The Science Of Consequences

Actions have consequences--and the ability to learn from them revolutionized life on earth. While it's easy enough to see that consequences are important (where would we be without positive reinforcement?), few have heard there's a science of consequences, with principles that affect us every day. Despite their variety, consequences appear to follow a common set of scientific principles and share some similar effects in the brain--such as the "pleasure centers." Nature and nurture always work together, and scientists have demonstrated that learning from consequences predictably activates genes and restructures the brain. Applications are everywhere--at home, at work, and at school, and that's just for starters. Individually and societally, for example, self-control pits short-term against long-term consequences. Ten years in the making, this award-winning book tells a tale ranging from genetics to neurotransmitters, from emotion to language, from parenting to politics, taking an inclusive interdisciplinary approach to show how something so deceptively simple can help make sense of so much.

Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison). Thousands of official documents and textbooks were analyzed. Thousands of teachers, principals, and other experts responded to survey questionnaires. A sample of mathematics teachers in three countries had their lessons videotaped. Hundreds of thousands of children in almost 50 countries were tested in mathematics and science. This report presents a closer look at US mathematics and science education through careful examination of TIMSS data. The authors believe this investigation shows how deceptive many often unquestioned assumptions about American education can be. Drawing upon many new analyses not previously reported and integrating these with previous analyses of TIMSS data, the authors develop and illustrate the argument that what happens to American students is the consequence of American beliefs that shape educational practice and the accretion of a myriad educational choices made in mathematics and science education.

This book examines the origins, presence, and implications of scientistic thinking in psychology. Scientism embodies the claim that only knowledge attained by means of natural scientific methods counts as valid and valuable. This perspective increasingly dominates thinking and practice in psychology and is seldom acknowledged as anything other than standard scientific practice. This book seeks to make this intellectual movement explicit and to detail the very real limits in both role and reach of science in psychology. The critical chapters in this volume present an alternative perspective to the scholarly mainstreams of the discipline and will be of value to scholars and students interested in the scientific status and the philosophical bases of psychology as a discipline.

This book advances understanding of the manifestations, causes, and consequences of generosity. Synthesizing the findings of the 14 research projects conducted by the Science of Generosity Initiative and offering an appendix of methods for studying generosity, this comprehensive account integrates insights from disparate disciplines to facilitate a broader understanding of giving—ultimately creating a compendium of not only the latest research in the field of altruistic behaviors, but also a research roadmap for the future. As the author sequentially explores the manifestations, causes, and consequences of generosity, Patricia Snell Herzog here also offers analyses ranging from the micro- to macro-level to paint a full picture of the individual, interpersonal and familial, and collective (inter)actions involved in altruism and generosity. The author concludes with a call to stimulate further interdisciplinary generosity studies, describing the implications for emerging scholars and practitioners across sociology, economics, political science, religious studies, and beyond.

The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled—from one of the most influential behaviorists of the twentieth century and the author of Walden Two. “This is an important book, exceptionally well written, and logically consistent with the basic premise of the unitary nature of science. Many students of society and culture would take violent issue with most of the things that Skinner has to say, but even those who disagree most will find this a stimulating book.” —Samuel M. Strong, The American Journal of Sociology “This is a remarkable book—remarkable in that it presents a strong, consistent, and all but exhaustive case for a natural science of human behavior…It ought to be…valuable for those whose preferences lie with, as well as those whose preferences stand against, a behavioristic approach to human activity.” —Harry Prosch, Ethics

A proposal for a new way to do cognitive science argues that cognition should be described in terms of agent-environment dynamics rather than computation and representation. While philosophers of mind have been arguing over the status of mental representations in cognitive science, cognitive scientists have been quietly engaged in studying perception, action, and cognition without explaining them in terms of mental representation. In this book, Anthony Chemero describes this nonrepresentational approach (which he terms radical embodied cognitive science), puts it in historical and conceptual context, and applies it to traditional problems in the philosophy of mind. Radical embodied cognitive science is a direct descendant of the American naturalist psychology of William James and John Dewey, and follows them in viewing perception and cognition to be understandable only in terms of action in the environment. Chemero argues that cognition should be described in terms of agent-environment dynamics rather than in terms of computation and representation. After outlining this orientation to cognition, Chemero proposes a methodology: dynamical systems theory, which would explain things dynamically and without reference to representation. He also advances a background theory: Gibsonian ecological psychology, “shored up” and clarified. Chemero then looks at some traditional philosophical problems (reductionism, epistemological skepticism, metaphysical realism, consciousness) through the lens of radical embodied cognitive science and concludes that the comparative ease with which it resolves these problems, combined with its empirical promise, makes this approach to cognitive science a rewarding one. “Jerry Fodor is my favorite philosopher,” Chemero writes in his preface, adding, “I think that Jerry Fodor is wrong about nearly everything.” With this book, Chemero explains nonrepresentational, dynamical, ecological cognitive science as clearly and as rigorously as Jerry Fodor explained computational cognitive science in his classic work The Language of Thought.

A foundational text of the modern conservative movement, this 1948 philosophical treatise argues the decline of Western civilization and offers a remedy. Originally published in 1948, at the height of post–World War II optimism and confidence in collective security, Ideas Have Consequences uses “words hard as cannonballs” to present an unsparing diagnosis of the ills of the modern age. Widely read and debated at the time of its first publication, the book is now seen as one of the foundational texts of the modern conservative movement. In its pages, Richard M. Weaver argues that the decline of Western civilization resulted from the rising acceptance of relativism over absolute reality. In spite of increased knowledge, this retreat from the realist intellectual tradition has weakened the Western capacity to reason, with catastrophic consequences for social order and individual rights. But Weaver also offers a realistic remedy. These difficulties are the product not of necessity, but of intelligent choice. And, today, as decades ago, the remedy lies in the renewed acceptance of absolute reality and the recognition that ideas—like actions—have consequences. This expanded edition of the classic work contains a foreword by New Criterion editor Roger Kimball that offers insight into the rich intellectual and historical contexts of Weaver and his work and an afterword by Ted J. Smith III that relates the remarkable story of the book’s writing and publication. Praise for Ideas Have Consequences “A profound diagnosis of the sickness of our culture.” —Reinhold Niebuhr “Brilliantly written, daring, and radical. . . . It will shock, and philosophical shock is the beginning of wisdom.” —Paul Tillich “This deeply prophetic book not only launched the renaissance of philosophical conservatism in this country, but in the process gave us an armory of insights into the diseases besetting the national community that is as timely today as when it first appeared. [This] is one of the few authentic classics in the American political tradition.” —Robert Nisbet

The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support â€" or distort â€" practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices.