April Arts & Crafts Grs. 1-3 by The Education Center

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Novel cases are then judged to fall under a concept (such as ‘pet’ or ‘crime’) according to the distance separating the set of features they exhibit from the prototypical feature complex – hence the typicality effects mentioned earlier (for a full review, see Clark 1993). Such a vision of prototype-based reason fits very satisfyingly with a particular model of information storage in the brain. This is the model of state-space representation, which draws on both neuroscientific conjecture and recent work with computational simulations of a broadly connectionist type (McClelland, Rumelhart and the PDP Research Group 1986, vols 1 and 2; Churchland 1989; Clark 1989, 1993; Churchland and Sejnowski 1992).

But in practice, it is often the joint confrontation of the issues that yields progress in the search for an integrated image. In thus striving for a mutually satisfactory vision, we are forced to discover a common vocabulary and to agree on some focal issues, and to the extent that we do so, we prepare the ground for future participants from still other disciplines. Such long-term benefits aside, the immediate upshot of this discussion is clear: recent connectionist inspired reflections on moral cognition are probably right in asserting both that moral thinking is fruitfully depicted as a case of prototype based reasoning and that summary linguistic principles and maxims can therefore provide only an impoverished gloss on the full complexities of our moral understanding.

2008. ‘Culture, embodiment, and genes: unravelling the triple helix’. Philosophical Transactions of the Royal Society, B 363(1509), 3563–75. Wilson, R. and Clark, A. 2008. ‘Situated cognition: letting nature take its course’ (with Rob Wilson), in M. Aydede and P. Robbins (eds), Cambridge Handbook of Situated Cognition. New York: Cambridge University Press, 55–77. This page has been left blank intentionally Chapter 2 Losing the Plot: Moving Beyond Text in Educational Practice Anne Pirrie and James Benedict Brown Introduction ‘Losing the plot’ may seem an inauspicious title for a chapter that seeks to address the largely undiscovered territory signalled by the words ‘Beyond Text in Legal Education’.

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