and student, the difference between educative and miseducative experiential activities, and problem based learning in the context of counselor education. These concepts are exemplified using a case illustration comparing a professor using a traditional model of teaching and a professor using a model of teaching informed by Dewey

Between Science and Fiction

In this article I present two theories of historical inquiry, which I characterize as conservative and pragmatic. I argue that these two views of history, John Dewey’s and Hans Georg Gadamer’s, provide an excluded middle between the extremes of positivism and relativism. They are pragmatic insofar as they accept the anti-foundationalist critique of positivism; they are conservative insofar as they refuse to reduce historical inquiry to mere discourse or narrative. Both focus on the situatedness of historical inquiry, paying special attention to the culturally emergent conceptual schemes and prejudices of the historian, but they constrain historical inquiry by providing an improved understanding of the relationship between the problems which give rise to our inquiries and the tools which help resolve them. Dewey, in the key of naturalism, and Gadamer, in the key of phenomenology, provide conservative and pragmatic philosophies of historical inquiry, which refuse to pose as science, but do not fall into narrative fiction. Additionally, their approaches to historical inquiry share a concern for the practical application of the study of history. In this concern for application, both Dewey and Gadamer provide a theory of historical inquiry consonant with a conservative and pragmatic judicial theory, which rejects both the formalism of legal positivism and the model of unconstrained judicial radicalism

Where Epistemology and Metaphysics Touch in Lois Lowry\u27s The Giver

In Lois Lowry’s dystopian young adult novel, The Giver, the veil of perception— the gap between appearance and reality— is woven into the community as a policy measure meant to establish Sameness—the effort to insure a world without conflict, inequality, difference, pain, or freedom of choice. But a question lingers in the premise of the novel’s community. Given that our options for bridging the gap amount to building a bridge of experience across it or digging a tunnel of existence under it, has the bridge been sabotaged to render perception spurious, or has the tunnel been blocked to alter reality itself? Put otherwise, has Committee of Elders in charge of maintaining Sameness, changed the ability of its community members to perceive an unchanged reality, or has the Committee altered the what is really real? This paper investigates the evidence in the novel that offers inconsistent answers to this question. First, the paper investigates the epistemology/ perception thesis. Next, it looks into the metaphysical/reality thesis. Ultimately, it is argued that, while memory is where epistemology and metaphysics try to touch in the premise of The Giver, Lowry falls short of a consistent philosophical premise upon which to base the story

Protected areas in Tanzania: The coevolution of conservation, communities, and conflict

The consequences of human activities through territorial occupation, resource extraction, and waste deposition, all characteristics of the Anthropocene, have severely impacted biodiversity. In some countries, passing and enforcing environmental legislation to protect the environment has proven to be a major challenge. Various types of terrestrial protected areas have been established to safeguard, manage, and utilize the biodiversity of non-human species and anthropocentrically-defined natural resources, cover approximately 14.7% of the earth’s surface, according to the World Bank (n.d) and IUCN (2008). With 38% of its land dedicated to protected areas, Tanzania exceeds the global average, but not without controversy. Critics of conservation practices in Tanzania claim that they fail to consider local livelihoods, which results in marginalization and further degradation of lands and livelihoods. This paper will assess three case studies that are directly involved with the conflict between local communities and conservation development by focusing on communities of Maasai pastoralists in Northern Tanzania as they attempt to renegotiate land access to support rapidly growing populations. Case studies include Ngorongoro Conservation Area, Longido District Maasailand, and Ngerengere River Eco Camp (NGERIV). Through these case studies, this paper examines how conservationists have worked with communities to develop multipronged solutions that promote social, cultural, and economic incentives for conservation, as well as analyzes the spatial and historical limits of protected areas

Teaching to the Test: A Pragmatic Approach to Teaching Logic

The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey’s naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the context of student experiences. I offer an example of a logic textbook which models the maintenance of the principle of continuity I advocate. Last, I advocate a pluralistic and experimental approach to accomplish this, including methods that rely on the role of the body in learning and reasoning

What Use Is Instrumentalism? Conservative Pragmatism in Liberal Learning

This article summarizes four archetypal responses—the reactionary, conservative, pragmatist, and presentist—to the real or perceived threat to liberal learning in higher education. I advocate a balance between the conservative and the pragmatist responses. A conservative pragmatist response resists the canonical rigidity of the reactionary; responds to the ever-evolving social demands and practices that help frame the perennial questions of liberal learning, but values the poetry of conversation and the disengagement demanded by such a conversation, even if social problems initiate the reflective inquiry. The conservative pragmatist response highlights the perennial and the evolutionary, the universal and the particular, and the end in itself and the instrumental in liberal arts education

