Religion is a worldwide major aspect of human thought and behaviour, and has existed in some form... more Religion is a worldwide major aspect of human thought and behaviour, and has existed in some form quite probably since the emergence of Homo sapiens as a species. It is studied in a very wide range of disciplines, including Anthropology, Economics, Genetics, History, Palaeontology, Politics, Philosophy, Psychology, Sociology, Theology and no doubt yet more. In many of these there has been a remarkable increase in new ideas and new research in recent decades. I certainly don't claim to have mastered anything like all of this. I hope I've grasped the main issues and outcomes. In this book I first explain why I think that attempting to give one simple definition of religion is unhelpful. I offer instead an account, from a non-religious point of view, of the components that, in my view, make up 'religion' as a whole: Practices, Beliefs, Doctrines, Experiences and Organizations. Next I consider in more detail a number of particular issues including the nature of faith, claims of life after death, miracles, virtue and sin, religious extremism, the relationship of religion and science, and others.
This book explores some of the underlying issues related to the changes taking place in British h... more This book explores some of the underlying issues related to the changes taking place in British higher education. Individual chapters focus on the development of higher education in Britain, the various purposes it serves, how to assess it, and how to improve delivery. Part 1 addresses the dilemmas of mass higher education, and traces the development of higher education, the origins of modern universities, the British university system in the twentieth century, and other recent developments. Chapters in Part 2 review the academic standards and quality management debate in British higher education; the factors, such as expansion, diversity, and quality management, that impact on academic standards; and the British external examiner system. Also included is a critical essay on self-assessment and the quality assessment process. Part 3 discusses teaching in higher education, taking note of some the inherent problems, such as establishing contact between teacher and student, the implicit contract between teacher and student, the opportunity for students to consult with teachers, and the link between learning and teaching and the evaluation of outcome. Part 4 notes the views of the various interested parties to higher education, the higher education agenda, and notes what works in higher education. (Contains approximately 120 references.) (CH)
In 1996, Graham Richards published Putting Psychology in its Place: An introduction from a critic... more In 1996, Graham Richards published Putting Psychology in its Place: An introduction from a critical historical perspective. Here, I seek to consider what is or should be the ‘place’ of Psychology in education, more particularly Higher Education, and not just from a historical perspective. This raises issues about several contexts in which Psychology finds itself. In the Higher Education context itself, Psychology continues to be in demand. But what is offered in first degrees is largely dictated by the requirements of the Graduate Basis for Registration of the British Psychological Society. These have been criticised both as not ideal as professional preparation, and as being unsuited to the large majority of students who will not enter the restricted psychological professions. Little attention is paid to more general educational aims. In the context of other disciplines, Psychology (with some exceptions) largely fails to draw on other sources of knowledge about human behaviour, suc...
Psychology-Review-Vo-13-No-2-Winter-2009-P1081.aspx CORE Metadata, citation and similar papers at... more Psychology-Review-Vo-13-No-2-Winter-2009-P1081.aspx CORE Metadata, citation and similar papers at core.ac.uk
Psychology and religion would appear to be related in principle. But religion does not feature la... more Psychology and religion would appear to be related in principle. But religion does not feature largely in mainstream psychology. Richards (1988) argues that the relationship has historically been closer than it is now, and Buchanan (2003) largely agrees. A prior question, it is suggested, is what we do or should mean by the two terms. Different types of definition are discussed, stipulative, reportive, essentialist and operational. A special case of the last can be considered to be 'family resemblances', characteristics shared in unequal measure by members of a class. This seems most appropriate to religion, but the lists of most writers appear too short. A longer set of characteristics is suggested. But for psychology a lexical approach seems more helpful, an example being the author's distinction between discipline, subject and profession. These points suggest two entities which do have something in common, but which are in fact essentially different in significant ways affecting assumptions, content, methodology and modes of thought. Nevertheless psychology should engage with religion. Some reasons why it has not done so more completely are discussed. There are currently signs of a more comprehensive approach.
Discussion 16 D. K. Detterman Giftedness and intelligence: one and the same? 22 Discussion 31 C. ... more Discussion 16 D. K. Detterman Giftedness and intelligence: one and the same? 22 Discussion 31 C. P Benbow and D. Lubinski Psychological profiles of the mathematically talented: some sex differences and evidence supporting their biological basis 44 Discussion 60 R. Plomin and L. A. Thompson Genetics and high cognitive ability 67 Discussion 79 M. J. A. Howe The early lives of child prodigies 85 Discussion 92 J. Sloboda Musical ability 106 Discussion 114 J. C. Stanley Boys and girls who reason well mathematically 119 Discussion 134 K. A. Heller Scientific ability 139 Discussion 150
In 1996 Graham Richards published Putting Psychology in its Place: An introduction from a critica... more In 1996 Graham Richards published Putting Psychology in its Place: An introduction from a critical historical perspective. Here, I seek to consider what is or should be the ‘place’ of Psychology in education, more particularly Higher Education, and not just from a historical perspective. This raises issues about several contexts in which Psychology finds itself. In the Higher Education context itself, Psychology continues to be in demand. But what is offered in first degrees is largely dictated by the requirements of the Graduate Basis for Registration of the British Psychological Society (BPS). These have been criticized both as not ideal as professional preparation, and as being unsuited to the large majority of students who will not enter the restricted psychological professions. Little attention is paid to more general educational aims. In the context of other disciplines, Psychology (with some exceptions) largely fails to draw on other sources of knowledge about human behaviour...
