User:KYPark/1993

Richard Anderson

 * The Future of Reading Research
 * Reading Research into the Year 2000, eds. Anne P. Sweet, and Judith I. Anderson, pp. 17-36.
 * http://books.google.com/books?id=Gpy7e9w8eaAC

Children from any walk of life may face difficulty in learning to read. However, the incidence of slow progress and outright failure is highest among poor children, children from homes low in literacy, ethnic minority children, and children who have limited proficiency in English. Children who become accomplished readers despite these life circumstances have springboard for breaking the cycle of ignorance and poverty. But those who make unsatisfactory progress in reading become even more vulnerable to falling in school, dropping out, and the accompanying social risks. The highest priority for reading research and development should be to discover and put into practice the means for reaching children who are failing to learn to read.

Many children who have learned to read, at least in a rudimentary way, are unable to use what they have learned to unlock the secrets of science, history, and other subjects. Part of the problem is school textbooks. Far too many textbooks are disgracefully written, superficial baskets of facts. A root cause of the problem is that too many classrooms are not places that "rouse children's minds to life" (Tharp & Gallimore, 1988). Consequently, students may not appreciate what it means to have a conceptual understanding of an area of knowledge. They may not know how to go about acquiring knowledge. A high priority for reading research and development should be to discover how to help all children acquire knowledge from the written word.

State of the art in reading research

Research made considerable progress over the last 15 years in illuminating the process of reading. There are several reasons for this, not the least of which is a greater federal investment in reading research. But, perhaps the major reason for rapid progress is the paradigm shift in psychology and allied disciplines. In the field of reading, the fruits of the "cognitive revolution" are now everywhere to be seen. It should be a point of honor among people in this field that reading researchers were among the leaders in developing the new cognitive view.

The very conception of reading, learning to read, and the teaching of reading are changing, thanks in considerable measure to research that flies the banner of cognitive science. It is now widely understood that readers "construct" the meanings of texts. That is to say, it is generally accepted that the building blocks for the meaning of a text include, not only the words on its pages, but the reader's purposes and point of view, analysis of the context and author's intentions, and already possessed knowledge and belief about the topic. Skilled readers swiftly and effortlessly integrate information from various sources as they build a representation of a text.

Extending the idea of constructivism, previously separate strands of research and theory recently have been amalgamated under the banner of social constructivism. Espousing this idea are not only psychologists and computer scientists, but also anthropologists, linguists, political scientists, and literary theorists. The central idea is that the individual is the creature of culture and, thus, that learning and development must be construed as socially situated. Following the Russian psychologist, Vygotsky, the premise is that children acquire the ways of thinking of those around them by internalizing speech patterns. This premise motivates the close analysis of the talk between parent and child and teacher and child. (pp. 17-18)


 * Director of Center for the Study of Reading (the former national reading center), University of Illinois at Urbana-Champaign

Marc Andreessen

 * Mosaic Web Browser
 * University of Illinois at Urbana-Champaign (NCSA-UIUC)


 * ``Scholars generally agree [...] that the turning point for the World Wide Web began with the introduction of the Mosaic Web browser in 1993, a graphical browser developed by a team at the National Center for Supercomputing Applications at the University of Illinois at Urbana-Champaign (NCSA-UIUC), led by Marc Andreessen. Funding for Mosaic came from the High-Performance Computing and Communications Initiative, a funding program initiated by then-Senator Al Gore's High Performance Computing and Communication Act of 1991, also known as the Gore Bill (See Al Gore's contributions to the Internet and technology for more information.) Prior to the release of Mosaic, graphics were not commonly mixed with text in Web pages, and its popularity was less than older protocols in use over the Internet, such as Gopher and Wide Area Information Servers (WAIS). Mosaic's graphical user interface allowed the Web to become, by far, the most popular Internet protocol.``

Simon Blackburn

 * Essays in Quasi-realism
 * See also: Spreading the Word (1984)
 * Quasi-realism
 * Projectivism

Peter Drucker

 * Post-capitalist Society
 * HarperBusiness, New York, 1993.


