This monograph is both an intellectual summation as well as a philosophical advancement of key themes of the work of Keith Lehrer on several key topics--including knowledge, self-trust, autonomy, and consciousness. He here attempts to integrate these themes and develop an intellectual system that can constructively solve philosophical problems. The system is indebted to the modern work of Sellars, Quine, and Chisholm, as well as historically to Hume and Reid. At the core of this system lies Lehrer's theory of knowledge, which he previously called a coherence theory of knowledge but now calls a defensibility theory. Lehrer argues that knowledge requires the capacity to justify or defend the target claim of knowledge in terms of a background system. Defensibility is an internal capacity supplied by that system to meet objections to the claim. This theory however leaves open the problem of "experience"--noted by other philosophers--i.e. how to explain the special role of experience in a background system even granted we are fallible in describing it. Lehrer offers a solution to the problem of experience, arguing that reflection on experience converts the experience itself into an exemplar, something like a sample that becomes a vehicle or term of representation. The exemplar represents itself and extends to represent the external world. It exhibits something about evidence and truth concerning experience that, as Wittgenstein noted, cannot be fully described but can only be shown. Exemplar representation is the missing link of a background system to truth about the world.

In this volume is a masterpiece of medieval literature and spirituality from the 14th-century (1300-1366) German Dominican mystic.

An investigation of different uses for the architectural model through history—as sign, souvenir, funerary object, didactic tool, medium for design, and architect's muse. For more than five hundred years, architects have employed three-dimensional models as tools to test, refine, and illustrate their ideas. But, as Matthew Mindrup shows, the uses of physical architectural models extend beyond mere representation. An architectural model can also simulate, instruct, inspire, and generate architectural designs. It can be, among other things, sign, souvenir, toy, funerary object, didactic tool, medium, or muse. In this book, Mindrup surveys the history of architectural models by investigating their uses, both theoretical and practical. Tracing the architectural model's development from antiquity to the present, Mindrup also offers an interpretive framework for understanding each of its applications in the context of time and place. He first examines models meant to portray extant, fantastic, or proposed structures, describing their use in ancient funerary or dedicatory practices, in which models are endowed with magical power; as a medium for architectural reverie and inspiration; and as prototypes for twentieth-century experimental designs. Mindrup then considers models that exemplify certain architectural uses, exploring the influence of Leon Battista Alberti's dictum that models be simple, lest they distract from the architect's ideas; analyzing the model as a generative tool; and investigating allegorical, analogical, and anagogical interpretations of models. Mindrup's histories show how the model can be a surrogate for the architectural structure itself, or for the experience of its formal, tactile, and sensory complexity; and beyond that, that the manipulation, play, experimentation, and dreaming enabled by models allow us to imagine architecture in new ways.

The rationale of the order of Psalms is a puzzle at least as old as Augustine in the fourth century, and Grant (Biblical studies, Highland Theological College, Scotland) does not aspire to solve the whole thing here and now. Rather he bites off only one aspect, a particular paradigm that may have influenced the shape of the Psalms in certain ways.

Exemplars show what rubrics tell about assessment criteria. When exemplars complement rubrics, a proven tool for describing expectations, students are able to appreciate writing standards in a more concrete way.--back cover.

Arguments over the developmental origins of human knowledge are ancient, founded in the writings of Plato, Aristotle, Descartes, Hume, and Kant. They have also persisted long enough to become a core area of inquiry in cognitive and developmental science. Empirical contributions to these debates, however, appeared only in the last century, when Jean Piaget offered the first viable theory of knowledge acquisition that centered on the great themes discussed by Kant: object, space, time, and causality. The essence of Piaget's theory is constructivism: The building of concepts from simpler perceptual and cognitive precursors, in particular from experience gained through manual behaviors and observation.The constructivist view was disputed by a generation of researchers dedicated to the idea of the "competent infant," endowed with knowledge (say, of permanent objects) that emerged prior to facile manual behaviors. Taking this possibility further, it has been proposed that many fundamental cognitive mechanisms -- reasoning, event prediction, decision-making, hypothesis testing, and deduction -- operate independently of all experience, and are, in this sense, innate. The competent-infant view has an intuitive appeal, attested to by its widespread popularity, and it enjoys a kind of parsimony: It avoids the supposed philosophical pitfall posed by having to account for novel forms of knowledge in inductive learners. But this view leaves unaddressed a vital challenge: to understand the mechanisms by which new knowledge arises.This challenge has now been met. The neoconstructivist approach is rooted in Piaget's constructivist emphasis on developmental mechanisms, yet also reflects modern advances in our understanding of learning mechanisms, cortical development, and modeling. This book brings together, for the first time, theoretical views that embrace computational models and developmental neurobiology, and emphasize the interplay of time, experience, and cortical architecture to explain emergent knowledge, with an empirical line of research identifying a set of general-purpose sensory, perceptual, and learning mechanisms that guide knowledge acquisition across different domains and through development.