would seem to depend upon, among other things, learning, memory, perception, thinking, motivation... more would seem to depend upon, among other things, learning, memory, perception, thinking, motivation, individual differences, social factors, motivation and many more terms that feature in basic textbooks of Psychology. Psychologists ought, therefore, to know a great deal about the basics of teaching. Hence my title. James Hartley begins with some reminiscences of his early days teaching Psychology, and I will accordingly indulge myself similarly. In passing, I adopt Graham Richards’ useful distinction of upper case – Psychology – for the discipline, and lower – psychology – for the subject matter of that discipline. I further distinguish the discipline, the body of problems, methods and knowledge, from the subject, a selection of material and resources for purposes of dissemination, teaching, examining and so on, and from the profession, those who practice, both academically and otherwise. If this is familiar I apologise. But to resume. My first lecturing post, in 1964–1965, was at En...
This article discusses the effects of education on the employability of rural/urban women and the... more This article discusses the effects of education on the employability of rural/urban women and their choice to work in the labor market in Mali using data fromthe National Institute of Statistic, 2017. The main purpose is to analyze these effects. The probability of women entering the labor market is estimated from a Logit model and that of their choice of occupation by a Tobit. This analysis shows that women's education has a negative and significant impact on their risk of employability and choice of occupancy in any environment. On the other hand, their chance of entering the job market and choice of occupation is appreciated with literacy.The age of women and the head of the household negatively affects the likelihood that a woman may be employable. In rural areas, women's employability increases with the polygamous regime. Nevertheless, single women are less likely to enter the labor market. Poverty has a positive effect on the employability of women in rural area.
Religion is a worldwide major aspect of human thought and behaviour, and has existed in some form... more Religion is a worldwide major aspect of human thought and behaviour, and has existed in some form quite probably since the emergence of Homo sapiens as a species. It is studied in a very wide range of disciplines, including Anthropology, Economics, Genetics, History, Palaeontology, Politics, Philosophy, Psychology, Sociology, Theology and no doubt yet more. In many of these there has been a remarkable increase in new ideas and new research in recent decades. I certainly don't claim to have mastered anything like all of this. I hope I've grasped the main issues and outcomes. In this book I first explain why I think that attempting to give one simple definition of religion is unhelpful. I offer instead an account, from a non-religious point of view, of the components that, in my view, make up 'religion' as a whole: Practices, Beliefs, Doctrines, Experiences and Organizations. Next I consider in more detail a number of particular issues including the nature of faith, claims of life after death, miracles, virtue and sin, religious extremism, the relationship of religion and science, and others.
This book explores some of the underlying issues related to the changes taking place in British h... more This book explores some of the underlying issues related to the changes taking place in British higher education. Individual chapters focus on the development of higher education in Britain, the various purposes it serves, how to assess it, and how to improve delivery. Part 1 addresses the dilemmas of mass higher education, and traces the development of higher education, the origins of modern universities, the British university system in the twentieth century, and other recent developments. Chapters in Part 2 review the academic standards and quality management debate in British higher education; the factors, such as expansion, diversity, and quality management, that impact on academic standards; and the British external examiner system. Also included is a critical essay on self-assessment and the quality assessment process. Part 3 discusses teaching in higher education, taking note of some the inherent problems, such as establishing contact between teacher and student, the implicit contract between teacher and student, the opportunity for students to consult with teachers, and the link between learning and teaching and the evaluation of outcome. Part 4 notes the views of the various interested parties to higher education, the higher education agenda, and notes what works in higher education. (Contains approximately 120 references.) (CH)
In 1996, Graham Richards published Putting Psychology in its Place: An introduction from a critic... more In 1996, Graham Richards published Putting Psychology in its Place: An introduction from a critical historical perspective. Here, I seek to consider what is or should be the ‘place’ of Psychology in education, more particularly Higher Education, and not just from a historical perspective. This raises issues about several contexts in which Psychology finds itself. In the Higher Education context itself, Psychology continues to be in demand. But what is offered in first degrees is largely dictated by the requirements of the Graduate Basis for Registration of the British Psychological Society. These have been criticised both as not ideal as professional preparation, and as being unsuited to the large majority of students who will not enter the restricted psychological professions. Little attention is paid to more general educational aims. In the context of other disciplines, Psychology (with some exceptions) largely fails to draw on other sources of knowledge about human behaviour, suc...