 * ``The change in the meaning of knowledge that began two hundred fifty years ago has transformed society and economy. Formal knowledge is seen as both the key personal and the key economic resource. [...] [K]nowledge proves itself in action. What we now mean by knowledge is information effective in action, information focused on results. [...] The actual products of the pharmaceutical industry is knowledge; pill and prescription ointment are no more than packaging for knowledge.`` (p.42)
 * Cited by Tefko Saracevic (1999). "Information Science." Journal of the American Society for Information Science, 50 (12), 1051-1063. pdf

Ben Goertzel

 * The Structure of Intelligence&#58; A New Mathematical Model of Mind
 * Springer


 * The Evolving Mind
 * Gordon and Breach


 * Chaotic Logic&#58; Language, Thought and Reality From the Perspective of Complex Systems Science
 * Plenum Press, 1994


 * Linus Pauling&#58; A Life in Science and Politics
 * Basic Books, 1995 (written with his father Ted Goertzel)


 * From Complexity to Creativity
 * Plenum Press, 1997


 * The Principia Cybernetica Project&#58; Placing the Web at the Center of Man's Quest for Knowledge, 2000
 * cf. Francis Heylighen below

William Harrison
William Harrison and Harold Ossher
 * Subject-Oriented Programming - A Critique of Pure Objects
 * Proceedings of 1993 Conference on Object-Oriented Programming Systems, Languages, and Applications, September 1993.


 * Subject-oriented programming > Separation of concerns > Separation of presentation and content > William W. Tunnicliffe > Markup language > SGML > Sharon C. Adler, Anders Berglund and James A. Marke
 * Cf. Aspect-oriented programming (1997)

Francis Heylighen

 * Electronic Networking for Philosophical Development in the Principia Cybernetica Project
 * Informatica (Slovenia) 17(3): (with Cliff Joslyn 1993)


 * Cliff Joslyn. "On Possibilistic Automata." EUROCAST 1993: 231-242
 * Cliff Joslyn, Francis Heylighen & Valentin Turchin (1993). "Synopsis of the Principia Cybernetica Project". in: Proc. 13th Int. Congress on Cybernetics, p. 509-513
 * Francis Heylighen, Cliff Joslyn & Valentin Turchin (1991). "A Short Introduction to the Principia Cybernetica Project." Journal of Ideas, 2(1), p. 26-29
 * Principia Cybernetica initiated by Cliff Joslyn (1989)

Steve Jones

 * at University College London


 * The Language of the Genes
 * HarperCollins, ISBN 0-00-255020-2


 * The title of the book is partly the result of Jones' regular use of a metaphor of nucleotides as letters, codons as words and genes as sentences, but also reflecting Jones' short explanation of language's role in human evolution.

Stuart Kauffman

 * Origins of Order: Self-Organization and Selection in Evolution
 * Oxford University Press, Technical monograph.


 * Kauffman is best known for arguing that the complexity of biological systems and organisms might result as much from self-organization and far-from-equilibrium dynamics as from Darwinian natural selection.
 * complex system

Carol Kuhlthau

 * Seeking Meaning: A Process Approach to Library and Information Services
 * Ablex Publishing Corp., 1993


 * Information Search Process

Ervin Laszlo

 * The Evolution of Cognitive Maps: New Paradigms for the Twenty-first Century
 * Ervin Laszlo, Ignazio Masulli, Robert Artigiani and Vilmos Csanyi (eds.)
 * http://books.google.com/books?id=2OFZqMzW0JYC


 * Edward Tolman (1948) "Cognitive Maps in Rats and Men," Psychological Review, 55, 189-208.
 * Peter Russell (1975) "mind map"
 * Harold Lasswell (1975) "conceptual map"
 * Robert Axelrod (1976) "cognitive map"
 * Peter Chen (1976) "entity-relationship model"
 * Dedre Gentner (1983) Mental Models
 * Philip Johnson-Laird (1983) Mental Models
 * Ogden & Richards (1923) "psychological context" cf. "literary" and "external"
 * mindset, cognitive bias, confirmation bias, paradigm
 * context, hypertext, subtext

John McCarthy

 * Notes on Formalizing Context
 * In: IJCAI, 555-562


 * ``These notes contain some of the reasoning behind the proposals of [McCarthy, 1987] to introduce contexts as formal objects. The present proposals are incomplete and tentative. In particular the formulas are not what we will eventually want, and I will feel free to use formulas in discussions of different applications that aren't always compatible with each other. [While I dithered, R.V. Guha wrote his dissertation.]`` (Opening passage)
 * cf. R. V. Guha (1991) Contexts: A Formalization and Some Applications (Stanford PhD Thesis)
 * cf. Y. Shoham (1991) "Varieties of Context," in: Artificial Intelligence and Mathematical Theories of Computation, Academic Press, San Diego and London
 * cf. Herbert A. Simon (1991) Literary Criticism: A Cognitive Approach
 * cf. John McCarthy (1987). "Generality in Artificial Intelligence," Communications of the ACM, Vol. 30, No. 12, pp. 1030-1035. Also in ACM Turing Award Lectures, The First Twenty Years, ACM Press
 * cf. John McCarthy (1979a). "Ascribing Mental Qualities to Machines," in: Philosophical Perspectives in Artificial Intelligence, Ringle, Martin (ed.), Harvester Press, July 1979.