An introduction to the short fiction of H. E. Bates

Includes vita.This dissertation offers an extensive introduction to the short fiction of H. E. Bates, a writer whose short stories and novellas have been praised as some of the finest produced by a British author in the twentieth century. The need for such an introduction is defended in the first chapter; despite Bates's high reputation among a select following, his work has been virtually ignored by serious scholars. The first chapter also includes a brief biographical sketch of Bates, emphasizing those features which later have an impact on his fiction. The second chapter contains an analysis of Bates's short fiction aesthetic; examined are his criticisms of fellow writers, the writers who were most influential in his development, and his theoretical observations on fiction writing. In particular, the influence of Chekhov and Maupassant is examined at some length, together with Bates's insistence on a pictorial style, rich atmosphere, inference and implication, and open endings. The next three chapters focus on Bates's works, with broader observations regarding the direction of his fiction supported by close readings of selected stories. The third chapter focusses on the early years of Bates's career, through 1932. During this time a richly painted atmosphere is the keynote of his work, as seen in the deceptively simple tales of Midland folk. The fourth chapter encompasses the middle years, 1933-1943. Here a growing interest in characterization is discerned. This interest in characterization, along with his masterful handling of atmosphere, makes the middle years the most fruitful of Bates's career. Toward the end of this period, the effects of time and social change become an increasingly important theme. Unfortunately, the quality of his work seems to decline in the latter part of the middle years. The fifth chapter focusses on the later years of Bates's career—1944 to his death. This period is marked by the zenith of Bates's fame and financial success, concurrent with growing critical dissatisfaction with his work. This chapter is divided into two sections, one each for the novella and the short story in the later years. It was in these years that Bates became one of the most prolific and highly praised writers of novellas in English. A brief summary of Bates's major themes and methods, together with observations on his eventual place in the history of English literature, comprises the sixth chapter. The quality and quantity of his short fiction suggest that Bates deserves recognition as a major figure in twentieth­ century British short fiction. However, the curiously tenuous position that short-story writers often hold in the eyes of many scholars probably dooms him to a position of minor importance in English literary history. Two appendices—a checklist of Bates's publications plus an annotated checklist of scholarship concerning Bates's short fiction—follow the text of this dissertation.Includes bibliographical references

Gender Differences in Risk Factors Related to Suicidal Behavior Among Adolescents

The purpose of this study was to identify gender differences in self- reported suicidal beh avior in relation to risk factors among seventh through twelfth grade students (N=3,461). Data were gathered from the Survey Instrument of Attitude/Behavior administered in a school district located in a medium size Midwest city. Factor analyses reduced the 100 item survey to fifteen independent factors: cigarette use, smokeless tobacco use, alcohol use, alcohol behavior, hard drug use, marijuana use, over-the-counter drug use, school misconduct, academic difficulties, home environment, miscommunication with parents, unfair/strict rules of parents, sexual activity, forcible sex, and violence. The dependent variables were suicidal activity and suicidal tendency. Stepwise forward regression ordered the independent factors in predicting suicidal activity and suicidal tendency for the total, male, and female samples. In addition, logistic regression determined the probabilities of these factors in predicting suicidal tendency for the total, male, and female samples. The comparison of regression results revealed that the independent factors accounted for more variance in male suicidal activity and tendency than in female suicidal activity and tendency. The stepwise regression results for the males and females displayed similarities in the predictors for suicidal activity. However, gender differences were revealed in the leading predictors for suicidal tendency. Although the leading predictor of school misconduct was the same, the next significant predictors for males were forcible sex, unfair/strict rules, and home environment, whereas for females they were over-the-counter drug use, unfair/strict rules, and cigarette use. The comparison of logistic regression results revealed several differences between gender in increasing the predictability of suicidal tendency. The leading factors for males were forcible sex , school misconduct, unfair/strict rules, home environment, over-the-counter drug use, and academic difficulties, while for females the leading factors were over-the- counter drug use, cigarette use, forcible sex, unfair/strict rules, school misconduct, home environment, and miscommunication with parents