Psychology-Review-Vo-13-No-2-Winter-2009-P1081.aspx CORE Metadata, citation and similar papers at... more Psychology-Review-Vo-13-No-2-Winter-2009-P1081.aspx CORE Metadata, citation and similar papers at core.ac.uk
Psychology and religion would appear to be related in principle. But religion does not feature la... more Psychology and religion would appear to be related in principle. But religion does not feature largely in mainstream psychology. Richards (1988) argues that the relationship has historically been closer than it is now, and Buchanan (2003) largely agrees. A prior question, it is suggested, is what we do or should mean by the two terms. Different types of definition are discussed, stipulative, reportive, essentialist and operational. A special case of the last can be considered to be 'family resemblances', characteristics shared in unequal measure by members of a class. This seems most appropriate to religion, but the lists of most writers appear too short. A longer set of characteristics is suggested. But for psychology a lexical approach seems more helpful, an example being the author's distinction between discipline, subject and profession. These points suggest two entities which do have something in common, but which are in fact essentially different in significant ways affecting assumptions, content, methodology and modes of thought. Nevertheless psychology should engage with religion. Some reasons why it has not done so more completely are discussed. There are currently signs of a more comprehensive approach.
Discussion 16 D. K. Detterman Giftedness and intelligence: one and the same? 22 Discussion 31 C. ... more Discussion 16 D. K. Detterman Giftedness and intelligence: one and the same? 22 Discussion 31 C. P Benbow and D. Lubinski Psychological profiles of the mathematically talented: some sex differences and evidence supporting their biological basis 44 Discussion 60 R. Plomin and L. A. Thompson Genetics and high cognitive ability 67 Discussion 79 M. J. A. Howe The early lives of child prodigies 85 Discussion 92 J. Sloboda Musical ability 106 Discussion 114 J. C. Stanley Boys and girls who reason well mathematically 119 Discussion 134 K. A. Heller Scientific ability 139 Discussion 150
In 1996 Graham Richards published Putting Psychology in its Place: An introduction from a critica... more In 1996 Graham Richards published Putting Psychology in its Place: An introduction from a critical historical perspective. Here, I seek to consider what is or should be the ‘place’ of Psychology in education, more particularly Higher Education, and not just from a historical perspective. This raises issues about several contexts in which Psychology finds itself. In the Higher Education context itself, Psychology continues to be in demand. But what is offered in first degrees is largely dictated by the requirements of the Graduate Basis for Registration of the British Psychological Society (BPS). These have been criticized both as not ideal as professional preparation, and as being unsuited to the large majority of students who will not enter the restricted psychological professions. Little attention is paid to more general educational aims. In the context of other disciplines, Psychology (with some exceptions) largely fails to draw on other sources of knowledge about human behaviour...
would seem to depend upon, among other things, learning, memory, perception, thinking, motivation... more would seem to depend upon, among other things, learning, memory, perception, thinking, motivation, individual differences, social factors, motivation and many more terms that feature in basic textbooks of Psychology. Psychologists ought, therefore, to know a great deal about the basics of teaching. Hence my title. James Hartley begins with some reminiscences of his early days teaching Psychology, and I will accordingly indulge myself similarly. In passing, I adopt Graham Richards’ useful distinction of upper case – Psychology – for the discipline, and lower – psychology – for the subject matter of that discipline. I further distinguish the discipline, the body of problems, methods and knowledge, from the subject, a selection of material and resources for purposes of dissemination, teaching, examining and so on, and from the profession, those who practice, both academically and otherwise. If this is familiar I apologise. But to resume. My first lecturing post, in 1964–1965, was at En...
This article discusses the effects of education on the employability of rural/urban women and the... more This article discusses the effects of education on the employability of rural/urban women and their choice to work in the labor market in Mali using data fromthe National Institute of Statistic, 2017. The main purpose is to analyze these effects. The probability of women entering the labor market is estimated from a Logit model and that of their choice of occupation by a Tobit. This analysis shows that women's education has a negative and significant impact on their risk of employability and choice of occupancy in any environment. On the other hand, their chance of entering the job market and choice of occupation is appreciated with literacy.The age of women and the head of the household negatively affects the likelihood that a woman may be employable. In rural areas, women's employability increases with the polygamous regime. Nevertheless, single women are less likely to enter the labor market. Poverty has a positive effect on the employability of women in rural area.
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