Gordon Pask

 * Interactions of Actors&#58; Theory and Some Applications
 * Gordon Pask and Gerard de Zeeuw Volume 1: Outline and Overview (Drast Last edit April 1993 Still unpublished)


 * Nick Green (2004) "Axioms from Interactions of Actors Theory," Kybernetes, vol. 33, no. 9/10 (PDF)

Boyd Rayward

 * Some Schemes for Restructuring and Mobilising Information in Documents&#58; A Historical Perspective
 * Information Processing and Management, 30: 163-175

Parker Rossman

 * The Emerging Worldwide Electronic University: Information Age Global Higher Education
 * Westport CT: Praeger. amazon.com


 * Parker Rossman (1987). "The Coming Great Electronic Encyclopedia." Education Digest, December, pp. 64-66.
 * See also: Parker Rossman (2002)

James Tully

 * An Approach to Political Philosophy: Locke in Contexts
 * Cambridge University Press. ISBN 0521436389, ISBN 9780521436380. Google Preview


 * (1988) Meaning and Context: Quentin Skinner and His Critics
 * Richard Rorty et al. eds. (1984) Philosophy in History


 * The work of the philosopher consists in assembling reminders for a particular purpose.

I have sought to develop an approach to political philosophy that throws light on the problems of the present age through contextual studies of the history of modern political thought. I have drawn inspiration from Wittgenstein, Sir Isaiah Berlin, the Cambridge school of John Dunn, John Pocock, Quentin Skinner, and Richard Tuck, Michael Foucault's histories of the present, and the work of Charles Taylor. My approach is thus a contribution to the broad and pluralistic movement to re-examine the relationships between political philosophy and its history that these authors and others set in motion in the post-war era. It is therefore an honour to have these essays published in the Ideas in context series, which exemplifies this European and American movement and whose first publication, Philosophy in history (1984), is one of the best statements of its main themes.

All the essays are concerned first with understanding the political philosophy of John Locke in a historically sensitive manner by interpreting his writings in light of the discursive and practical contexts in which they were written, published and read. The appropriate contexts are various and overlapping. for authors such as Locke and his adversaries were doing many things in writing a text, and so it is necessary to approach the same text from many different contexts to understand it. They range from specific debates and events in England to European political movements and intellectual traditions. By this somewhat meticulous underlabouring I hope to furnish a better understanding of the complexity of both Locke's political thought and its place in early modern political thought. Second, I seek to bring out the critical significance or interest of the interpretation for a late twentieth century reader. Critical significance too is various: questioning a conventional interpretation or offering an interpretation of a disputed stretch of text, comparing Locke's arguments to his contemporaries to show his conventionality or originality, tracing the roles of his arguments in the formation of the labyrinth of modern political thought, drawing either a contrast or a comparison to a conventional assumption of later or current political philosophy in order to call it into question and so on -- a variety of exercises in placing specific aspects of the present in a different, less familiar and more critical light. I have tried to meet the criteria of historians of political thought and political philosophers, and to show by example that both disciplines can be enriched by an approach that combines the two.

Locke's political philosophy is particularly suitable for this type of study, as John Dunn's pioneering work demonstrates, because it addresses many of the central themes of seventeenth century political reflection and it plays a multiplicity of roles in later political thought in Europe and North America, especially in twentieth century varieties of liberalism. A reinterpretation of Locke is thus not only a reinterpretation of one strand of liberalism but also of the ways many liberals and their critics understand the formation of modernity and postmodernity, both of which are standardly defined in relation to interpretations of Locke's philosophy. John Dunn, Michel Foucault, John Pocock, Quentin Skinner, and Charles Taylor, for example, have challenged the conventional understanding of Locke and liberalism and, in so doing, altered our views of modernity. Thus, to take up these penetrating challenges and investigate Locke's philosophy critically in the context of the current debates, often as a way of testing the interpretations that set the terms of the debates, is to contribute to a better understanding of Locke and the varieties of liberalism, and, in so doing, of one aspect of our tangled identities as moderns.

Herbert Wells

 * World Brain: H. G. Wells on the Future of World Education
 * Adamantine Classics for the 21st Century. (New edition)


 * Alan J. Mayne. "Critical Introduction," pp. 1-70.